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| Preface | |
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| The Psychology of the Self: Self-Concept, Self-Esteem, Self-Actualizing | |
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| How We Cope With Life Events Depends on Our Personality Style | |
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| Personality Includes Every Dimension of Human Experience | |
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| Two Core Dimensions of Personality: Self-Concept and Self-Esteem | |
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| Self-Concept: How We Think of Ourselves | |
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| Self-Esteem: How We Feel about Ourselves | |
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| Sometimes Our Self-Concept and Our Self-Esteem Can Be Diametrically Oppossed | |
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| Rituals and Rites of Passage Enhance Our Self-Concept | |
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| Locus of Control: Internal and External | |
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| The Scientific Study of Highly Integrated, Creative, and Self-Actualizing Persons | |
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| Maslow's Hierarchy of Needs | |
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| Toward Your Own Self-Actualizing: An Always New, and Never-Ending Process | |
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| Studying Human Personality via the Case Study Method | |
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| End-of-Chapter Aids | |
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| Social Psychology: And the Frontiers of Transpersonal Positive, and Peace Psychologies | |
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| The Discipline of Social Psychology: Society, Group Membership, and the Individual | |
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| Our Cultural Groups Shape Our Attitudes | |
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| Adorno's Study of the Authoritarian Personality | |
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| Solomon Asch's Studies of Conformity | |
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| Milgram's Experiments in Obedience | |
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| Zimbardo's Prison Experiment | |
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| What Makes Decent Human Beings Make Morally Wrong Choices? Some Theories and Explanations | |
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| Carl Jung: Deindividuation | |
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| When Will People Help? The Bystander Effect | |
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| Diffusion of Responsibility | |
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| Attribution Bias Theory | |
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| Festinger's Dissonance Theory | |
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| A Shifting Focus: Transpersonal, Positive, and Peace Psychologies | |
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| Ten Characteristics of Transcending Personalities | |
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| End-of-Chapter Aids | |
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| Personality Theory: Emotional/Social Influences Throughout the Life Span | |
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| Sigmund Freud: Revealing the "Darker Side of Human Nature" | |
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| Freud's Theory of Psychosexual Development: Five Stages of the Libidinal Drive | |
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| But What Happens When Normal Psychosexual Development Goes Awry? Fixations and Neuroses | |
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| Alfred Adler: The Individuality of Our Life Styles and the Striving for Competence and Power | |
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| The Inferiority-Superiority Complex | |
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| Gemeinschaftsgefuhl: The Development of Character | |
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| Birth Order | |
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| Carl Jung's Four-Stage Transpersonal Model of Existence | |
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| Daniel Levinson and the Seasons of Our Lives: Validating Jung | |
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| The Universality of the Midlife Crisis | |
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| But As Well, There Are Major Transitions at the End of Every Decade | |
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| Erik Erikson's Eight-Stage Psychosocial Theory of Personality | |
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| End-of-Chapter Aids | |
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| Cognitive and Moral Development: How We Become Thinking Adults and Moral/Ethical People | |
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| Jean Piaget: The Pioneer of Cognitive Development | |
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| Piaget's Qualitative Four-Stage Model of Cognitive (Thinking) Development | |
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| Piaget's Theory of Moral/Ethical Development: A Two-Stage Theory | |
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| Hartshorne and May: Morality Is a Developmental Process ... and Situational | |
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| Lawrence Kohlberg: Fine-Tuning Piaget's Model for Moral/Ethical Development | |
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| Kohlberg's Model of Moral/Ethical Development: Three Levels, Six Stages | |
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| Post-Piaget and Kohlberg: More Research Developments (and Controversies) about Moral/Ethical Development | |
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| Can Young Children Empathize? It Looks Like They Can | |
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| Carol Gilligan's Care-Orientation: Gender Differences in Moral Development | |
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| Universal Principles of Abstract Justice versus Care and Concern for Others | |
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| Social or Observational Learning: What We Witness We Imitate | |
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| What Can We Do Now to Foster Care-Orientation in Our Children? | |
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| End-of-Chapter Aids | |
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| Conditioning and Learning: How We Have Been Conditioned and How We Can Use Conditioning to Build Constructuve Habits | |
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| Classical Conditioning and the Science of Learning | |
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| Ivan Pavlov: A Dog Is Conditioned to Salivate to a Bell | |
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| John Watson Applies Conditioning to a Human Baby | |
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| The Russians and Ferdinand Lamaze Adapt Classical Conditioning for More Natural and Gentle Birthing | |
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| B.F. Skinner's Operant Conditioning: We Also Learn Through Our Own Exploratory Behaviors | |
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| A Typical Operant Conditioning Experiment | |
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| Behavior Modification: Reinforcing the Desirable Behaviors through Environmental Engineering | |
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| The Many Applications of Behavior Modification | |
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| Using the Facts of Learning and Conditioning to Develop Better Study Habits | |
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| End-of-Chapter Aids | |
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| Anxiety and the Defense Mechanisms: Causes, Complications, and Coping Strategies | |
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| Symptoms of Anxiety: Their Many Shapes and Forms | |
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| Defense Mechanisms Protect Us from the Pain of Anxiety ... But Are Also Barriers to Our Further Growth | |
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| The Etiology of Anxiety: Genetics and Environment | |
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| The Genetics of Personality | |
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| Environmental Influences Before and During Birth | |
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| Otto Rank: The Birth Trauma | |
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| Ronald Laing: Rebirthing Therapy | |
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| William James' "Twice Born" and the "Born Again" Experience | |
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| Frederick Leboyer's Gentle Birth | |
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| Environmental Determinants as We Grow | |
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| The DSM-IV Seven-Level Hierarchy of Defense Mechanisms | |
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| Level of Defensive Dysregulation: Breaking with Reality | |
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| Level of Action: Aggressing Toward Others or Self | |
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| Physical Aggression | |
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| Verbal Aggression | |
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| Passive Aggression | |
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| Help-Rejecting Complaining | |
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| Apathetic Withdrawal | |
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| Level of Major Image Distorting | |
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| Projective Identification | |
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| Splitting | |
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| Autistic Fantasy | |
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| Level of Disavowel: Preventing Self-Awareness of Painful Events | |
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| Denial | |
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| Rationalization | |
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| (Simple) Projection | |
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| Level of Minor Image-Distortion: Salvaging Self-Esteem by Assigning Unrealistic Attributes to Self and Others | |
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| Omnipotence | |
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| Devaluation | |
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| Idealization | |
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| Level of Mental Inhibition: Repressing Unwanted Thoughts and Feelings | |
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| Displacement | |
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| Intellectualization | |
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| Isolation of Affect | |
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| Dissociation | |
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| Reaction Formation | |
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| Undoing | |
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| Level of High Adaptation: The Most Adaptive (Constructive) Types of Defensive Responding | |
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| Self-Observation | |
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| Suppression | |
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| Affiliation | |
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| Altruism | |
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| Humor | |
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| Sublimation | |
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| Anticipation | |
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| Self-Assertion | |
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| End-of-Chapter Aids | |
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| The Psychology of Health: The Holistic Approach to MindBodySpirit Well-Being | |
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| A Brief History of Disease Theory | |
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| The Germ Theory and Its Limitations | |
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| Charcot's Demonstration of Hypnotism: Physical Symptoms Can Have Psychological Etiology | |
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| Sigmund Freud: Conversion Hysteria | |
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| The Era of Psychosomatic Medicine | |
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| Even the "Common Cold?" | |
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| Heart Disease and the Type-A Personality | |
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| Cancer: Genetic and Environmental Factors | |
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| Reacting to the Stress of Life: Investigating the Physiology of the Mindbody Connection | |
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| The Fight-Flight-Freeze Response: Emergency Reactions to Perceived Threat | |
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| The General Adaptation Syndrome (G.A.S.): The Effects of Ongoing Stress | |
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| Voodoo Death: Can Fear Itself Be a Factor in Disease and Death? | |
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| Too Many Life Changes--Even "Happy" Changes--Can Affect Our Health | |
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| The Placebo Effect and Its Applications | |
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| The Personality Style of Psychophysically Hardy People | |
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| Psychoneuroimmunology: An Interdisciplinary Science of Health and Disease | |
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| Psychoneuroimmunology: Antigens versus Antibodies | |
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| The Holistic Approach to Psychophysical Health | |
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| The Therapeutic Value of Humor | |
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| Carl Simonton: The First Step Toward Self-Healing May Be to Discover the Meaning of Our Ill-Health | |
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| Toward a Definition of Health: Harmony of BodyMindSpirit | |
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| End-of-Chapter Aids | |
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| The Psychotherapies: Many Types, Many Applications | |
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| The Need to Be Therapy Literate | |
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| The Insight Therapies | |
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| Freud and the Psychoanalytic Approach | |
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| Carl Rogers and the Client-Centered Counseling Approach | |
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| Frederick Perls' Gestalt Therapy | |
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| Group Insight Therapies | |
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| Transactional Analysis | |
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| Peer-Support Groups: No One Understands Like Someone Who's Been Through It! | |
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| The Behavior Therapies: Insight Isn't Necessary--Just Change the Behavior | |
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| Skinner's Behavior Modification | |
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| Joseph Wolpe's Systematic Densensitization | |
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| Biofeedback Training | |
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| The Cognitive Therapies: Combining Insight and Behavior Therapy and Changing Our Whole Belief System | |
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| Albert Ellis' Rational-Emotive Therapy (RET): "Get Rid of Your Irrational Beliefs; They're Driving You Crazy! | |
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| Beck's Cognitive Therapy | |
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| Albert Bandura's Social Learning Theory and Guided Mastery Technique | |
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| Three New Thrusts in Cognitive Therapy | |
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| Ritual in Therapeutic Healing | |
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| The Use of Humor | |
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| Stress Inoculation: Focus on Prevention | |
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| End-of-Chapter Aids | |
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| Abnormal Psychology: Trying to Function in Dysfunctional Ways | |
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| Why Study Dysfunctional (Abnormal) Psychology? | |
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| DSM-IV: A "Common Language" for All the Mental Health Professions | |
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| The Anxiety Disorders | |
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| Generalized Anxiety Disorder | |
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| Specific Phobic Disorders: Often Age-Related | |
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| Panic Attack Disorder | |
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| Acute Stress Disorders, Including Posttraumatic Stress Disorder (PTSD) | |
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| The Mood Disorders | |
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| Major Depressive Disorder | |
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| Dysthymic (Minor) Mood Disorder | |
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| Bipolar Mood Disorder (Formerly Called Manic-Depressive Psychosis) | |
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| Seasonal Affective Disorder (SAD) | |
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| The Schizophrenias | |
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| Positive Symptoms | |
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| Negative Symptoms | |
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| Etiology and Treatment | |
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| The Dissociative Disorders | |
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| Dissociative Amnesia and Fugue | |
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| Dissociative Identity Disorder (DID): (Formerly Multiple Personality Disorder) | |
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| Etiology and Treatment | |
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| The Personality Disorders: Let the Reader Take Warning! | |
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| Paranoid Personality Disorder: Cluster A | |
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| Histrionic Personality Disorder: Cluster B | |
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| Borderline Personality Disorder: Cluster B | |
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| Narcissistic Personality Disorder: Cluster B | |
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| Antisocial Personality Disorder: Cluster B | |
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| Dependent Personality Disorder: Cluster C | |
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| Obsessive-Compulsive Disorder: Cluser C | |
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| End-of-Chapter Aids | |
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| Interpersonal Communication: Creating Harmonious and Enduring Relationships at Home, at Work, and at Leisure | |
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| The Gift of Language | |
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| People Skills: Essential for Success in Our Life-Careers | |
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| People Skills and Your Personality "Type" | |
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| The Most Important of the People Skills: The Art of Listening | |
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| Hearing versus Listening | |
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| Carl Rogers: Reflective Listening | |
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| Your Personality Type and Ability to Listen and Reflect Feelings | |
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| Gordon Thomas: Active Listening | |
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| Making Friends: The Paralanguage of Timing, Rhythm, and Space | |
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| Personality "Type" and Friendship Needs | |
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| Proxemics: Interpersonal Distance | |
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| Self-Disclose S-l-o-w-l-y | |
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| The Paralanguage of Building and Maintaining Relationships | |
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| When Problems Arise: Setting the Environmental Stage for Conflict Resolution | |
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| Speaking: A People Skill for Career Success | |
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| Douglas Macgregor: Theory X and Theory Y (and now Theory Z) | |
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| Adopting a Facilitative Management Speaking Style | |
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| End-of-Chapter Aids | |
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| Marriage and Families: Learning to Live with Other People | |
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| Introduction: Despite the High Rate of Divorce, We Still Believe in Love and Marriage | |
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| So What Is Going Wrong? Great Expectations, Great Disappointments | |
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| From Marriage Past: Left-Over Obsolete Traditions and Beliefs about Marriage and the Family | |
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| The Evolution of a New Breed of People: The American Family | |
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| Marriage Present: The Exhausted Nuclear Family | |
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| Role Overload of Today's Exhausted Parents | |
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| The Stresses and Strains of Modern Parenting | |
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| Domestic Violence | |
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| Marriage Now and for the Future: Rebuilding the American Family Based on Community Once Again | |
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| What Is a Community-Based Family? Supportive Relationships Built on Faith, Hope, and Love | |
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| Coming from Two Different Cultures, Men and Women Develop Different Communication Styles | |
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| Building Community with a Mutually Supportive Communication Style | |
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| If a Quarrel Does Break Out, We Can Quarrel Intelligently and Constructively | |
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| Intimacy: The Keystone of a Community-Based Family Once Again | |
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| Ten Guidelines for Creating and Maintaining Intimacy Among Members of a Family | |
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| When Divorce Is Inevitable | |
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| When Custody Is Shared, a Divorce Is Never Final | |
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| The Effects of Divorce on Children | |
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| Problems of the Custodial Parent | |
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| Problems of the Noncustodial Parent | |
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| Alternatives to Divorce Court Battles: Mediation, Prenuptial, and Living Together Contracts | |
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| Reintegrating Oneself Into Society | |
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| Where Is Marriage Going? Trends and Possibilities Suggested by Demographic Statistics | |
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| End-of-Chapter Aids | |
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| Parenting: Families Growing Together | |
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| The Child's Personality Style: A Mix of Many Factors | |
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| Many Influences on the Child's Development Are Not Under Parental Control | |
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| Parenting Begins Before Birth! Even Before Conception | |
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| Ensuring a Healthy Environment for the Unborn Child | |
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| The Unwanted Child and Later Lack of Self-Esteem | |
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| Parenting Infants | |
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| Thomas, Chess, and Birch: The Easy Child, the Slow-to-Warm Child, and the Difficult Child | |
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| Play as Preparation for Life | |
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| Play as Therapy | |
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| Art Play as Diagnosis | |
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| Helping Children Cope with Their Fears | |
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| Children's Literature: Understanding the Children's Phenomenology | |
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| Parenting the Child for School Readiness | |
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| Parenting Styles: Authoritarian, Permissive, and Authoritative | |
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| Psychological Androgeny: A Larger Worldview and Expanded Capabilities | |
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| Raising Emotionally Intelligent Children | |
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| What Is Emotional Intelligence (EQ)? | |
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| Finally, What Can We Do About Child Abuse? | |
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| End-of-Chapter Aids | |
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| The Agonizing Journey Through Adolescence: The Need for More Understanding of the Adolescent Changes | |
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| The Troubled Adolescent: More Frightened and Insecure Than Adults Realize | |
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| Under a Calm Exterior: Anxieties, Fears, Emotional Mood Swings | |
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| The Problems of the Adolescent Girl | |
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| The Problems of the Adolescent Male | |
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| The Former Enemy Have Become Objects of Desire and He Has No Idea How to Make an Approach to Them | |
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| Homosexual Adolescents: High Risk for Suicide | |
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| What Parents are Concerned About | |
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| Personality Changes in the Adolescent: Have We Created a "Monster"? | |
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| The Dating Game: From the High School Crowd to Pairing Off and the Dangers of Intimacy | |
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| The Darker Side of Adolescent Sexuality | |
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| Rape: The Reported Figures Are Rising | |
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| Sexually-Transmitted Diseases (STD) | |
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| Early- and Late-Maturing Adolescents: A Surprising Reversal of Self-Esteem | |
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| The Advantages of Early Maturation | |
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| The Disadvantages of Late Maturation | |
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| So Where Is the Happy Ending? | |
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| Theory of Adolescent Development: Some Discoveries About the Adolescent Brain | |
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| The Traditional Theory of Adolescent Brain Development | |
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| The Teenage Brain: Also Undergoing Sweeping Pubertal Changes | |
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| The Primitive Emotions of the Midbrain Versus the More Intelligent Reactions of the Neocortex | |
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| What Can We Do to Foster Emotional Intelligence in Our Adolescents? | |
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| Lawrence Kohlberg: They Need Experience in Making Moral/Ethical Judgments | |
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| Replacing Rules and Restrictions with Guidelines and Principles | |
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| End-of-Chapter Aids | |
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| The Many Levels of Consciousness: Dreaming, Daydreaming, Hypnosis, Prayer and Meditation, and Creativity | |
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| Defining the Many Levels of Consciousness | |
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| The Altered State of Dreaming | |
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| A Brief History of Dreams and Dreaming | |
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| Dreams in Ancient Times | |
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| Freud: Deams as Catharsis and Wish-Fulfillment | |
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| The Jungian Approach: Dreams as Inspiration, Creativity, and Prediction | |
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| Joseph Campbell: The Hero Archetype with a Thousand Faces | |
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| Stephen LaBerge: Lucid Dreaming | |
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| Daydreaming | |
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| Hypnosis | |
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| Peak Experiences, Meditation, and Meditational Prayer | |
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| Drug-Induced ASCs | |
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| End-of-Chapter Aids | |
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| Building a Life-Career: Your Educational, Vocational, and Personal Future | |
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| Work as Essential for Our National and Personal Well-Being | |
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| If You Don't Know What You Want to Do When You "Grow Up," Take Heart! | |
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| Seven Qualities Organizations Are Looking for in Employees | |
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| Six Strategies for Landing Your First Real Job! | |
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| Ten Principles for Success in Your Job: Applying All the Principles of Psychology You Have Been Learning | |
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| Coming Full Circle: Applying the Principles of Effective Professioanl Management to Your Home Management | |
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| Treat your Family Microeconomics as You Would Your Departmental Budget | |
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| When Conflicts Arise, Apply the Principles of Conflict Resolution | |
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| Sharing Problems and Anxieties with Other Family Members | |
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| Reprise: Using Our Business People Skills to Build a Community-Based Family | |
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| End-of-Chapter Aids | |
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| Glossary | |
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| References | |
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| Index | |