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Richard A. Dienstbier, University of Nebraska
269pp. ¦ $69 £50 €57
‘Food for Thought: Nutrition and the Aging Brain’ presents and analyzes the research on nutrition’s impacts on the aging brain, on possibly-declining cognitive abilities, and on changing emotional dispositions. With 40 pages of references, the depth of coverage of the underlying science makes the book appropriate for scientists in fields such as nutrition, geriatrics, and psychology. However, the book was also designed to be understandable for lay readers wanting a deeper understanding than can be found in typical books on food-brain relationships. To make this book useful for non-scientists and for students, the first three chapters provide background. They sketch relevant brain structure and neurochemistry, and then discuss in only slightly more detail how aging and stress affect neurochemistry, brain structure, cognitive capacities, and resilience. The third chapter introduces basic nutrition research issues, and the extensive Glossary provides additional explanations of scientific concepts. The subsequent 14 chapters consolidate modern research on impacts of nutrition on brain and cognitive capacities. The research shows how much various nutrients can affect cognition in aging people, and then how those impacts are achieved—that is, how genes are affected that in turn have impacts on neural structures and neurochemistry. That series of 14 chapters begins with analyses of general diets such as the Mediterranean and the MIND, but subsequent chapters examine impacts of specific classes of nutrients. Chapter 18 describes nutrition that affects resilience, interpreted as stress tolerance, and resistance to both anxiety and depression. Chapter 19 describes how other types of activities that affect brain and cognition, such as programs of physical exercise and cognitive stimulation, can interact with nutrition to build brain and sharpen cognition. The final chapter summarizes the information on nutrition impacts on brain and cognition, and extends the discussion of interactions of nutrition with other brain-enhancing activities.
Isabella Sarto-Jackson, Konrad Lorenz Institute for Evolution and Cognition Research, Austria
Availability: In stock
292pp. ¦ $63 £47 €54
The human brain has a truly remarkable capacity. It reorganizes itself, flexibly adjusting to fluctuating environmental conditions – a process called neuroplasticity. Neuroplasticity provides the basis for wide-ranging learning and memory processes that are particularly profuse during childhood and adolescence. At the same time, the exceptional malleability of the developing brain leaves it highly vulnerable to negative impact from the surroundings. Abusive or neglecting social environments, as well as socioeconomic deprivation and poverty, cause toxic stress and complex traumas that can severely compromise cognitive development, emotional processing, self-perception, and executive brain functions. The neurophysiological changes entailed impair emotional regulation, lead to heightened anxiety, and afflict attachment and the formation of social bonds. Neuroplastic changes following severely adverse experiences are not something that a person grows out of and gets over. These experiences alter the neurobiological and biochemical makeup and cause people to live in an emotionally relabeled world in which the evaluation of any social cue, their behavior, cognition, and state of mind are biased towards the negative. Even more worrying, detrimental neurophysiological consequences are not limited to the traumatized individual but are often transmitted to subsequent generations through a process of social niche construction, thereby creating a vicious cycle. Thus, the making and breaking forces of the brain are epitomized by parents, alloparents, peers, and our socioeconomic niche. This book expounds on the formative role that the social environment plays in healthy brain development, especially during infancy, childhood, and adolescence. Based on scientific findings, the book advocates for bold measures and responsible stewardship to combat child abuse, maltreatment, and child poverty. By bringing together insights from neuroscience, evolutionary biology, and social education work, it lays out a fact-based, transdisciplinary endeavor that aims at rising to the societal challenge of providing a rewarding perspective to youth at risk. It will be a valuable resource for academics from social education, pedagogy, cognitive science, neuroscience, as well as professionals in the fields of social work, pedagogy, education, child welfare.
James A. Harold, Pepperdine University, Franciscan University of Steubenville
Availability: In stock
184pp. ¦ $65 £47 €54
Both students and professors typically assume that the content of introductory psychology textbooks, which are empirical in nature, are identical to psychology proper. Yet, what is surprising is how many interesting psychological insights can be found in both philosophy and literature that are often not found in psychology texts. Such insights are clearly psychological in nature, yet they do not go back to any empirical investigation. It seems that basic psychology textbooks—typically providing the basis for undergraduate and graduate psychology programs—represent only one important dimension of psychology: empirical psychology. But there is no simple, co-extensive identity between psychology and empirical psychology. ‘The Philosophical Dimension of Psychology: A Beginner’s Guide’ begins with an investigation of what constitutes the subject matter of psychology, which demonstrates the aspects of psychological reality that are ignored, missed or at times even theoretically denied by mainline contemporary psychology (if they lack an empirical warrant). Such matters include inner conscious experience, the world of intrinsic value, as well as the higher, uniquely personal dimension of human nature (that is, of intellect and will). This book, therefore, offers a more complete survey of the entire sphere of psychological reality, which could provide the context for more properly interpreting empirical psychological phenomena. For example, should we understand psychological conditioning principles within a broader context of personal freedom? Is a person more rightly conceived in a psychologically immanent way, that is, oriented simply toward the fulfillment of instincts and needs, or is there as well a transcendent orientation, oriented to truth and meaning? Should we understand psychology simply from the point of view of efficient causation, or do we need to also take into account final causation? It will be of interest to psychology students of either undergraduate or graduate level and of great use to those with no prior knowledge of philosophy.
Availability: In stock
518pp. ¦ $79 £58 €66
There is growing pressure and stress placed on organisations to fight for customers and service/product placement in an increasingly competitive global marketplace. It has, therefore, never been more important to get the best out of the workforce. To achieve this, the role of the leader can be a fundamental factor in organisational success or failure. Leaders need to have the requisite skills to reflect the demands placed upon them in the 21st century. There are the “accidental managers” who just drop into the role of leadership and others who may develop skills and knowledge in readiness for a leadership role. There are also those who may have the innate ability to lead. Within the mix are those who are characterised by traits associated with the “dark triad” or who may use “pathocratic influence” on others to conform, reinforcing values (or lack of values) associated with toxic leadership. They create damage and harm. They become “passion killers”. The result can lead to a “pathocracy”. This book discusses the role emotional intelligence plays in helping people deal with stressful and challenging experiences, suggesting different ways to cope. The author reflects on the values that are integral to the success or failure of an organisation. “Passion” is identified as an added value that can differentiate one organisation from another. If passion is harmed, it can affect motivation, creativity, output, performance, and productivity. Therefore, this book provides the reader with examples of “passion killing” while making suggestions as to factors that can be adopted to engage and encourage passion. Conclusions are drawn and recommendations made to support those faced with “passion killers”. This book is aimed at those of all ages and educational backgrounds interested in developing their leadership knowledge and skills. It is also aimed at those interested in learning more about differences in personality, emotional intelligence, stress, coping, values, and the importance of understanding the impact of “passion killers”.
Leonard A. Steverson, Flagler College
Availability: In stock
206pp. ¦ $58 £44 €49
“Addiction Reimagined: Challenging Views of an Enduring Social Problem” outlines the current issues in the field of substance use and addiction by thoroughly analyzing its history and other concerns such as diagnosis, treatment, and prevention measures, or the effect of addiction on the family and its connection to the criminal justice system. In this work, Professor Steverson calls for a reimagining of our past and current understandings of addiction and its role as a social, rather than a medical, problem. “Addiction Reimagined” provides a macro-level (i.e. sociological) approach to the examination of the processes and treatment modalities of addiction. This book will be valuable to those who are interested in addiction and the mental health system (people who have addiction problems or policy makers, for instance) as well as to practitioners in the field and people concerned about a failing system, and who would like to make it more functional. It will also be useful to university students undertaking courses such as The Sociology of Addiction or Sociology of Substance Abuse.