Handbook on the State of the Art in Applied Psychology

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