DR. PETER GRAF is Professor of Psychology at the Department of Psychology at the University of British Columbia in Canada. He was formerly Co-President of the International Congress of Applied Psychology (ICAP). DR. DAVID DOZOIS is Professor of Psychology and Director of the Clinical Psychology Graduate Program at the Department of Psychology at the University of Western Ontario in London, Ontario, Canada. He was formerly Co-President of the International Congress of Applied Psychology (ICAP).
List of Contributors xv Preface xix Part I: Optimal Health and Functioning at Work and Home 1 Chapter 1 Chasing the Dream: The Healthy and Productive Workplace 3 Psychologically Healthy Workplace 5 Toward Evidence-Based Practice in Employee Well-Being 7 Leadership as a Case Study 9 Summary and Conclusion 12 References 13 Chapter 2 Commitment at Work: Past, Present, and Future 19 A Brief History 20 Why Workplace Commitments Matter 22 Commitment in an Era of Change 26 Current Controversies 28 Definition 28 Dimensionality 29 Distinctiveness 30 Advances in Methodology 31 Temporal Process Approach 32 Person-Centered Approach 33 Implications and Applications 36 Future Challenges 39 Conclusion 40 References 41 Chapter 3 How Psychologists Can Contribute to Individual Well-Being, Organizational Productivity, and Saving the Planet Through Better Buildings 51 Affordable and Clean Energy Goals 52 Sustainable Built Environments 54 Individual Lighting Controls 55 Indoor Air Quality 57 Green Buildings 58 Sustainable Buildings as Organizational Strategies 60 Understand Decisions 61 Organizational Decisions: More than Return on Investment 61 The Problem of Rebound 65 Influence Building Sustainability Decisions 66 Change Decision-Maker Behavior 66 Change Building Policies: Codes, Standards, and Recommendations 69 Energy and Building Regulations 69 Building Certification Schemes 70 Standards and Recommendations 70 Conclusions 71 Note 72 References 72 Chapter 4 Key Challenges to Understanding Environmental Decision-Making 81 Background in the Environmental Movement 82 Assessing the Strength of Evidence 83 Focusing on What Matters 84 Expanding Our Theories of Altruism 87 Unifying the Grand Traditions 88 Understanding Contexts 89 Considering Social Influences and Network Effects 91 Examining Emerging Technologies 92 Engaging Normative Theories 93 Incorporating Sustainability 94 Conclusion 96 Acknowledgments 97 References 97 Part II: Mental and Physical Health 109 Chapter 5 On the Role of Passion in Optimal Functioning: A Multidimensional Perspective 111 On Optimal Functioning in Society 113 On the Concept of Passion 114 A Dualistic Model of Passion 116 On the Harmonious and Obsessive Passions 116 Initial Research on Passion 118 Passion and Optimal Functioning in Society 119 Passion and Psychological Well-Being 120 Passion and Physical Health 122 Passion and Interpersonal Relationships 123 Passion and Performance 125 Passion and Contributions to Society 127 Passion and Optimal Functioning in Society: Integrative Studies 128 Conclusions 129 Notes 130 References 131 Chapter 6 Effects, Mechanisms, and Implementation: Ways to Improve Interventions and Policies Promoting Healthy Diet and Physical Activity 139 Does It Work: Frameworks and Taxonomies for Evaluation and Monitoring of Effects of Interventions and Policies Promoting Physical Activity and Healthy Diet 142 Approaches Focused on Health and Environment Outcomes 143 Approaches Focused on Health and Processes Outcomes of Interventions and Policies 144 Approaches Focused on Implementation Evaluation 145 Evidence-Based Taxonomies of Good Practices in Evaluation and Monitoring 146 Conclusions on Frameworks and Taxonomies for Evaluation and Monitoring of Interventions and Policies 148 How It Works: Models, Frameworks, and Taxonomies Focusing on the Content of Interventions/Policies and Change Mechanisms 148 Models Focusing on Intra-individual Change Mechanisms 148 Models and Frameworks Focusing on Change Mechanisms Involving Physical and Social Environment 150 Behavior Change Techniques as Change Mechanisms 152 Evidence-Based Taxonomies Accounting for Formal Active Components of Interventions and Policies 152 Conclusions on Models, Frameworks, and Taxonomies Elucidating Active Components and Mechanisms in Interventions and Policies 153 Under What Conditions It Works: Models, Frameworks, and Taxonomies Focusing on Implementation of Interventions and Policies Promoting Physical Activity and Healthy Diet 154 Theoretical Models and Frameworks for Implementation of Physical Activity and Healthy Diet Interventions and Policies 154 Evidence-Driven Taxonomies for Implementation Characteristics in Interventions and Policies Promoting Physical Activity and Healthy Diet 157 Conclusions on Models, Frameworks, and Taxonomies Elucidating Implementation 158 General Discussion 158 Author Notes/Acknowledgments 160 References 160 Chapter 7 Epigenetic Processes Mediating Environments, Experiences, and Mental Health: Therapeutic and Diagnostic Implications 165 DNA Methylation: A Mechanism for Diversifying the Information Content of DNA 166 Evidence for Epigenetic Programming by Maternal Care 170 Reversal of Behavioral Programming by Maternal Care with Epigenetic Modulating Agents 171 Early Experience Elicits a Signaling Pathway that Results in Epigenetic Reprogramming 172 Early-Life Adversity Triggers DNA Methylation Changes in Candidate Genes in Rodent Brains 173 Evidence for Effects of Early-Life Adversity on DNA Methylation in Humans 173 Changes in DNA Methylation in Response to Early-Life Adversity Involve Many Genes 174 Changes in DNA Methylation That Associate With Early Social Experiences Occur in the Immune System as Well as the Brain 175 Associations of Early-Life Experience and DNA Methylation Changes in Peripheral White Blood Cells 176 DNA Methylation Alterations in Brain-Specific Candidate Genes in Peripheral Tissues That Are Associated with Early Adversity and Neuropsychiatric Conditions 178 The Developmental Dynamics of DNA Methylation in Response to Early-Life Social Experiences 181 Causal Relationship Between Early-Life Adversity and DNA Methylation Alterations 182 Challenges and Prospectives 183 Acknowledgments 187 References 187 Chapter 8 Cardiac-Disease-Induced-PTSD: Settling the Diagnostic Debate 197 PTSD: Clarifying the Diagnostic Debate 198 Can We Speak of Cardiac-Disease-Induced PTSD (CDI-PTSD)? 198 The Unique Manifestations of CDI-PTSD 199 CDI-PTSD Among Cardiac Caregivers 200 Conclusions and Future Suggestions 202 References 203 Chapter 9 Mental Health Consequences of Terrorist Attacks in Adults 207 Overview: Terrorism and Mental Health Consequences 208 Research on the Impact of Terrorist Attacks on Mental Health 210 How Many Victims of Terrorist Attacks Develop a Psychological Disorder? 218 What Type of Mental Disorder Is the Most Frequent Among Terrorism Victims? 220 What Type of Victims Develop More Mental Disorders? 222 What Is the Course of Mental Disorders in Victims? 223 Conclusions 230 Acknowledgments 232 Note 232 References 232 Chapter 10 Are Forgiveness and Unforgiveness Two Extremes of the Same Continuum?: Implications for Clinical Practice 239 Philosophical and Religious Antecedents 240 Conceptualization of Forgiveness 241 Positive and Negative Dimensions on Forgiveness Scales 245 Does Culture Play a Role in the Conceptualization and Operationalization of Forgiveness and Unforgiveness? 248 Measuring Forgiveness and Resentment 249 Social Cognition Correlates of Forgiveness and Resentment 254 Conclusions and Prospective on the Understanding of the Post-Transgression Dynamics 259 References 260 Part III: Issues in Education 267 Chapter 11 Five Decades of Research on School Bullying: What Have We Learned? 269 What Is Bullying? 270 Prevalence and Stability 273 Impact of Bullying and Victimization 275 Family Antecedents 277 The Nature of Bullying 277 Addressing Bullying in Schools 281 Author Notes/Acknowledgments 283 References 283 Chapter 12 Early Identification and Prevention of Reading Problems 293 What Is Known About Early Neural Predictors of Dyslexia 296 Discussion of the Early and Predictive Brain Responses Related to Dyslexia 299 Preventative Training of Basic Reading Problems 302 Continuing from the Application Under Research Conditions to Its Distribution to All in Need: Potential Business Models for Commercialization 304 GraphoLearning International Development and Exports Project Public Summary 304 Pilot Studies for Preparation of Commercialization 305 Experimentation of Potential Business Models 306 Public Procurement--The Finnish Model 307 NGO Collaboration and Country-Specific Context 308 Academic Networks and Research Collaboration 309 Discussion Associated With the Distribution Model 310 References 311 Chapter 13 Psychological Literacy in Undergraduate Psychology Education and Beyond 315 What Is Psychological Literacy? 318 How Can Educators Explicitly Support the Development of Psychological Literacy in Their UG Psychology Students? 323 How Can Psychology Be Given Away in Higher Education Beyond Psychology Programs? 326 The Psychological Science of Curricular Design and Delivery for Optimal Learning 327 Curricular Development of Self-Management Capacity in Mainstream Units Across Diverse Disciplines and Educational Levels 328 Reflections and Conclusion 331 Note 333 References 333 Part IV: What's Trending in Research? 339 Chapter 14 Assessing Personality from a Cultural Perspective 341 Assessing Personality from a Cultural Perspective 342 Etic and Emic Approaches in Personality Assessment 343 Issues in Transporting Tests Across Cultures 344 Guidelines on Test Translation and Adaptation 344 Combined Emic-Etic Approach 346 Development of the CPAI and Its Later Versions 347 Contributions of the Emic IR Factor 348 Beyond Universal versus Indigenous Factors 350 South African Personality Inventory (SAPI) 351 Arab-Levant Personality Structure 352 Future Directions 353 Author Notes/Acknowledgments 354 References 354 Chapter 15 Un-othering of the Other: The Role of Shared Cultural Spaces 359 The Construction of the Other 361 Types of Others 364 Processes of Othering 366 Un-Othering: Processes and Mechanisms 367 Approaching Un-Othering Through Intergroup Conflict Resolution Methods 369 Creating Shared Cultural Spaces for Un-Othering 374 Contacts between Cultures 375 Gandhi's Way of Nonviolence 378 Forgiveness as a Way to Reconciliation 379 Co-sharing of Religious Spaces and Cultural Practices 380 Conclusion 382 Note 383 References 383 Chapter 16 Loneliness: From Academic Pariah to the UK's Appointment of a Minister of Loneliness 391 Jo Cox: Murder and the Appointment of a Minister of Loneliness 392 Early Attention to Loneliness 393 Loneliness and Social Isolation in Antiquity 393 The Academic and Professional Literature on Loneliness Before the Early 1970s 393 Four Foundational Developments of the 1970s and Beyond 395 The UCLA Loneliness Conference 395 Measurement 395 Theory 396 Longitudinal Research 397 The Rise of Loneliness Research 399 Loneliness: Minor Malady or Serious Problem? 401 Loneliness Can Be Combatted 403 Putting the Pieces Together with One More Element 405 Notes 406 References 407 Chapter 17 Response Processes Validity Evidence: Understanding the Meaning of Scores from Psychological Measures 413 Modern Unified Validity Theory 414 Psychological Process of Responding and its Role in Validation 416 What Are Response Processes? 419 Are Response Processes Important? 420 Response Processes Techniques and Methods 421 Cognitive Interviews: Think-Aloud Protocols and Verbal Probing 422 Response Time 423 Eye-Tracking and Pupillary Response 424 Observation and Recording of Strategies or Problem-Solving Behaviors 424 Observations on the Current State of Response Processes Research and Next Steps 426 Author Notes/Acknowledgments 427 Note 428 References 428 Part V: The State of Psychology as a Science and Profession 435 Chapter 18 Internationalization and Training of Psychologists in a Globalized World 437 What Is Understood by Internationalization? 438 Psychologists Education in Latin America 441 A Common Base of Psychology 443 Conclusion 445 References 446 Chapter 19 Intellectual Humility: Ten Key Questions 449 Contemporary Interest in IH 450 Recent Research on IH 451 Intellectual Humility: Ten Questions 453 Question 1: How Does Intellectual Humility Differ from General Humility? 453 Question 2: How Does Intellectual Humility Differ from Diffidence? 454 Question 3: Is Intellectual Humility a Unitary or a Compound Trait? 455 Question 4: How Distinct Is Intellectual Humility from Other Dispositions? 456 Question 5: Can People Be Simultaneously Intellectually Humble and Interpersonally Antagonistic? 457 Question 6: Can IH Be Validly Detected Using Self-Report? 458 Question 7: How Malleable Is Intellectual Humility? 459 Question 8: Are There Cross-Cultural Differences in the Levels or Manifestation of Intellectual Humility? 460 Question 9: Does Intellectual Humility Confer Immunity to Cognitive Bias? 460 Question 10: What Are the Developmental Antecedents of Intellectual Humility? 461 Concluding Thoughts 462 Acknowledgments 463 References 463 Chapter 20 Psychological Ethics in a Changing World: How Ethics Documents in Psychology Have Evolved to Meet the Issues and Concerns of the Day 469 Some Definitions 471 The Development of Ethics Documents in Psychology 471 National Development of Ethics Documents 471 Regional Development of Ethics Documents 473 Development of International Ethics Documents 476 Recognizing Fundamental Ethical Principles through a Universal Declaration 477 Structure and Content of the Universal Declaration of Ethical Principles 478 Development of the Universal Declaration of Ethical Principles 480 Representation and Inclusiveness 480 Research 481 International Consultation 482 Key Features of the Universal Declaration of Ethical Principles 482 Impact of the Universal Declaration of Ethical Principles 483 Relevance of the Universal Declaration of Ethical Principles to Today's World 487 Author's Note 488 References 488 Index 493
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