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A fascinating introduction to the research into, and theories, of exceptional achievement. Topics covered include the arguments around personal dynamics and biological processes, the IQ issue, and how family and learning experiences are related to achievement.
This volume presents the basic issues and up-to-date research findings in the area of genius, giftedness and creative behaviour. It gives an appreciation of the potential that exists among talented children and adults and how this can be transformed into highly significant and personally satisfying achievements. It also shows that such achievement involves great personal effort but can be facilitated by human relationships, institutional interventions, and historical conditions which present parents, educators and society with opportunities for maximizing the development of genius, giftedness, and creativity.
Renewed interest in the complex subject of creativity reveals a trend towards an empirical approach, with a psychology of creativeness that takes note of adult performance and achievements in a variety of settings. The move away from the traditional humanistic, child-centered approach also focuses on differences between types of problem-solving and problem-generating behaviours, the interaction of individuals within social systems and the impact of diverse social systems. Theories of Creativity explores this new emphasis in articles by leading authorities who represent major approaches to the study of creativity. The volume encompasses a variety of psychological perspectives, including behavioural, cognitive, developmental, ecological, anthropological, psychometric and social. In each of the five sections, common issues and processes are presented from different viewpoints in an attempt to integrate diverse theoretical and empirical orientations.
As a result of the growing amount of acute crisis events portrayed in the media that impact the lives of the general public, interest in crisis intervention, response teams, management, and stabilization has grown tremendously in the past decade. However, there exists little to no literature designed to give timely and comprehensive help for crisis intervention teams. This is a thorough revision of the first complete and authoritative handbook that prepares the crisis counselor for rapid assessment and timely crisis intervention in the 21st century. Expanded and fully updated, the Crisis Intervention Handbook: Assessment, Treatment, and Research, Third Edition focuses on crisis intervention services for persons who are victims of natural disasters, school-based and home-based violence, violent crimes, and personal or family crises. It applies a unifying model of crisis intervention, making it appropriate for front-line crisis workers-clinical psychologists, social workers, psychiatric-mental health nurses, and graduate students who need to know the latest steps and methods for intervening effectively with persons in acute crisis.
Albert Lewis-Roberts was born in Kimberley, South Africa, in 1896. He was commissioned into the Royal Flying Corps in 1917, serving under Head of Bomber Command Arthur 'Bomber' Harris. This fascinating account of a great pilot, complete with extracts from his highly entertaining letters home, has been written by his son-in-law, Robert Lawton.
Like many others of my generation, I first read Camus in high school. I carried him in my backpack while traveling across Europe, I carried him into (and out of) relationships, and I carried him into (and out of) difficult periods of my life. More recently, I have carried him into university classes that I have taught, coming out of them with a renewed appreciation of his art. To be sure, my idea of Camus thirty years ago scarcely resembles my idea of him today. While my admiration and attachment to his writings remain as great as they were long ago, the reasons are more complicated and critical.—Robert Zaretsky On October 16, 1957, Albert Camus was dining in a small restaurant on Paris's ...