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Mentalization-Based Treatment for Children A Time-Limited Approach Second Edition Nick Midgley, Karin Ensink, Karin Lindqvist, Norka Malberg and Nicole Muller Summary Transform the way children understand themselves and others. Mentalization—the ability to make sense of one’s own mind and the minds of others—is fundamental to developing emotional resilience, self-regulation, and successful relationships. Now in its second edition, this book presents mentalization-based treatment for children (MBT-C), a transdiagnostic, time-limited therapeutic approach designed to help children and their parents navigate emotional and behavioral difficulties, from anxiety and depression to interpersonal struggles. MBT-C blends psychodynamic principles, attachment theory, and empirical research on mentalization to provide practical, evidence-based strategies for clinicians. Written by an international team of pioneering clinician-researchers, this fully updated second edition guides practitioners through the entire process of MBT-C, from assessment and case formulation to therapy termination. American Psychological Association 9781433844980 Pub Date: May 2026 £47.00 | $54.99 Paperback
This edition contains a promising new assessment tool, new theory and research on the interrelated aspects of trauma and culture, and groundbreaking findings from the first clinical trial of time-limited MBT-C for children with emotional and behavioral difficulties.
Contributor Bio
272 Pages 25.4 cm H | 17.8 cm W
Nick Midgley, PhD, is a child and adolescent psychotherapist, and professor of psychological therapies with children and young people at University College London and the Anna Freud Centre in London, where he is the director of the Child Attachment and Psychological Therapies Research Unit. Nick has been involved in the development of mentalization-based treatments for children and families and has a particular interest in evaluating therapy for children in foster care. Karin Ensink, PhD, is a professor of child and adolescent psychology at the University Laval in Quebec, Canada, and teaches mentalization-based therapy and psychodynamic psychotherapy with children, adolescents, and parents. She completed her PhD under the direction of Mary Target and Peter Fonagy. Her research and clinical work focuses on the development and assessment of mentalization in children, adolescents, and parents. She has a particular interest in understanding failures of mentalization in the context of parent-child interactions, and in how these failures relate to psychopathology, personality, and treatment. Karin Lindqvist, PhD, is a clinical psychologist and psychotherapist with a PhD in clinical psychology from Stockholm University. She is trained in mentalization-based work with children (MBT-C) and parents at the Erica Foundation in Stockholm. Karin's research concerns different areas of psychodynamic psychotherapy with children, adolescents, and adults. Norka Malberg, PhD, is an adult, child, and adolescent psychoanalyst and psychotherapist who trained at the Anna Freud Centre in London and the Western New England Psychoanalytic Institute in New Haven, Connecticut. She obtained her clinical doctorate at University College London. She is an assistant clinical professor at Yale's Child Study Center in New Haven, Connecticut, and clinical instructor at the Fundación Vidal y Barraquer Institute of Ramon Lllul University in Barcelona, Spain. She is the founder and director of IMAGINA: Centro de Aplicaciones de la Mentalización in Barcelona, Spain, a teaching and private practice organization. Nicole Muller, MSc, is a child and adolescent psychotherapist and family therapist at Centrum Hecht in Holland, a specialist centre for the treatment of children, youth, and their families with attachment and trauma problems. She is a mentalization-based treatment (MBT) practitioner with children and young people (CYP) and a supervisor and trainer for the Anna Freud Centre in London. With her colleagues, she runs Centrum Hecht Opleidingen in Holland, a training center specializing in MBT-CYP. She has written many articles on MBT and is co-editor of Mentalization-Based Treatment for Developmental Trauma: A Casebook for Working with Children and Their Families (2025).
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Advanced Practice in Behavioral Consultation A Professional Guide for Primary Care Settings Stacy A. Ogbeide Summary Behavioral health consultants (BHCs) are an increasingly essential part of primary care teams. This book offers advanced guidance for BHCs working in integrated care settings, drawing on the Primary Care Behavioral Health Consultation Model. Author Stacy Ogbeide presents practical strategies to help experienced BHCs manage complex clinical presentations, collaborate effectively with teams within health systems, provide supervision and clinical training, engage in community health initiatives, and address systemic and other barriers to care.
As key contributors to interdisciplinary efforts, advanced BHCs play a vital role in promoting health equity and addressing social determinants of health. This book offers valuable insight and direction to support their expanding scope of practice and evolving professional identity. American Psychological Association 9781433845550 Pub Date: May 2026 £52.00 | $59.99 Paperback 158 Pages 22.9 cm H | 15.2 cm W
Contributor Bio Stacy A. Ogbeide, PsyD, MS, MSCP, ABPP is a board-certified clinical health psychologist. Dr. Ogbeide is a tenured associate professor of family and community medicine (FCM) with the Long School of Medicine (LSOM) at UT San Antonio. She also serves as assistant dean for faculty with the LSOM and vice chair of professional development and scholarship for FCM. Dr. Ogbeide is nationally and internationally recognized for her work in primary care. She has over 65 publications and 160 presentations related to behavioral health integration in primary care, workforce development, and academic medicine.
APA Books®
Helping Couples on the Brink of Divorce Discernment Counseling for Troubled Relationships Second Edition William J. Doherty and Steven M. Harris Summary This second edition offers a session-by-session guide to discernment counseling, a specialized five-session intervention to help couples leaning different ways about divorce or separation find the best path forward for their troubled relationships. The authors have added new case examples that reflect different kinds of couples, as well as an additional chapter demonstrating the entire discernment counseling protocol in action. Updated scholarship and insights for learning to become a discernment counselor have also been included.
American Psychological Association 9781433844546 Pub Date: May 2026 £66.00 | $76.99 Paperback 265 Pages 22.9 cm H | 15.2 cm W
Unlike traditional couples therapy, the goal of discernment counseling isn't to help the couple heal their relationship but rather to gain clarity and confidence about a direction for their relationship in terms of three potential paths: maintaining the status quo, getting divorced/separated, or entering couples therapy. Typically, one partner or spouse is invested in saving the relationship (leaning in) while the other is not (leaning out), so this book explores how to navigate these differing agendas and offers clinicians tools for interacting with both partners. It walks through the process of working with the couple together and with each partner individually, helping them to recognize their contributions to the relationship's problems and clarify what they would work on if they embark on couples therapy. Common challenges in discernment counseling are also explored, such as when neither partner is leaning in, when one partner is having an affair, and when there is lack of love or passion.
Contributor Bio William J. Doherty, PhD, is a professor emeritus in the University of Minnesota’s Department of Family Social Science and cofounder of the Doherty Relationship Institute. Dr. Doherty has authored 16 books for professionals and the lay public. He has served as president of the National Council on Family Relations and received the Lifetime Career Award from the American Family Therapy Academy. He also cofounded Braver Angels, a nonprofit working on bridge building in a divided country. Steven M. Harris, PhD, LMFT, is a professor in the University of Minnesota’s Department of Family Social Science. He has been practicing as a marriage and family therapist for over 30 years. He was editor-in-chief of the Journal of Marital and Family Therapy and serves as the director of the Minnesota Couples on the Brink Project. He was awarded the Legacy Award by the National Council on Family Relations-Family Therapy Section in 2024. Dr. Harris is the author of over 90 peerreviewed articles and book chapters and is the coauthor of Should I Try to Work It Out?
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A Clinical Guide to Working With Youth With Conduct Disorders and Limited Prosocial Emotions Paul J. Frick and Eva R. Kimonis
Summary This practical guide provides clinicians with evidence-based tools and strategies to assess and treat children and adolescents with serious behavior problems who exhibit limited prosocial emotions (LPEs). Extreme behavior problems in youth, while rare overall, have an outsized impact. These youth can cause tremendous harm to themselves, their peers, and even adults while also presenting as callous, unemotional, unremorseful, and unconcerned about the consequences of their actions. Without intervention, these children face increased risks of justice system involvement, school dropout, and serious mental health issues such as depression, suicidal ideation, and substance abuse that can continue into adulthood.
American Psychological Association 9781433843808 Pub Date: May 2026 £56.00 | $64.99 Paperback 322 Pages 25.4 cm H | 17.8 cm W
Youth with serious conduct problems pose distinct challenges for mental health professionals, particularly when accompanied by LPEs. To support clinicians, the authors offer a comprehensive framework for engaging families, conducting specialized assessments, and delivering targeted treatment. Readers will learn how to use tools such as the Inventory of Callous–Unemotional Traits and the Clinical Assessment of Prosocial Emotions to evaluate the presence of LPE specifier, as defined by the DSM and the ICD. The book also presents multiple promising treatment methods, with a particular focus on an adapted version of parent–child interaction therapy (PCIT) designed specifically for young children with callous–unemotional traits. A detailed case example follows a 5-year-old Aboriginal boy and his mother, illustrating the full course of assessment, parent engagement, and intervention in the treatment of severe conduct problems with limited prosocial emotions.
Contributor Bio Paul J. Frick, PhD, is a licensed psychologist and the Roy Crumpler memorial chair in Louisiana State University’s Department of Psychology. His research on how children develop disruptive behaviors has been widely cited and has influenced how behavior problems are diagnosed worldwide. Dr. Frick has also developed several measures to aid in the assessment and diagnosis of children and adolescents with emotional and behavioral problems, which are used internationally in both research and practice and led him to receive the Bob Smith Excellence in Psychological Assessment Award from Division 53 of the American Psychological Association. Visit his website (https://www.lsu.edu/hss/psychology/faculty/clinical/frick.php). Eva R. Kimonis, MS, PhD, is a clinical psychologist and professor of psychology at the University of New South Wales where she directs the Parent-Child Research Clinic that provides state-of-the-art assessment and treatment for children with conduct problems. Dr. Kimonis has published widely on the development, assessment, and treatment of childhood conduct disorders and psychopathic traits. She received the Eric Taylor Translational Research Into Practice Award from the Association for Child and Adolescent Mental Health and a prestigious Fulbright Award from the J. William Fulbright Foreign Scholarship Board. Visit her website (https://www.conductproblems.com/) and on Facebook (https://www.facebook.com/parentchildresearchclinic) and X (@PCITunsw).
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Emotionography Theory, Research, and Practice Jonathan Potter and Alexa Hepburn Summary How does emotion arise in everyday settings? How can it be studied in the real world? In this book, authors Jonathan Potter and Alexa Hepburn offer their distinctive approach to the study of emotion. Emotionography explores emotion not through scales, experiments, or interviews, but as it actually occurs in natural interactions. Drawing on discursive psychology and conversation analysis, the authors' detailed analytic toolkit for representing talk, timing, and conduct makes visible how emotion is displayed, oriented to, and managed moment by moment. Step-by-step case examples show how crying and upset, laughter, and anger can be understood from an emotionographic perspective.
American Psychological Association 9781433842702 Pub Date: May 2026 £57.00 | $65.99 Paperback 296 Pages 22.9 cm H | 15.2 cm W
Emotion is live, consequential, and interactional, and it can be studied with a level of accuracy that also has practical bite. Emotionography shows how the ways people display and describe feelings shape what others do next, including how they respond, align, resist, comfort, escalate, or redirect. That matters in everyday life, and it matters in high-stakes settings such as helplines, emergency calls, healthcare, and counselling. Emotionography offers practitioners a way to refine how they respond in real time, and offers researchers a rigorous analytic alternative to treating emotion as a private inner state.
Contributor Bio Jonathan Potter, DPhil, is professor emeritus and former dean of the School of Communication and Information at Rutgers University–New Brunswick. Dr. Potter is one of the founders of discursive psychology which focuses on how careful analyses of interaction can be a route to the understanding and sometimes even reworking of basic psychological questions. Throughout his research career, Dr. Potter has addressed fundamental issues of theory and method, and he has made substantial research contributions in the area of language and racism, the operation of helplines, family interaction, and the way emotion and cognition operate in communication. He a member of the Academy of Social Sciences, a fellow of the International Communication Association and a Fellow of the British Psychological Society. Alexa Hepburn, PhD, is professor emerita of communication at Rutgers University–New Brunswick. She has published widely on the science of human interaction, as well as on developments in discursive and critical psychology. Dr. Hepburn’s research focuses on the use and development of conversation analytic methods, including the notation and analysis of emotional expression within social interaction; the interactional role of interrogatives such as tag questions; parents’ strategies for managing their children’s behavior; and the empirical grounding of these interests in everyday interaction. Her work highlights limitations in more traditional perspectives on emotion and influence, and supports applied work in professional client encounters including medical consultations, and helpline interactions. Dr. Hepburn also continues to develop and deliver training workshops to practitioners.
APA Books®
Handbook on Child Witnesses Improving Psychological Science and Legal Practice Edited by Gail S. Goodman, Thomas D. Lyon, Sue D. Hobbs and Rayna Enriquez Summary This comprehensive text describes the science and practice of child forensic interviewing, with an emphasis on child abuse cases. For the forensic interviewer, eliciting descriptions of childhood assaults, at any age, is no easy task. Over the last several decades, research on children and the law has greatly expanded, especially on the topics of forensic interviewing, memory, suggestibility, linguistic development, and social and emotional development. This area of study and practice is especially concerned with both false denials and false allegations. These concerns have led to the development of useful evidenceinformed protocols, but there is still more research to be done.
American Psychological Association 9781433842658 Pub Date: June 2026 £60.00 | $69.99 Paperback
This book offers a holistic overview of current research directions and policy implications regarding child witnesses’ interactions with the legal system, including the long-term outcomes after their initial involvement. Children and families impacted by the trauma of a sexual assault, or the trauma of a false report, can experience lasting mental and physical effects. Children are especially vulnerable to experiencing distress when interacting with the legal process. This volume covers the best techniques that minimize further distress when child witnesses are involved in legal proceedings, and illustrates how best to deal with the inevitable stressors. Chapters delve into interviewing methods, social support, child understanding of legal proceedings, true versus false reporting, and countering juror bias.
394 Pages 25.4 cm H | 17.8 cm W
Contributor Bio Gail S. Goodman, PhD, is a distinguished professor of psychology, emerita at the University of California, Davis. Dr. Goodman received many national and international awards and grants for her writings and research on child witnesses. Her research is cited pivotally in U.S. Supreme Court decisions concerning child witnesses and courtroom testimony. She obtained her doctoral degree in psychology from UCLA. She published for many years with Dr. Karen J. Saywitz, and they were very close friends. Dr. Goodman and Dr. Saywitz are often credited with starting the modern scientific study of children’s eyewitness memory and children in the legal context. Thomas D. Lyon, JD, PhD, is the Judge Edward J. and Ruey L. Guirado chair in law and psychology at the University of Southern California Gould School of Law. After graduating from Harvard Law School, he worked as an attorney for the Children’s Services Division of the Los Angeles County Counsel. He obtained a PhD in developmental psychology from Stanford University, and was a postdoctoral researcher with Karen Saywitz, PhD at UCLA. His work has been funded by the National Institute of Child Health and Development, the National Science Foundation, and the Department of Justice. Sue D. Hobbs, PhD, is professor of child and adolescent development and chair of undergraduate studies in education in the College of Education at California State University, Sacramento. Dr. Hobbs received her doctoral degree in developmental psychology from the University of California, Davis. She received the Karen Saywitz Early Career Award for Outstanding Contributions to Research and Practice from the American Psychological Association Division 37. Her research and peer-reviewed publications focus on children's eyewitness memory, forensic interviewing techniques, and the experiences of foster youth in the legal system. Rayna Enriquez, PhD, works at the National Institute of Justice and holds a doctoral degree in developmental psychology from the University of California, Davis. Dr. Enriquez obtained her bachelor’s degree in psychology with a specialization in Law, Forensics, and Criminality from the University of Southern California. As part of her training, she served as a researcher of forensic interviewing techniques for children in court actions. She specializes in eyewitness memory and perceptions of children with developmental disorders, as well as in true and false memory in adults.
APA Books®
Teach Like a Champ The Psychology-Based Guide to Effective and Efficient Teaching Regan A. R. Gurung and Elizabeth Yost Hammer Summary Fuel your passion. Focus your energy. Teach Like a Champ. In higher education today, instructors face heavier workloads, shifting student needs, and increasing technological challenges. Amid these ever-mounting pressures, how does one feed a passion for teaching and students while safeguarding oneself from burnout? The answer lies in not only being effective at teaching, but also being efficient and taking care of yourself.
American Psychological Association 9781433849022 Pub Date: June 2026 £20.99 | $24.99 Paperback 246 Pages 21.6 cm H | 14.0 cm W
Teach Like a Champ isn't just another teaching book—it's your sideline coach, your pep talk, and your playbook for thriving in higher education. Written by veteran educators with over 50 years' experience teaching and over 20 years' experience leading centers for teaching and learning, this book blends evidence-informed strategies, practical hacks, and real talk to help you teach effectively, efficiently, and sustainably. From course design and assessment to managing grading loads and using AI, you'll find tools to elevate your teaching while protecting your own well-being— so you can stay in the game and love it, year after year.
Contributor Bio Regan A. R. Gurung, PhD, is Professor of Psychology at Oregon State University. After majoring in psychology at Carleton College, he earned a PhD at the University of Washington and completed a postdoc at UCLA. He has directed a center for teaching and learning and is past president of the Society for the Teaching of Psychology and Psi Chi, the International Honor Society in Psychology. He has published over 130 peer-reviewed articles and 15 books, taught over 15,000 students, and received the American Psychological Foundation’s Charles L. Brewer Award for Distinguished Teaching in Psychology. Visit regangurung.com.
Elizabeth Yost Hammer, PhD, is Kellogg Professor in Liberal Arts at Xavier University of Louisiana. She received the American Psychological Foundation’s Charles L. Brewer Distinguished Teaching of Psychology Award and co-authored Psychology Applied to Modern Life and Myers’ Psychology for the AP® Course. She served as president of Psi Chi, treasurer of the Society for the Teaching of Psychology, co-chair for the American Psychological Association’s Committee on Associate and Baccalaureate Education, and chief reader for the AP® Psychology Exam. For 17 years, she was the director of Xavier’s Center for the Advancement of Teaching and Faculty Development.
APA Books®
Parenting Plan Evaluations An Evidence-Informed Approach to Child Custody Jonathan W. Gould and Christopher M. Mulchay
Summary Unlock the science behind child custody evaluations. Psychologists today play a crucial role in providing court assessments for child custody cases. But, gone are the days of relying solely on clinical judgment—courts now demand a more scientific approach.
American Psychological Association 9781433843617 Pub Date: June 2026 £69.00 | $79.99 Paperback 614 Pages 25.4 cm H | 17.8 cm W
This guide offers an evidence-informed framework for conducting child custody evaluations. It reviews critical components such as forensic interviewing, parent-child observation, document review, and accounting for one’s own personal biases. The authors explore the strengths and limitations of psychological testing and assessment, and demonstrate how custody evaluations require a dimensional approach that emphasizes behaviors over diagnoses. Extensive research is synthesized on all these critical topics, as well as more specific issues such as alienation, parentchild contact problems, domestic violence, and parental relocation requests. Whether you're a seasoned professional or new to the field, this book is an indispensable resource for conducting scientifically sound, legally defensible evaluations.
Contributor Bio Jonathan W. Gould, PhD, is a board-certified forensic psychologist specializing in psychological aspects of family law matters, including child custody and child maltreatment. He has authored or coauthored seven books and several dozen peer-reviewed articles and book chapters addressing child custody matters. He has presented at national and international conferences to mental health professionals, attorneys, and judges for more than three decades. This book represents an update and conceptual extension of his previous books, Conducting Scientifically Crafted Child Custody Evaluations and The Art and Science of Child Custody Evaluations (with David Martindale).
Christopher M. Mulchay, PhD, ABPP, is the coauthor of The Family Law Professional's Field Guide to High-Conflict Litigation: Dynamics, Not Diagnoses. With Jonathan Gould, Dr. Mulchay has coauthored chapters on child custody in both The Oxford Handbook of Psychology and Law (2023) and APA Handbook of Forensic Psychology (2025). Dr. Mulchay has also reviewed tests for the Journal of Pediatric Neuropsychology. He has published four test reviews, and he has multiple currently under review. Dr. Mulchay is board-certified in forensic psychology by the American Board of Professional Psychology. He is a fellow in the American Academy of Forensic Psychologists.
APA Books®
Affirmative Counseling and Psychological Practice With Trans and Nonbinary Clients Second Edition Edited by Anneliese Singh and Rafe McCullough Summary This thoroughly revised edition uses an intersectional, social justice lens to teach practitioners how to competently and compassionately work with trans and nonbinary (TNB) clients and help them flourish. Research and clinical knowledge have been significantly updated to reflect emerging knowledge of gender diversity, including an expanded multicultural focus and the unique experiences of TNB people of color. New chapters debunk bad science on TNB people, discuss working with TNB clients in sports and other physical activities, and how to treat trauma and suicidality among TNB clients.
American Psychological Association 9781433843228 Pub Date: June 2026 £47.00 | $54.99 Paperback Series: Perspectives on Sexual Orientation and Gender Diversity Series 416 Pages 22.9 cm H | 15.2 cm W
The book addresses challenges that TNB individuals and communities face, including ongoing legal assaults on their rights and identities, while resolutely promoting joy and thriving through affirmative practice. Chapters translate scientific knowledge into practical guidelines for therapists in multiple areas, including interdisciplinary collaborative care with other helping professionals, such as physicians and social services, as well as social and legal advocacy. They also offer guidelines for working with TNB clients across different racial and ethnic identities; religious and spiritual beliefs; and developmental stages, from gender-questioning youth to older adults.
Contributor Bio Anneliese Singh, PhD, LPC (she/they), is associate provost for diversity and faculty development, chief diversity officer, and professor in the School of Social Work at Tulane University, where she also holds a joint appointment in the Department of Psychology. Their research explores racial healing, racial justice, and trans and queer liberation, with special attention to people of color and young people. Dr. Singh is the author of The Racial Healing Handbook and The Queer and Trans Resilience Workbook. Dr. Singh founded the Trans Resilience Project to translate their LGBTQ+ research findings into school and community-based change efforts.
Rafe McCullough, PhD, LPC, LMHC, NCC, is associate professor of professional mental health counseling in the Department of Counseling, Therapy, and School Psychology at Lewis & Clark College in Portland, Oregon. Dr. McCullough has counseling specializations in clinical mental health and professional school counseling. His writing, research, and advocacy efforts center on multicultural and social justice counseling and advocacy, disability and disability justice, clinical practice with youth and young adults, supporting trans educators, and affirming clinical practices for queer and trans clients. He believes in the power of joy, wonder, curiosity, and humor to help trans and nonbinary communities.
APA Books®
Psychological Evaluation of Children in Personal Injury Lawsuits Jemour Maddux
Summary A guide to evaluating minors in personal injury cases that describes the relevant legal framework, applicable psychological principles, and pertinent methodology.
American Psychological Association 9781433842849 Pub Date: July 2026 £60.00 | $69.99 Paperback Series: American Psychology-Law Series 223 Pages 22.9 cm H | 15.2 cm W
This clear, comprehensive, and accessible resource provides readers with the essential knowledge and skills they need to become effective personal injury evaluators for cases involving minors. With a lens on the legal landscape, including tort law, legal issues particular to minors, general standards and rules, Jemour Maddux examines psychological principles that are foundational to minor evaluations including developmental psychology, child and adolescent psychopathology, malingering, and psychological responses to pain. Practical chapters offer procedural instructions concerning preparing for the evaluation, determining exam accommodations, conducting the assessment process, integrating culturally sensitive data into analyses, writing reports, and avoiding common ethical pitfalls. Injuries subsequent to child abuse, traumatic brain injury, and other medical injuries are highlighted.
Contributor Bio Jemour Maddux, PsyD, ABPP, is former chair of the American Psychological Association (APA) Committee on Professional Practice and Standards. He co-developed APA guidelines for child custody evaluations and child protection evaluations, and he chaired development of APSAC's guidelines for evaluations regarding child maltreatment. A board-certified forensic psychologist, fellow of the American Academy of Forensic Psychology, and of APA, Maddux combines national policy authorship with courtroom experience, ABFP examination faculty service, and editorial leadership in forensic psychology. He trains, consults, and testifies nationwide across diverse legal contexts such as child protection, delinquency, (re-)sentencing, disputed confessions, matrimonial, and high-stakes civil litigation matters.
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Person-Centered Psychotherapies Second Edition David J. Cain and David Murphy
Summary This revised volume offers the latest in the theory, research, and practice of personcentered psychotherapies. This new edition presents an updated overview of person-centered therapies, with an emphasis on theory, history, primary change mechanisms, empirical support, and contemporary developments. The authors walk readers through the development and evolution of the approach, and show how to conceptualize person-centered therapy from a variety of perspectives, each of which offers different value to the client.
American Psychological Association 9781433843181 Pub Date: July 2026 £35.00 | $39.99 Paperback Series: Theories of Psychotherapy Series
Person-centered therapy, also called client-centered therapy, was created by Carl Rogers over 85 years ago, and this approach continues to evolve and influence the theory and practice of psychotherapy today. Rogers’ emphasis on the importance of therapeutic relationship has been incorporated into the beliefs and values of almost all contemporary therapeutic systems.
With updated research, implications for improving practice, and refinements in theory, this essential primer provides a rich, nuanced understanding of person-centered therapies and their continued impact on the field of psychotherapy.
268 Pages 22.9 cm H | 15.2 cm W
Contributor Bio David J. Cain, PhD, ABPP, is the editor of Humanistic Psychotherapies: Handbook of Research and Practice (2002) and Classics in the Person-Centered Approach (2002). A former colleague of Carl Rogers, he is the founder of the Association for the Development of the Person-Centered Approach and the founder and editor of the Person-Centered Review. He has been a member of the editorial boards for the Journal of Humanistic Psychology, The Humanistic Psychologist, and Person-Centered and Experiential Psychotherapies. Dr. Cain is a past president of the Society for Humanistic Psychology and a diplomate and fellow with the American Board of Professional Psychology. He maintains a private practice in Carlsbad, CA.
David Murphy, PhD, is a chartered psychologist, full member of the Division of Counselling Psychology and associate fellow of the British Psychological Society, and member of the General Psychotherapy Council. He is professor of psychology and education at The University of Nottingham, England and is the director for the Centre for Research in Human Flourishing. His previous books include the Person-Centred Experiential Counselling for Depression Third Edition and the Person-Centred Experiential Counselling for Depression Second Edition, and Counselling Psychology: A Textbook for Study and Practice. Additionally, he has published over 90 articles and book chapters in the fields of counseling, psychotherapy, and education and served as editor of the journal Person-Centered & Experiential Psychotherapies.
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The Impact of Poverty on Early Development Implications for Practice and Policy Edited by Ann M. Mastergeorge and Melissa A. Barnett
Summary Poverty is more than an economic issue—it's a developmental crisis requiring effective, innovative solutions. Across the United States, millions of young children face the devastating effects of poverty, which shapes their brains, behavior, and future opportunities. Backed by cutting-edge research and featuring the leading voices in developmental psychology, neuroscience, education, and policy, this groundbreaking volume uncovers the real impact of poverty on early development—and how we can change the trajectory.
In this book, readers will explore: American Psychological Association 9781433836282 Pub Date: July 2026 £64.00 | $74.99 Paperback 390 Pages
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how poverty reshapes brain development and school readiness
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the unique challenges of rural poverty and immigrant families
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the intersection of race and poverty—and what it means for young children, and
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evidence-based solutions, including early intervention, education, and policy strategies
22.9 cm H | 15.2 cm W
Knowledge fuels change. This book arms professionals, policymakers, and educators with the critical insights they need to create better futures for all children.
Contributor Bio Ann M. Mastergeorge, PhD, is the Rockwell Endowed Professor in Human Development and Family Sciences in the College of Health and Human Sciences, as well as associate vice provost in outreach and engagement. She has expertise in early developmental trajectories, health disparities, the impact of poverty on developmental outcomes, and prevention and early intervention strategies for young children at developmental risk. She has published numerous papers in substantive areas related to early social communication, the impacts of environmental and biological factors on early brain development and school readiness, and the impact of parenting on developmental outcomes for young children.
Melissa A. Barnett, PhD, is a professor in human development and family science and the Norton Endowed Chair in Fathers, Parenting, and Families at the University of Arizona. She is the director of the Frances McClelland Institute for Children, Youth, and Families, which applies research to support child and family resilience. Her research examines how contextual risks and assets influence caregiver-child relationships, multigenerational well-being, and early childhood development, with a focus on poverty. The ultimate goal of this work is to inform practices and policies to promote health and well-being among young children and their caregivers.
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Sacred Unraveling A Therapist's Guide to Helping Clients Navigate Religious and Spiritual Change Sara A. Showalter Van Tongeren and Daryl R. Van Tongeren
Summary This book shows mental health professionals how to help clients deal with existential uncertainties and find meaning as they grapple with their religious and spiritual beliefs. As more individuals leave organized religion, deconstruct long-held beliefs, or seek nonreligious spirituality, their existential and spiritual needs often surface in therapy, whether as a presenting concern or a deeper undercurrent. Clients turn to therapists, counselors, social workers, and other helping professionals, desperate for answers. Drawing from cutting-edge research and clinical wisdom, this book provides tools and guidelines for providing culturally competent spiritual care to help clients along their journeys of religious and spiritual change.
American Psychological Association 9781433845024 Pub Date: September 2026 £39.00 | $44.99 Paperback 207 Pages 22.9 cm H | 15.2 cm W
The authors introduce their existential distress, growth, and engagement (EDGE) model to help clients make sense of their religious/spiritual identities, develop new worldviews, adjust their morals and values, and cultivate meaningful social connections.
They explore the five existential realities that clients often struggle with when their faith is in crisis. These include freedom (the conflict between autonomy and responsibility); isolation caused by loss of community; identity, which includes lacking a clear narrative of one's life journey; death anxiety; and meaninglessness, both in the grand scheme of things and in one's day-to-day life.
Contributor Bio Sara A. Showalter Van Tongeren, LCSW, is the founder of The Flourishing Collective, a telehealth practice oriented around the therapist-centered group consultation model. She works from a relationally oriented, existential positive psychology framework that is trauma and attachment focused, and she utilizes somatic healing through brainspotting. Sara received the city of Holland's 2020 Social Justice Award for her role in helping pass its first nondiscrimination ordinance. Her book, The Courage to Suffer, introduced an existential positive psychology model of suffering, offering practical guidance for helping clients build meaning amid life's greatest crises. Follow her work at saravantongeren.com and @theexistentialtherapist on Instagram.
Daryl R. Van Tongeren, PhD, is a psychology professor at Hope College and the director of the Frost Center for Social Science Research. His research focuses on the processes of leaving religion, summarized in his popular book, Done. His work has been covered in The New York Times and The Atlantic. He has won multiple awards and fellowships, including being named a rising star by the Association for Psychological Science and receiving early career awards from APA's Society for the Psychology of Religion and Spirituality and the International Society for the Scientific of Existential Psychology. Follow his work at darylvantongeren.com.
APA Books®
Transforming Climate Anxiety A Workbook for Courage, Clarity, and Collective Action Leslie Davenport
Summary You care deeply about the climate crisis—but that caring can come with emotional weight. If you've ever felt overwhelmed, heartbroken, or helpless in the face of climate change, you're not alone. Transforming Climate Anxiety is a therapeutic workbook designed to help you navigate the emotional toll of a warming world while discovering your capacity to make meaningful change in your life, in your community, and for the planet itself.
Drawing from climate psychology, mindfulness, and trauma-informed practices, this book offers simple yet powerful exercises and reflective prompts to help you move from emotional paralysis to purposeful engagement. You'll learn how to soothe your nervous system, clarify your values, and take action that aligns with your strengths and passions. American Psychological Association 9781433847967 Pub Date: September 2026 £20.99 | $24.99 Paperback
This isn't just a book about coping—it's a guide to healing and advocacy. By integrating inner work with outer action, Transforming Climate Anxiety helps you build emotional resilience while contributing to a more just and sustainable future.
246 Pages
Contributor Bio
21.6 cm H | 14.0 cm W
Leslie Davenport is a climate psychology speaker, consultant, and therapist whose work bridges psychology, science, and social change. She is the author of five books, including Emotional Resiliency in the Era of Climate Change for mental health professionals and two acclaimed titles for young readers. Leslie advises organizations such as Post Carbon Institute and Climate Mental Health Network and leads the Climate Psychology Certificate program at the California Institute of Integral Studies. Her work equips individuals and communities with tools for resilience, courage, and meaningful action in a rapidly warming world. Visit www.lesliedavenport.com. Follow her at https:// www.instagram.com/ldavenportauthor.
APA Books®
APA Handbook of Adult Development and Aging Edited by Margie E. Lachman, Avron Spiro III, Susan T. Charles and Shevaun D. Neupert
Summary The study of adult development and aging is a rapidly growing field, as the older adult population continues to increase. This handbook provides a comprehensive overview of adult development and aging, including theory and methods, biological factors and health, personality and individual differences, cognition, mental health and clinical issues, variability and diversity in development, and social and contextual factors.
American Psychological Association 9781433840937 Pub Date: September 2026 £170.00 | $199.00 Hardback Series: APA Handbooks in Psychology® Series 814 Pages 27.9 cm H | 21.6 cm W
Each chapter provides a state-of-the-art review of a different domain of adult development and aging and applies a lifespan developmental lens to the topic, addressing aspects of continuity and change in biopsychosocial processes across multiple aspects of adult development, with an emphasis on midlife and later adulthood. Distinguished scholars and researchers included in this handbook contribute a broad variety of perspectives, approaches, and methods, demonstrating the heterogeneity and diversity of adult development and aging. The volume provides foundational research and explication of theories as well as insight into current topics of growing importance within the field, such as alternative therapies including mindfulness and meditation; technology support for aging adults; the health of LGBTQ+ older adults; health inequities related to race, ethnicity, socioeconomic status, and other sociocultural factors; cultural variability in aging; and addressing ageism.
Contributor Bio Margie E. Lachman, PhD, the Minnie and Harold Fierman Professor of Psychology at Brandeis University, is director of the Lifespan Developmental Psychology Lab and the Boston Roybal Center for Active Lifestyle Interventions. With funding from the National Institute on Aging, her current work focuses on identifying modifiable factors that can protect against, minimize, or compensate for declines in cognition and health. Dr. Lachman is a Fellow of the Gerontological Society of America (GSA) and Division 20 (Adult Development and Aging) of the American Psychological Association (APA). She received the Distinguished Research Achievement Award from APA Division 20 in 2003, the Distinguished Career Contribution to Gerontology Award in Behavioral and Social Sciences (BSS) from the GSA in 2015, and the Distinguished Mentorship in Gerontology Award from the GSA BSS in 2021.
Avron (Ron) Spiro III, PhD, is research professor of epidemiology at Boston University School of Public Health and of psychiatry at Boston University Chobanian and Avedisian School of Medicine. He is a research health scientist at Veterans Affairs Boston Healthcare System, where he serves as associate director of the Normative Aging Study at the Massachusetts Veterans Epidemiology and Research Information Center; study director at the Boston Cooperative Studies Coordinating Center; and codirector of the Stress, Health and Aging Research Program. Dr. Spiro is a Fellow of Divisions 5 (Quantitative and Qualitative Methods) and 20 (Adult Development and Aging) of the American Psychological Association, and of the Gerontological Society of America.
Susan T. Charles, PhD, is professor of psychological science and nursing science, and associate dean of academic programs in the School of Social Ecology at the University of California-Irvine. Her research examines social and socioemotional processes across the adult lifespan, and how they are related to cognitive, physical, and mental health, with a focus on theories of socioemotional aging. She is a Fellow of the Gerontological Society of America and the Association for Psychological Science, and her work has been continually funded by the National Institutes of Health for over 2 decades.
Shevaun D. Neupert, PhD, is professor in the Department of Psychology at North Carolina State University. Her work focuses on contextual and individual differences in processes that occur before, during, and after stressors, and the connection of these processes with health outcomes across the adult lifespan. She has received the postdoctoral research award from American Psychological Association (APA) Division 20 (Adult Development and Aging), and at NC State she has received the Outstanding Graduate Professor award, designation as a University Faculty Scholar, and induction into the Academy of Outstanding Teachers. She is a Fellow of APA Division 20 and the Gerontological Society of America.
APA Books®
Pediatric Gender Health Care The Gender Affirmative Model Revisited Second Edition Edited by G. Nic Rider, Diane Ehrensaft and Colt St. Amand
Summary This updated volume introduces the field of pediatric gender health, which widens the scope of the gender affirmative model to support the the gender health of transgender and gender diverse (TGD) pre- and peripubescent youth and their families. With the devastating increase in legislative care bans and media attacks on TGD youth since the first edition of this book was published, many health care systems have shut down care centers that have been providing high quality pediatric gender health care. The weaponization of “gender affirming” terminology has served to deny the experiences of TGD youth, while discrimination, verbal harassment, and violence toward TGD communities is on the rise. American Psychological Association 9781433844010 Pub Date: September 2026 £47.00 | $54.99 Paperback 288 Pages 22.9 cm H | 15.2 cm W
This book provides guidance to pediatric providers and trainees who aim to deliver up-to-date, empirically informed best clinical practices. At the same time, the text is accessible to educators, parents, and families of TGD youth. The chapters provide a fully updated literature review, summarize key epistemological advances, and incorporate detailed interventions and extensive case examples, which emphasize the importance of the integration of cultural humility, intersectionality, and multicultural approaches to therapy. Research continues to demonstrate the benefit of pediatric gender health care for TGD youth and their families. This timely second edition grounds readers in the rigorous empirical research needed to inform the provision of pediatric gender health in the face of increasing challenges in health care for TGD youth.
Contributor Bio G. Nic Rider, PhD, (they/them) is an associate professor and licensed psychologist at the Institute for Sexual and Gender Health and director of the National Center for Gender Health, both within the University of Minnesota Medical School. Their work focuses on social and structural factors impacting the lived experiences and wellbeing of marginalized communities, emphasizing community strengths/resilience and advocacy. Their professional interests include intersectionality, culturally responsive care, health equity, pleasure, systems change and social justice advocacy. They are a coauthor of the WPATH Standards of Care Version 8, and a certified member and certified mentor at the WPATH Gender Education Institute.
Diane Ehrensaft, PhD, (she/her) is an associate professor in the Department of Pediatrics at the University of California San Francisco and the psychologist on the interdisciplinary team at the Child and Adolescent Gender Center Clinic. She is also the Director of Mental Health of the Child and Adolescent Gender Center and leads the Mind the Gap consortium of child gender mental health specialists. She is on the board of Gender Spectrum, a U.S. educational and advocacy organization. Her previous books include Mommies, Daddies, Donors, Surrogates; Building a Home Within; and Parenting Together: Men and Women Sharing the Care of Their Children.
Colt St. Amand, PhD, MD, (he/they) is a child and family clinical psychologist, board-certified family medicine physician, and founder and medical director of Riverside Family Medicine. After completing his residency at the Mayo Clinic, he moved to New York to continue practicing. He is an internationally recognized expert in research, clinical practice, consultation, and teaching in the field of gender health care. Dr. St. Amand is a coauthor of the WPATH Standards of Care Version 8 Hormone Therapy Chapter and a mental health and medical certification mentor at the WPATH Gender Education Institute. Visit www.thegenderdoctor.com or www.riversidedpc.com
APA Books®
Handbook of Behavioral Parent Training Edited by Tamara Del Vecchio and Mark D. Terjesen
Summary Master the principles and practices of behavioral parent training (BPT), the gold standard for managing noncompliance and aggression in children. This comprehensive resource is designed for professionals, researchers, and educators, offering an in-depth exploration of BPT's principles, techniques, and applications. It covers key topics such as outcome assessment, cultural adaptations, and implementation challenges, as well as detailed discussions of leading BPT programs—including parent–child interaction therapy, The Incredible Years, and interventions tailored for ADHD, ASD, and primary care settings.
American Psychological Association 9781433844867 Pub Date: September 2026 £77.00 | $89.99 Paperback
The handbook also examines emerging trends, such as the integration of technology into modern parenting interventions, and provides practical insights grounded in the latest empirical research. Unlike other texts that touch on aspects of BPT, this volume delivers a single, authoritative source that combines theoretical foundations with actionable strategies for real-world practice.
Contributor Bio
718 Pages 25.4 cm H | 17.8 cm W
Mark Terjesen, PhD, is professor of psychology at St. John's University and a core member of the school psychology programs, previously serving as director. He was the Child and Family Service Coordinator for the Albert Ellis Institute for Rational Emotive Behavior Therapy in Manhattan and was president of the School Division of the New York State Psychological Association and of APA's Division 52 (International Psychology). Dr. Terjesen has trained many professionals internationally in the use of rational emotive behavior therapy (REBT) and cognitive-behavioral practices with children and families.
Tamara Del Vecchio, PhD, is a clinical psychologist whose work centers on parent-child relationships, early childhood aggression, and evidence-based parenting interventions. She received her doctorate in Clinical Psychology from Stony Brook University and is currently a professor of psychology at St. John's University, where she has also served as department chair and director of clinical training. Her scholarly contributions include coediting the Handbook of Training and Supervision in Cognitive Behavioral Therapy and co-developing the Parent Anger Scale (PAS) and the Child Behavior Record (CBR)—assessment tools used internationally to advance research and clinical practice in parenting and child development.
APA Books®
Big Ideas in Eating Disorders Accelerating Research to Transform Policy and Practice Edited by Ruth S. Weissman and Kathleen M. Pike
Summary Turning bold ideas into real progress for eating disorder prevention and treatment. Eating disorders are among the most serious mental health conditions. The field has made major strides in identifying risk factors, refining interventions, and building evidence-based treatments. Yet the reality remains stark: eating disorders continue to pose a critical public health challenge, and far too many people still lack access to effective care.
American Psychological Association 9781433849657 Pub Date: September 2026 £69.00 | $79.99 Paperback 406 Pages
This book brings together "big ideas" to close the gap between what science taught us and what still needs to happen to eradicate eating disorders. Leading scholars, clinicians, and individuals with lived experience share transformative strategies to reshape the field, from risk reduction to prevention to treatment.
Big ideas move us forward, not in small steps, but in leaps. Each chapter highlights a key knowledge or practice gap, then lays out a bold concept designed to propel the field ahead, along with actionable steps to turn that vision into reality. Chapters are also accompanied by podcasts featuring the personal stories behind the contributors. Learn more about the motivations, challenges, and journeys of these researchers by visiting the Big Ideas in Eating Disorders podcast.
22.9 cm H | 14.0 cm W
Contributor Bio Ruth S. Weissman, PhD, is professor of psychology and Walter A. Crowell University Professor of the Social Sciences, Emerita, at Wesleyan University, where she has taught since 1987. Her contributions to research and teaching have been recognized with awards including the Academy for Eating Disorders (AED) Lifetime Achievement Award and the AED's Leadership Award for Research; the Research Award of the Coalition for Eating Disorders Research, Policy, and Action, and the New England Psychological Association's Distinguished Contribution Award. She is a past president of the Academy for Eating Disorders, and past president of the Eating Disorders Research Society. She currently serves as the editor-in-chief of the International Journal of Eating Disorders.
Kathleen M. Pike, PhD, is professor of psychology at Columbia University Irving Medical Center, where she launched her career in eating disorders over thirty years ago. A world expert in the field, Dr. Pike has served as President of the Eating Disorders Research Society and is a Fellow of the Academy for Eating Disorders. She is recognized for her pioneering work in developing innovative, evidence-based treatments and for her scientific contributions to expanding global understanding of eating disorders. Dr. Pike is also host of the podcast Big Ideas In Eating Disorders, where she talks with leaders in the field who share their ideas and stories as they have never been told before.
APA Books®
Building a Disability-Affirmative Mental Health Practice Rhoda Olkin
Summary Build a disability-affirmative practice that is inclusive, culturally responsive, and grounded in ethical care. Despite the prevalence of disability across clinical populations, it remains one of the least addressed areas in professional training, often resulting in misdiagnoses, exclusionary practices, and therapeutic environments that fail to meet the needs of disabled clients. This volume bridges that gap by offering clinicians concrete strategies for integrating disability into case formulation, treatment planning, assessment, and everyday practice.
American Psychological Association 9781433843556 Pub Date: September 2026 £43.00 | $49.99 Paperback 407 Pages
Therapists, counselors, and other helping professionals will find essential guidelines and tools for evaluating the needs of disabled clients, analyzing the accessibility of their practice, and navigating the complex intersections of disability with other identities. They will learn how to communicate respectfully and clearly with disabled clients while avoiding inadvertent microaggressions. Disability culture and community are also examined, with an emphasis on how disability intersects with other cultural identities and manifest at different developmental stages, helping clinicians build competency in working with a diverse array of clients. Guidelines for incorporating one's own disability into therapy and creating more opportunities and pathways for disabled students and mental health professionals are also provided.
22.9 cm H | 15.2 cm W
Whether working with clients managing chronic medical conditions or navigating physical, cognitive, sensory, or other disabilities, this book is an essential resource for mental health professionals committed to equity, competence, and inclusive care.
Contributor Bio Rhoda Olkin, PhD, is a clinical psychologist and a distinguished professor at the California School of Professional Psychology at Alliant International University. Her specialties include disability in clients, families, students, and faculty. She developed disability-affirmative therapy and has trained therapists for over 30 years. Dr. Olkin received the California Psychological Association Award for advancement of psychology and diversity, is on the Board of Polio Health International, executive director of the Institute of Disability and Health Psychology, and associate editor for Rehabilitation Psychology. As a polio survivor, she is a disability advocate and activist integrating disability studies and clinical psychology.
APA Books®
APA Handbook of Forensic Psychology Second Edition Edited by Patricia A. Zapf, Apryl A. Alexander, Tarika Daftary-Kapur, Amanda M. Fanniff and Diane Sivasubramaniam
Summary With significant new and updated content across two volumes and more than 40 chapters, this second edition of the APA Handbook of Forensic Psychology advances understanding of the scientific foundations and practical application of psychology to law and law-related policy.
American Psychological Association 9781433843273 Pub Date: October 2026 £337.00 | $395.00 Multiple-component retail product Series: APA Handbooks in Psychology® Series 1507 Pages 27.9 cm H | 21.6 cm W
Psychological knowledge is now regularly used in trial, appellate, and supreme court cases at state and federal levels, and is used to craft law on relevant topics. Psychologists routinely provide testimony about criminal defendants, litigants, and psychological issues in trial courts. Psychological knowledge finds its way into amicus briefs submitted to appellate and supreme courts. To address these and the many other contributions of the field, the first edition of this handbook was published in 2015. Since that time, social, cultural, and political events have shaped the evolution of forensic psychology towards a greater awareness of the importance of sociocultural identities and differences, and related structural and systemic issues. Further, the field has seen massive expansion of the use of technology, from videoconferencing for evaluations to machine learning in hiring decisions. Accordingly, this edition updates and expands the previous one, including discussions of sociocultural identities and systemic inequities, bias, and technology. The first volume considers individual and situational influences in criminal and civil contexts, with chapters covering forensic evaluation and treatment in criminal cases, individual and situational predictors of criminal behavior, and applications of forensic psychology in civil cases. The second volume of the handbook presents the state of the field in criminal investigation, adjudication, and sentencing outcomes. Chapters examine victim and offender groups, criminal investigations and jury trials, and sentencing and incarceration. To ensure cohesiveness and thorough coverage of core topics, the chapters benefit from a standard set of headings, facilitating wayfinding and highlighting relevant themes. Chapter authors include well-established, internationally recognized scholars and practitioners, as well as rising stars in the field. Drawing on contemporary psychological research and practice, the handbook provides an indispensable reference on forensic psychological issues important to researchers, practitioners, and students in psychology, other social sciences and practice disciplines, and law.
Contributor Bio Patricia A. Zapf, PhD, is a forensic psychologist and vice president for business innovation and strategic advancement at Palo Alto University. Dr. Zapf obtained her PhD from Simon Fraser University. She began her career in 1999 at the University of Alabama. In 2002, she moved to John Jay College of Criminal Justice, where she developed and directed their clinical forensic psychology doctoral program. In 2009, she founded CONCEPT Professional Training. Dr. Zapf has authored numerous publications and has served as an editor for both journals and book series. She has developed training programs for forensic mental health professionals worldwide. Apryl A. Alexander, PsyD, is the Metrolina Distinguished Scholar in Health and Public Policy and associate professor in the Department of Health Management and Policy at the University of North Carolina at Charlotte, and directs the UNC Charlotte Violence Prevention Center. She received her doctorate from the Florida Institute of Technology. Her work focuses on violence and victimization, forensic assessment, sexual offending and human sexuality, and trauma-informed and culturally informed practice. Dr. Alexander has received several early career research awards, accolades for her teaching and mentoring, and honors for her community engagement and legislative advocacy. Dr. Alexander's website is https://www.AprylAlexander.com/ Tarika Daftary-Kapur, PhD, is professor of justice studies, associated faculty with the doctoral program in clinical psychology, and codirector of the Legal Decision Making Lab (msudecisionmakinglab.com) at Montclair State University. Her research focuses on adolescent decision-making and legal competencies, the decision-making process of legal actors, and sentencing reform. She has testified before the legislatures of several states and collaborated with jurisdictions around the country on reforming youth justice systems. Dr. Daftary-Kapur is on the editorial board of Law and Human Behavior and has served on committees for the American Psychology-Law Society and grant review panels for the National Science Foundation. Amanda M. Fanniff, PhD, is an associate professor of psychology at Palo Alto University. Dr. Fanniff received her PhD in clinical psychology from the University of Arizona. Her research focuses on forensic mental health assessment, legal system processing, and the impact of sociocultural identities. She is on the editorial board for the journal Sexual Abuse. She is a committee member for the American Psychology-Law Society and the Society for the Psychological Study of Social Issues, and serves as the American Psychology-Law Society appointed representative to the Forensic Psychology Specialty Board of the Council of Specialties in Professional Psychology. Diane Sivasubramaniam, PhD, is associate professor and chair of the Department of Psychological Sciences at Swinburne University. She directs the Social Psychology of Innovation Research Group at Swinburne and coleads the Public Interest Technology Research Program in the university's Social Innovation Research Institute. Dr. Sivasubramaniam received her PhD from the University of New South Wales. Her research focuses on the social psychology of procedural and distributive justice. She has held leadership roles in the American Psychology-Law Society; has served the Australian and New Zealand Association of Psychiatry, Psychology and Law; and is an associate editor of Law and Human Behavior.
APA Books®
Building Inclusive Campuses Promoting Mental Health, Wellness, and Success for Students of Color Edited by Carlota Ocampo and David P. Rivera
Summary This guide equips faculty, administrators, and psychologists in higher education with practical strategies for initiating institutional, curricular, and classroom reforms that will create academic communities where all students can thrive. Mental health and emotional wellness are central to retention, persistence, and learning, yet longstanding structural barriers and embedded biases continue to undermine these outcomes for students of color. When schools fail to address these conditions, the costs are felt across the campus—in student success, faculty workload, and institutional effectiveness. Meaningful improvement only comes faculty and staff transforming the institutional culture from within.
American Psychological Association 9781433847929 Pub Date: October 2026 £39.00 | $44.99 Paperback
Drawing from empirical research and their own successful reform initiatives, an expert panel of educators, faculty, and educational and consulting psychologists describe actionable strategies for creating this change. They advocate trauma-informed leadership that recognizes student adversity; acknowledges institutional shortcomings; and creates a supportive, collaborative, and empowering school community with culturally responsive policies and student services.
252 Pages 22.9 cm H | 15.2 cm W
Contributors provide guidelines for restructuring curricula to build a student-centered learning environment that capitalizes on students' strengths. These include creating more opportunities to engage in academia through mentorship, experiential learning, and intergroup dialogues and caucuses. At the classroom level, contributors discuss how to address microaggressions and macroaggressions and handle conversations about difficult subjects.
Whether you work in STEM or the humanities, at a large research university or a small liberal arts college, you will find concrete steps to initiate lasting change that will help not just students of color succeed but create a campus-wide culture of wellbeing that benefits everyone.
Contributor Bio Carlota Ocampo, PhD, is provost and CAO at Trinity Washington University in Washington, DC, a predominantly Black and Hispanic-serving women's college, where she implements student-centered initiatives to support flourishing. A neuropsychologist, her APA work includes serving on the Leadership Institute for Women in Psychology advisory council and task forces on teaching and assessment; she was also an American Psychologist predoctoral fellow. On the board of The Steve Fund, she was a national advisor for the Excellence in Mental Health Framework. Her research interests encompass diversity, inequity, health, racist incident-based trauma, and pedagogical reform with changing student populations.
David P. Rivera, PhD, is associate professor and coordinator of graduate programs in mental health and school counseling at Queens College, City University of New York, and is founding director of the LGBTQI Student Leadership Program. His research, guided by critical theories and social justice, explores cultural competency and the wellbeing of marginalized communities. He coedited the award-winning books Affirming LGBTQ Students in Higher Education and Critical Theories for School Psychology and Counseling. Dr. Rivera holds leadership positions with The Steve Fund, the Society for the Psychology of Sexual Orientation and Gender Diversity, and the Council for Opportunity in Education.
APA Books®
The Conversational Scientist How to Engage, Explain, and Inspire in Everyday Life Laura Wagner and Cecile McKee
Summary Learn how to turn complex psychological concepts into accessible, engaging conversations with the public that build trust and understanding. This book is a practical, accessible guide for psychologists and social scientists who want to communicate their work clearly and confidently beyond academic settings. Drawing on research from psychology, education, and linguistics, it offers actionable strategies and exercises for engaging the public in informal spaces, where conversations matter most. It emphasizes approachable, personalized interactions that build trust and make complex ideas accessible. Whether for advocacy, informal education, or everyday conversations, it provides the tools to share science meaningfully.
Contributor Bio American Psychological Association 9781433849848 Pub Date: October 2026 £20.99 | $24.99 Paperback
Laura Wagner, PhD, is a professor of psychology at The Ohio State University. She is a fellow of the American Association for the Advancement of Science and of the Linguistic Society of America. She is the director of the Language Sciences Research Lab, where she conducts conversations with a range of people and trains students to engage in public science communication.
113 Pages 21.6 cm H | 14.0 cm W
Cecile McKee, PhD, is professor emerita of linguistics at the University of Arizona and fellow of the American Association for the Advancement of Science. Her research and teaching emphasize language and literacy development in young children. She has received support from the Fulbright Program, the James S. McDonnell Foundation, and the National Science Foundation.
Together, Drs. Wagner and McKee received the Linguistics, Language, and the Public Award from the Linguistic Society of America in 2024.
APA Books®
Children With Problematic Sexual Behavior Theory, Research, and Evidence-Based Practice Brian Allen Summary Clear, practical guidance for clinicians facing the challenges of assessing and treating children with problematic sexual behaviors. Problematic sexual behavior (PSB) among children is rarely addressed in mental health training or in continuing education programs. Although research on PSB and effective interventions has advanced significantly over the past two decades, much of this knowledge remains buried in academic journals without practical demonstrations for real-world clinical work.
This book provides a clear introduction to the topic of PSB, discusses how this research-based understanding can translate into effective clinical assessment, and provides a treatment protocol that can be used by any mental health provider. Rich case examples illustrate how providers can handle difficult interactions with children and caregivers with both compassion and scientific rigor. American Psychological Association 9781433847387 Pub Date: November 2026 £47.00 | $54.99 Paperback 305 Pages 22.9 cm H | 15.2 cm W
Contributor Bio Brian Allen, PsyD, is professor of pediatrics and psychiatry in the Penn State College of Medicine and core faculty in the Penn State Child Maltreatment Solutions Network. He is the founder of Transforming the Lives of Children (TLC) Research and Treatment Center at Penn State Children’s Hospital. Dr. Allen is one of the foremost authorities on preteen problematic sexual behavior (PSB). He is currently leading a multi-site team developing an updated measure to assess PSB. His research has been funded continuously over the past eight years by NIH. He has published numerous journal articles and two clinically focused books: Treating Traumatized Children (Guilford, 2014) and The Science and Clinical Practice of Attachment Theory (APA, 2023).
APA Books®
When Leading Hurts Understanding and Healing From Traumatic Experiences of Leadership Edited by Jennifer P. Wisdom and Nina A. Nabors
Summary When Leading Hurts shines a light on a hidden truth: Leadership can inspire and transform, but it can also wound. This groundbreaking volume explores the emotional and psychological toll that leadership roles can take, revealing how trauma sometimes emerges in organizational contexts and why it is so often ignored.
American Psychological Association 9781433847684 Pub Date: November 2026 £47.00 | $54.99 Paperback 202 Pages 22.9 cm H | 15.2 cm W
Drawing on interdisciplinary research and compelling case studies, experts in psychology, leadership development, and organizational behavior identify the forces that leave leaders feeling isolated, undermined, and sometimes deeply harmed. Topics include toxic cultures, identity-based harm, bullying, scapegoating, and gaslighting—issues leaders frequently endure but rarely discuss. Readers will find evidence-based strategies for prevention and healing, including clinical guidance for therapists, coaching models, and organizational interventions for systemic change.
Designed for leaders at every level and the professionals who support them, When Leading Hurts provides insight, validation, and a roadmap toward resilience, recovery, and reform.
Contributor Bio Jennifer P. Wisdom, PhD, MPH, ABPP, is a licensed clinical psychologist, board-certified organizational and business consulting psychologist, author, consultant, and speaker. She has worked in complex healthcare, government, and educational environments for 25 years, including serving in the U.S. military, working with nonprofit service delivery programs, and as faculty in higher education. She consults with nonprofit and government agencies, research institutions, and universities to address leadership development and organizational change. She is author of 14 volumes in the Millennials' Guides series, Leaving Revolution: How We Are Learning to Let Go and Move On, and more than 100 scientific articles.
Nina A. Nabors, PhD, ABPP, LP, is a licensed clinical psychologist with more than 30 years of faculty and leadership experience in academia. She currently serves as Vice Provost for Healthcare Access and Quality at Walden University. She co-owns a group psychotherapy practice in Southeastern Michigan working primarily with clients from BIPOC, LGBTQAI , and other underserved communities. She is board certified in rehabilitation psychology from the American Board of Professional Psychology and past president of the Association for Women in Psychology. She has published five book chapters, 15 peer-reviewed scientific articles, and over 65 conference presentations.
APA Books®
Process Coding as Clinical Training Recognizing In-Session Markers to Promote Better Client Outcomes Edited by Henny A. Westra, Catherine F. Eubanks and Tali Z. Boritz
Summary Improve psychotherapy outcomes in real time by developing your attunement through process coding. Traditional model-based approaches to psychotherapy training often leave clinicians without the tools to recognize and respond to what truly matters in-session. This groundbreaking volume is a compendium of current best practices in process coding—a research-backed method for observing, categorizing, and analyzing therapy as it unfolds. By watching therapy videos and coding transcripts to track subtle verbal and nonverbal signals, therapists and clinicians in training can identify alliance ruptures, engagement shifts, and other critical markers that predict outcomes—before it's too late.
American Psychological Association 9781433843747 Pub Date: December 2026 £43.00 | $49.99 Paperback 404 Pages 25.4 cm H | 17.8 cm W
Leading experts Henny Westra, Catherine F. Eubanks, and Tali Z. Boritz bring together validated coding systems, practical demonstrations, and video-based examples to show how process-centered training enhances responsiveness and complements any therapeutic model. Designed to be used either alone or in tandem with select APA therapy videos, the book shows clinicians and trainees how to do the right thing at the right time by improving their flexibility, attunement, and client outcomes.
Contributor Bio Henny A. Westra, PhD, is professor emeritus in the Department of Psychology at York University in Toronto, Canada. She has held numerous positions over her 30-year career including professor, researcher, workshop presenter and teacher, frontline clinician, and program developer. She has written, published, and presented widely on ambivalence, resistance, anxiety, training and the development of expertise, motivational interviewing, and cognitive behavioral therapy. She is the author of the book Motivational Interviewing in the Treatment of Anxiety and is a principal developer of the Adapted Client Resistance Code (A-CRC), featured in this book alongside numerous other process coding schemes.
Catherine F. Eubanks, PhD, is a professor at the Gordon F. Derner School of Psychology at Adelphi University and codirector of the Center for Alliance-Focused Training. She is coauthor of Therapist Performance Under Pressure, and coeditor of Rupture and Repair in Psychotherapy. She was previously an associate editor on the Journal of Consulting and Clinical Psychology and is currently the managing editor of Psychotherapy Research.
Tali Z. Boritz, PhD, is an assistant professor in the Department of Psychology at York University in Toronto, Canada. She is a clinical psychologist, researcher, and educator. Her work focuses on psychotherapy process and outcomes, with an emphasis on translating research into practical training tools for clinicians and trainees. She has authored numerous peer-reviewed publications and is coauthor of the book Deliberate Practice in Dialectical Behavior Therapy. She is past president of the North American chapter of the Society for Psychotherapy Research.
APA Books®
Helping First-Generation College Students Succeed Psychology-Backed Strategies for Campus and Classroom Edited by Neda Moinolmolki, Ranjana Dutta, Jerry L. Mize, Aurora I. Ramos Núñez, Sasha N. Cervantes and H. Russell Searight Summary This timely edited volume offers a broad selection of psychologically grounded, classroom- and campus-tested strategies for transforming higher education to empower first-generation (FG) college students to succeed and thrive.
American Psychological Association 9781433844614 Pub Date: December 2026 £43.00 | $49.99 Paperback 265 Pages 22.9 cm H | 15.2 cm W
The book serves as an evidence-based, psychology-informed toolkit for faculty and administrators across varied institutions and disciplines to foster the successful integration of FG college students. The editors and chapter authors reimagine a higher education landscape where institutions move beyond deficit-based assumptions of engagement with FG students, acknowledging disadvantages and inequities while promoting strengths-based and institutionally responsive approaches. Chapters provide a nuanced interdisciplinary perspective on supporting FG students, focusing on students' lived experiences, cultural wealth, and identity development, recognizing them as central contributors whose presence drives innovation, relevance, and vitality across the academy.
The book integrates psychological frameworks with practical classroom and institutional strategies, highlighting practices that have succeeded across a wide range of higher education institutions and drawing on insights from those who have thoughtfully adapted these methods. A key strength of this volume is its presentation of concrete, evidence-informed pedagogical approaches that can be readily implemented across courses, departments, and programs. Chapters feature a user-friendly format, enabling faculty and academic leaders to incorporate the approaches quickly and efficiently into their teaching and curricular planning. Given the increasing demands on college instructors, this accessibility offers immediate value to institutions.
Each chapter includes a discussion of an activity or program, including its effectiveness and implementation recommendations. Robust supplementary resources to support college teachers and faculty are offered online.
Contributor Bio Neda Moinolmolki, PhD, is an associate professor of psychology at Albertus Magnus College, committed to transformative pedagogy and equity-focused teaching. She integrates critical theory and research to promote resilience, social agency, and inclusive learning for diverse and at-risk students. Dr. Moinolmolki has mentored numerous student researchers, guiding them to present at conferences and publish in peer-reviewed journals. Her contributions to teaching, mentorship, and scholarship have been recognized with awards, including Advisor of the Year from the College of Coastal Georgia, the Early Career Research Award from the Southeastern Psychological Association, and the Distinguished Contribution to the Science of Psychology Award from the Connecticut Psychological Association. Ranjana Dutta, PhD, is a professor of psychology at Saginaw Valley State University (SVSU). She routinely teaches many first-generation students in her courses (developmental psychology, research methods, cultural psychology) and supervises research. Dr. Dutta highlights the process and its challenges in her article, "From Consumers to Producers: Three Phases in the Research Journey With Undergraduates at a Regional University." Her research on parenting and delay behaviors/procrastination informs her teaching philosophy. She emphasizes self-regulation, accountability, and peer connection for success. A recipient of multiple awards for teaching excellence at SVSU, she has experiences that align closely with this edited volume on firstgeneration college students. Jerry L. Mize, MA, MEd, NCC, is an instructor and online undergraduate program coordinator in the Department of Psychology at George Mason University, where he teaches statistics, psychopathology, therapeutic communication, and stress and coping. He is a doctoral candidate in counselor education and supervision at the University of the Cumberlands and a resident in counseling with a clinical focus on sexuality, relationships, identity development, and trauma. His scholarship examines counselor competence, clinician discomfort, and sexuality training in counseling, using quantitative methods to advance evidence-based practice. Mr. Mize publishes, presents nationally, and contributes to professional leadership and editorial service within counseling scholarship. Aurora I. Ramos Núñez, PhD, is an associate professor of psychology and student success coordinator at the College of Coastal Georgia. She earned her doctorate in developmental psychology from the University of Houston and has published in leading journals, including Brain and Language and Journal of Cognitive Neuroscience. Dr. Ramos Nuñez is dedicated to mentoring firstgeneration students through high-impact practices such as service-learning and undergraduate research, empowering them to present at conferences and publish scholarly work. Her commitment to equity and student success aligns with APA's mission to advance evidence-based strategies for supporting first-generation college students. Sasha N. Cervantes, PhD, earned her doctorate in cognitive psychology with a minor in neurobiology from the University of Chicago. She is an associate professor of psychology at Governors State University. Her research interests include memory accuracy and false memory, normal cognitive aging, creativity, the scholarship of teaching and learning, as well as student cocurricular engagement and belonging. Dr. Cervantes has earned awards for excellence in undergraduate teaching and advising. Through her teaching, service, and research, she aims to increase student engagement, support student growth and belonging, improve first generation student graduation rates, and post-graduation outcomes for all her students.
APA Books®
Feminist Perspectives on Women, Money, and Psychology Courtney Crisp
Summary Feminist Perspectives on Women, Money, and Psychology lays the groundwork for an integrative and well-rounded understanding of how history and oppression have shaped women's financial experiences, and offers a path forward for scholars, clinicians, and others seeking more informed, equitable approaches to money.
American Psychological Association 9781433849046 Pub Date: December 2026 £47.00 | $54.99 Paperback Series: Psychology of Women Series 134 Pages 22.9 cm H | 15.2 cm W
The book presents an expansive view of various aspects of the intersection of women, money, and psychology, aiming to be useful both personally and professionally. In doing so, it addresses a critical gap in scholarship, exploring how historical and systemic forces have influenced women's relationships with money. Each chapter focuses on a different theme, including historical background, relationships, work, motherhood, identity, clinical practice, and action and advocacy. Drawing from feminist psychology, developmental psychology, and sociology, it provides an intersectional analysis that highlights the unique experiences of women of color and LGBTQIA women. A lifespan perspective offers insight into how financial attitudes and challenges evolve from childhood through older adulthood.
Many chapters thoughtfully incorporate research and information from fields including history, economics, sociology, social psychology, gender studies, law and public policy, and cultural anthropology. Throughout the book, vignettes woven into the text highlight the power of storytelling, making this academic volume accessible to wide audiences seeking meaningful change.
Contributor Bio Courtney Crisp, PsyD, is a licensed clinical psychologist, writer, and speaker specializing in the intersection of mental health, money, and identity. Her work is grounded in a trauma-informed, antioppressive, and neurodiversity-affirming approach, with expertise in financial psychology, eating disorders, and severe mental health. She teaches multicultural counseling at Pepperdine University, emphasizing intersectionality and culturally responsive care. Dr. Crisp is the author of the Psychology Today blog Your Emotions and Money and former editor of The Feminist Psychologist. She also wrote the children's book How Kingston Got His Stripes. She lives in Long Beach, California, with her family.
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