Book review

Abstract

Physical Activity & Behavioral Medicine. James f. Sallis Neville Owen Thousand Oaks, CA: Sage, 1999. 210 Pages. ISBN 0-8039-5996-6, cloth UK£33.00; ISBN 0-8039-5997-4, paper UK£15.99.     

Suppress for success? Exploring the contexts in which expressing positive emotion can have social costs

Researchers and lay people alike have tended to focus on social benefits of expressing positive emotion and, as a result, tend to overlook potential social costs. In this paper, we consider limits to the idea that expressing positive emotion is universally beneficial and review literature demonstrating that, in some contexts, expressing positive emotion can have social costs. Building on our own and others’ work in this space, we outline three sociocontextual factors that influence the social success of positive emotion expression: To avoid potential costs, we suggest that positive emotion should generally be expressed in the right situation, by (and to) the right person, and in the right way. Where positive emotion expression may incur social costs, we propose people can effectively down-regulate positive emotion through use of expressive suppression, and review literature demonstrating that there can be social benefits to down-regulating positive emotion. This review advances theorising on the importance of considering context when seeking to understand socially successful emotion expression and regulation.     

Book review

Voluntary or involuntary migration and international work patterns have made it necessary for many people to adopt a new country and with it, a new language. Some of these latter-acquisition proficient bilinguals may seek therapy in this country. A small scale qualitative study was conducted, informed by a constructionist epistemology, in order to explore the meanings that participants gave to their experience of working in English with a client or patient who used English, proficiently, as a second language. Interviews were conducted with 10 therapists who had been contacted through counselling and psychotherapy organizations, and professional networks. Results indicated that participants experienced varying degrees of separation and distance from their bilingual clients. They found it necessary to pay extra attention to their clients' communications on all levels in order to make a good connection. An awareness of the underlying psychodynamic implications of bilingualism is helpful for the assessment of bilingual clients, in supervision and training, and in the ongoing work.     

Book review

Wheeldon, L. (Ed.). (2000). Aspects of language production. Hove, UK: Psychology Press. Pp.419. ISBN 0-86377-882-8. Price £3995 (Hbk). ISBN 0-86377-883-6. Price £1995 (Pbk, published 2002).     

Book review

Book reviewed in this article:
Nia Pryde & Mona M. Tsoi, (eds) Hong Kong's children: Our past, their future     

Book review

Long-standing beliefs about one's self-efficacy and learning ability accumulate over the school years. Attributions, or causal perceptions and interpretations, of behavioural outcomes are also based on a person's learning history. And, it is evident from research on attributional bias and self-esteem that the perceived causes of success and failure have consequences for academic success. An important perspective on attributions, frequently neglected in educational research, pertains to content-specific beliefs about one's competence. We set up a field study in which students from the first form of secondary education were asked to report their causal attributions of regular school examinations in three school subjects: history, native language, and mathematics. The results suggest that students generate different causal attributions for successful or unsuccessful examinations, belonging to different school-subjects. Perception of specific examination conditions may or may not urge students to generate specific attributions. There is evidence for both school-subject specificity and examination-specificity in the observed causal attributions. But, the effect of school-subject seems to be more pronounced than the effect of examination. Information at the momentary level (examination conditions) interacts with information at the middle level (school-subject). Closer analyses of the observed causal attributions vis-à-vis perceived success and failure in the three school-subjects displayed marked differences, especially in relation to the effort attributions.     

Book review

Job's illness, loss, grief and integration. A psychological interpretation J. H. Kahn, M.D., F.R.C. Psych., D.P.M. Published by Pergamon Int. Library £6.00

Explorations in autism: A psycho-analytical study by Donald Meltzer, John Bremner, Shirley Hoxter, Doreen Wedell and ISCA Wittenberg     

Book review

Journal of Behavioral Education -     

Book review

Journal of Behavioral Education -