Psychology applied to modern life adjustment in the 21st century ebook
Page 2 www.wadsworth.com www.wadsworth.com is the World Wide Web site for Thomson Wadsworth and is your direct source to dozens of online resources. At www.wadsworth.com you can find out about supplements, demonstration software, and student resources. You can also send e-mail to many of our authors and preview new publications
and exciting new technologies. www.wadsworth.com Changing the way the world learns® Page 3 WAYNE WEITEN is a graduate of Bradley University and received his Ph.D. in social psychology from the University of Illinois, Chicago in 1981. He currently teaches at the University of Nevada, Las Vegas. He has received distinguished teaching awards
from Di- vision Two of the American Psychological Association (APA) and from the College of DuPage, where he taught until 1991. He is a Fellow of Divisions 1 and 2 of the American Psychological Association. In 1991, he helped chair the APA National Conference on En- hancing the Quality of Undergraduate Education in Psychology and in 1996–1997
he served as President of the Society for the Teaching of Psychology. Weiten has conducted research on a wide range of topics, including educational measurement, jury decision- making, attribution theory, stress, and cerebral specialization. His recent interests have included pressure as a form of stress and the technology of textbooks. He is also the
au- thor of Psychology: Themes & Variations (Wadsworth, 2004) and the creator of an educa- tional CD-ROM titled PsykTrek: A Multimedia Introduction to Psychology. MARGARET (MARKY) A.
LLOYD received her B.A. from the University of Denver and her M.A. and Ph.D. in psychology from the University of Arizona. She is the author of Adolescence (Harper and Row, 1985). She has served as chair of the psychology depart- ments at Suffolk University and Georgia Southern University and is the founding Chair of the Council for
Undergraduate Psychology Programs. She is a past President of the Society for the Teaching of Psychology (Division 2 of the American Psychological Asso- ciation), past Executive Director of the Society’s Office of Teaching Resources in Psy- chology, and currently serves on APA’s Council of Representatives for the Society. She is Emerita Professor
and Chair of Psychology at Georgia Southern University and a recip- ient of that institution’s Award for Excellence for Contributions to Instruction. Page 4 E I G H T H E D I T I O N Psychology Applied to Modern Life ST ADJUSTMENT IN THE 21 CENTURY WAYNE WEITEN University of Nevada, Las Vegas MARGARET A. LLOYD Georgia Southern
University Australia • Brazil • Canada • Mexico • Singapore Spain • United Kingdom • United States Page 5 To two pillars of stability in this era of turmoil—my parents W.W. To the memory of my mother and father—models of integrity and courage M.A.L. Psychology Applied to Modern Life: Adjustment in the 21st Century, Eighth Edition Wayne
Weiten and Margaret A. Lloyd Senior Acquisitions Editor, Psychology: Michele Sordi Permissions Editor: Linda L. Rill Development Editor: Jennifer Wilkinson Production Service: Tom Dorsaneo Assistant Editor: Jennifer Keever Text Designer: Linda Beaupre Editorial Assistant: Jessica Kim Photo Researcher: Linda L. Rill Technology Project Manager:
Erik Fortier Copy Editor: Jackie Estrada Marketing Manager: Dory Schaeffer Illustrator: Carol Zuber-Mallison Marketing Assistant: Nicole Morinon Cover Designer: Irene Morris Marketing Communications Manager: Tami Strang Cover Images: “Clock Parts Face,” Pete McArthur; “Looking for Project Manager, Editorial Production: Jennie Redwitz
Solutions” © Pierre-Yves Goavec/Getty Images Inc. Creative Director: Rob Hugel Compositor: Thompson Type Art Director: Vernon Boes Text and Cover Printer: Transcontinental Printing/Interglobe Print Buyer: Barbara Britton © 2006 Thomson Wadsworth, a part of The Thomson Corporation. Thomson Higher Education Thomson, the Star logo, and
Wadsworth are trademarks used herein 10 Davis Drive under license. Belmont, CA 94002-3098 USA ALL RIGHTS RESERVED. No part of this work covered by the copy- right hereon may be reproduced or used in any form or by any means- graphic, electronic, or mechanical, including photocopying, recording, For more information about our
products, contact us at: taping, Web distribution, information storage and retrieval systems, or Thomson Learning Academic Resource Center in any other manner-without the written permission of the publisher. 1-800-423-0563 For permission to use material from this text or product, Printed in Canada submit a request online at 1 2 3 4 5 6 7 09 08
07 06 05 . Any additional questions about permissions can be ® ® ExamView and ExamView Pro are registered trademarks of submitted by email to [email protected]. FSCreations, Inc. Windows is a registered trademark of the Microsoft Corporation used herein under license.
Macintosh and Power Macintosh are registered trademarks of Apple Computer, Inc. Used herein under license. © 2006 Thomson Learning, Inc. All Rights Reserved.
In 1991, he helped chair the APA National Conference on En- hancing the Quality of Undergraduate Education in Psychology and in 1996–1997 he served as President of the Society for the Teaching of Psychology. Weiten has conducted research on a wide range of topics, including educational measurement, jury decision- making, attribution theory,
stress, and cerebral specialization. His recent interests have included pressure as a form of stress and the technology of textbooks. He is also the au- thor of Psychology: Themes & Variations (Wadsworth, 2004) and the creator of an educa- tional CD-ROM titled PsykTrek: A Multimedia Introduction to Psychology. MARGARET (MARKY) A. LLOYD
received her B.A. from the University of Denver and her M.A. and Ph.D. in psychology from the University of Arizona. She is the author of Adolescence (Harper and Row, 1985). She has served as chair of the psychology depart- ments at Suffolk University and Georgia Southern University and is the founding Chair of the Council for Undergraduate
Psychology Programs. She is a past President of the Society for the Teaching of Psychology (Division 2 of the American Psychological Asso- ciation), past Executive Director of the Society’s Office of Teaching Resources in Psy- chology, and currently serves on APA’s Council of Representatives for the Society.
She is Emerita Professor and Chair of Psychology at Georgia Southern University and a recip- ient of that institution’s Award for Excellence for Contributions to Instruction. Page 4 E I G H T H E D I T I O N Psychology Applied to Modern Life ST ADJUSTMENT IN THE 21 CENTURY WAYNE WEITEN University of Nevada, Las Vegas MARGARET A.
LLOYD Georgia Southern University Australia • Brazil • Canada • Mexico • Singapore Spain • United Kingdom • United States Page 5 To two pillars of stability in this era of turmoil—my parents W.W. To the memory of my mother and father—models of integrity and courage M.A.L. Psychology Applied to Modern Life: Adjustment in the 21st Century,
Eighth Edition Wayne Weiten and Margaret A. Lloyd Senior Acquisitions Editor, Psychology: Michele Sordi Permissions Editor: Linda L. Rill Development Editor: Jennifer Wilkinson Production Service: Tom Dorsaneo Assistant Editor: Jennifer Keever Text Designer: Linda Beaupre Editorial Assistant: Jessica Kim Photo Researcher: Linda L. Rill
Technology Project Manager: Erik Fortier Copy Editor: Jackie Estrada Marketing Manager: Dory Schaeffer Illustrator: Carol Zuber-Mallison Marketing Assistant: Nicole Morinon Cover Designer: Irene Morris Marketing Communications Manager: Tami Strang Cover Images: “Clock Parts Face,” Pete McArthur; “Looking for Project Manager, Editorial
Production: Jennie Redwitz Solutions” © Pierre-Yves Goavec/Getty Images Inc. Creative Director: Rob Hugel Compositor: Thompson Type Art Director: Vernon Boes Text and Cover Printer: Transcontinental Printing/Interglobe Print Buyer: Barbara Britton © 2006 Thomson Wadsworth, a part of The Thomson Corporation. Thomson Higher Education
Thomson, the Star logo, and Wadsworth are trademarks used herein 10 Davis Drive under license. Belmont, CA 94002-3098 USA ALL RIGHTS RESERVED. No part of this work covered by the copy- right hereon may be reproduced or used in any form or by any means- graphic, electronic, or mechanical, including photocopying, recording, For more
information about our products, contact us at: taping, Web distribution, information storage and retrieval systems, or Thomson Learning Academic Resource Center in any other manner-without the written permission of the publisher. 1-800-423-0563 For permission to use material from this text or product, Printed in Canada submit a request online
at 1 2 3 4 5 6 7 09 08 07 06 05 . Any additional questions about permissions can be ® ® ExamView and ExamView Pro are registered trademarks of submitted by email to [email protected].
FSCreations, Inc. Windows is a registered trademark of the Microsoft Corporation used herein under license.
www.wadsworth.com Changing the way the world learns® Page 3 WAYNE WEITEN is a graduate of Bradley University and received his Ph.D. in social psychology from the University of Illinois, Chicago in 1981. He currently teaches at the University of Nevada, Las Vegas. He has received distinguished teaching awards from Di- vision Two of the
American Psychological Association (APA) and from the College of DuPage, where he taught until 1991. He is a Fellow of Divisions 1 and 2 of the American Psychological Association. In 1991, he helped chair the APA National Conference on En- hancing the Quality of Undergraduate Education in Psychology and in 1996–1997 he served as President of
the Society for the Teaching of Psychology. Weiten has conducted research on a wide range of topics, including educational measurement, jury decision- making, attribution theory, stress, and cerebral specialization.
His recent interests have included pressure as a form of stress and the technology of textbooks. He is also the au- thor of Psychology: Themes & Variations (Wadsworth, 2004) and the creator of an educa- tional CD-ROM titled PsykTrek: A Multimedia Introduction to Psychology. MARGARET (MARKY) A. LLOYD received her B.A. from the University of
Denver and her M.A. and Ph.D. in psychology from the University of Arizona. She is the author of Adolescence (Harper and Row, 1985). She has served as chair of the psychology depart- ments at Suffolk University and Georgia Southern University and is the founding Chair of the Council for Undergraduate Psychology Programs. She is a past
President of the Society for the Teaching of Psychology (Division 2 of the American Psychological Asso- ciation), past Executive Director of the Society’s Office of Teaching Resources in Psy- chology, and currently serves on APA’s Council of Representatives for the Society. She is Emerita Professor and Chair of Psychology at Georgia Southern
University and a recip- ient of that institution’s Award for Excellence for Contributions to Instruction.
MARGARET (MARKY) A. LLOYD received her B.A. from the University of Denver and her M.A. and Ph.D. in psychology from the University of Arizona. She is the author of Adolescence (Harper and Row, 1985). She has served as chair of the psychology depart- ments at Suffolk University and Georgia Southern University and is the founding Chair of
the Council for Undergraduate Psychology Programs. She is a past President of the Society for the Teaching of Psychology (Division 2 of the American Psychological Asso- ciation), past Executive Director of the Society’s Office of Teaching Resources in Psy- chology, and currently serves on APA’s Council of Representatives for the Society.
His recent interests have included pressure as a form of stress and the technology of textbooks. He is also the au- thor of Psychology: Themes & Variations (Wadsworth, 2004) and the creator of an educa- tional CD-ROM titled PsykTrek: A Multimedia Introduction to Psychology. MARGARET (MARKY) A. LLOYD received her B.A. from the University of
Denver and her M.A. and Ph.D. in psychology from the University of Arizona. She is the author of Adolescence (Harper and Row, 1985). She has served as chair of the psychology depart- ments at Suffolk University and Georgia Southern University and is the founding Chair of the Council for Undergraduate Psychology Programs.
She is a past President of the Society for the Teaching of Psychology (Division 2 of the American Psychological Asso- ciation), past Executive Director of the Society’s Office of Teaching Resources in Psy- chology, and currently serves on APA’s Council of Representatives for the Society. She is Emerita Professor and Chair of Psychology at Georgia
Southern University and a recip- ient of that institution’s Award for Excellence for Contributions to Instruction. Page 4 E I G H T H E D I T I O N Psychology Applied to Modern Life ST ADJUSTMENT IN THE 21 CENTURY WAYNE WEITEN University of Nevada, Las Vegas MARGARET A. LLOYD Georgia Southern University Australia • Brazil • Canada
• Mexico • Singapore Spain • United Kingdom • United States Page 5 To two pillars of stability in this era of turmoil—my parents W.W. To the memory of my mother and father—models of integrity and courage M.A.L. Psychology Applied to Modern Life: Adjustment in the 21st Century, Eighth Edition Wayne Weiten and Margaret A. Lloyd Senior
Acquisitions Editor, Psychology: Michele Sordi Permissions Editor: Linda L. Rill Development Editor: Jennifer Wilkinson Production Service: Tom Dorsaneo Assistant Editor: Jennifer Keever Text Designer: Linda Beaupre Editorial Assistant: Jessica Kim Photo Researcher: Linda L. Rill Technology Project Manager: Erik Fortier Copy Editor: Jackie
Estrada Marketing Manager: Dory Schaeffer Illustrator: Carol Zuber-Mallison Marketing Assistant: Nicole Morinon Cover Designer: Irene Morris Marketing Communications Manager: Tami Strang Cover Images: “Clock Parts Face,” Pete McArthur; “Looking for Project Manager, Editorial Production: Jennie Redwitz Solutions” © Pierre-Yves
Goavec/Getty Images Inc. Creative Director: Rob Hugel Compositor: Thompson Type Art Director: Vernon Boes Text and Cover Printer: Transcontinental Printing/Interglobe Print Buyer: Barbara Britton © 2006 Thomson Wadsworth, a part of The Thomson Corporation. Thomson Higher Education Thomson, the Star logo, and Wadsworth are
trademarks used herein 10 Davis Drive under license. Belmont, CA 94002-3098 USA ALL RIGHTS RESERVED. No part of this work covered by the copy- right hereon may be reproduced or used in any form or by any means- graphic, electronic, or mechanical, including photocopying, recording, For more information about our products, contact us at:
taping, Web distribution, information storage and retrieval systems, or Thomson Learning Academic Resource Center in any other manner-without the written permission of the publisher. 1-800-423-0563 For permission to use material from this text or product, Printed in Canada submit a request online at 1 2 3 4 5 6 7 09 08 07 06 05 . Any additional
questions about permissions can be ® ® ExamView and ExamView Pro are registered trademarks of submitted by email to [email protected]. FSCreations, Inc. Windows is a registered trademark of the Microsoft Corporation used herein under license. Macintosh and Power Macintosh are registered trademarks of Apple Computer, Inc. Used herein
under license. © 2006 Thomson Learning, Inc.
All Rights Reserved. Thomson Learn- ing WebTutor™ is a trademark of Thomson Learning, Inc. Library of Congress Control Number: 2005921490 Student Edition: ISBN 0-534-60859-0 Page 6 To the Instructor Many students enter adjustment courses with great ex- In summary, we have tried to make this book both pectations. They’ve ambled through
their local book- rigorous and applied. We hope that our approach will stores, and in the “Psychology” section they’ve seen nu- help students to better appreciate the value of scientific merous self-help books that offer highly touted recipes psychology. for achieving happiness for a mere $12.95. After paying far more money to enroll in a college course
that deals Philosophy with the same issues as the self-help books, many stu- dents expect a revelatory experience. However, the ma- A certain philosophy is inherent in any systematic treat- jority of us with professional training in psychology or ment of the topic of adjustment. Our philosophy can be counseling take a rather dim view of self-help books
and summarized as follows: the pop psychology they represent. Psychologists tend to see this literature as oversimplified, intellectually dishon- ■ We believe that an adjustment text should be a re- est, and opportunistic and often summarily dismiss the source book for students. We have tried to design this pop psychology that so many students have
embraced. book so that it encourages and facilitates the pursuit of Instructors try to supplant pop psychology with more so- additional information on adjustment-related topics. It phisticated academic psychology, which is more complex should serve as a point of departure for more learning. and less accessible. ■ We believe in theoretical eclecticism.
This book will In this textbook, we have tried to come to grips with not indoctrinate your students along the lines of any this problem of differing expectations between student single theoretical orientation. The psychodynamic, be- and teacher. Our goal has been to produce a comprehen- havioral, and humanistic schools of thought are all treated sive,
serious, research-oriented treatment of the topic of with respect, as are cognitive, biological, evolutionary, adjustment that also acknowledges the existence of pop- and other perspectives. ular psychology and looks critically at its contributions. ■ We believe that effective adjustment requires taking Our approach involves the following: charge of one’s
own life. Throughout the book we try to promote the notion that active coping efforts are gener- ■ In Chapter 1 we confront the phenomenon of pop- ally superior to passivity and complacency. ular self-help books. We try to take the student beneath the seductive surface of such books and analyze some of Changes in the Eighth Edition their typical
flaws.
Our goal is to make the student a more critical consumer of this type of literature. One of the exciting things about psychology is that it is not ■ While encouraging a more critical attitude toward a stagnant discipline. It continues to progress at what self-help books, we do not suggest that they should all be seems a faster and faster pace. A good
textbook must evolve dismissed. Instead, we acknowledge that some of them with the discipline. Although the professors and students offer authentic insights. With this in mind, we highlight who used the earlier editions of this book did not clamor some of the better books in Recommended Reading boxes for change, we’ve made some significant
alterations. sprinkled throughout the text. These recommended books For example, we have implemented an entirely new tie in with the adjacent topical coverage and show the design that is intended to be more open and friendly student the interface between academic and popular looking. All of the figures in the book have been redrawn.
psychology. This process has allowed us to achieve greater consistency ■ We try to provide the student with a better appreci- in style, make the graphics more attractive and modern ation of the merits of the empirical approach. This effort looking, and enhance the pedagogical clarity of many fig- to clarify the role of research, which is rare for an
adjust- ures. Color has been added to the integrated running ment text, appears in the first chapter. glossary to make this pedagogical feature more promi- ■ Recognizing that adjustment students want to leave nent, and the look of the Applications has been changed the course with concrete, personally useful information, so that students will no
longer wonder whether these ele- we end each chapter with an application section. The Ap- ments are an integral part of the chapters. And, of course, plications are “how to” discussions that address everyday we have made countless content changes to keep up with problems. While they focus on issues that are relevant to new developments in
psychology—adding and deleting the content of the particular chapter, they contain more some topics, condensing and reorganizing others, and explicit advice than the text proper. updating everything (there are 1198 new references). To t h e I n s t ru c t o r v Page 7 The principal other change is the addition of boxes These Recommended Reading
boxes are placed where called “Living in Today’s World.” These features were they are germane to the material being covered in the originally developed in the previous edition to address is- text. Some of the recommended books are well known, sues that surfaced in the aftermath of the 9/11 terrorist while others are obscure. Although we make it
clear that attacks in the United States (they were called Sidebars on we don’t endorse every idea in every book, we think they Current Events). Continuing in this vein, many of the all have something worthwhile to offer. This feature re- boxes in this edition deal with concerns raised by the on- places the conventional suggested readings lists that usugoing specter of terrorism in today’s world. For example, ally appear at the ends of chapters, where they are almost we discuss how people tend to be affected by traumatic universally ignored by students. events, how people can cope more effectively with per- sonal trauma, and how people can think more rationally Internet-Related Features about
the threat of terrorism. However, in this edition we The Internet is rapidly altering the landscape of modern have broadened the scope of coverage in this series of life, and students clearly need help dealing with the in- boxes to include additional adjustment issues that are es- formation explosion in cyberspace. To assist them, we pecially pertinent in
light of current events, such as the have included two features. First, we recruited web expert controversy over whether the government should pro- Vincent Hevern to write a concise essay that explains the mote marriage and problems associated with living up to essentials of the Internet to the uninitiated. This essay, today’s unrealistic ideals of
physical attractiveness. which appears in the front of the book, briefly explains URLs, domain names, hyperlinks, search engines, and so forth. It also provides students with realistic warnings Writing Style about the instability of URLs and the questionable valid- This book has been written with the student reader in ity of much of the information
available on the web. Sec- mind. We have tried to integrate the technical jargon of ond, we also asked Professor Hevern to evaluate hundreds our discipline into a relatively informal and down-to- of psychology- and adjustment-related sites on the web earth writing style. We use concrete examples extensively and come up with some recommended
sites that appear to clarify complex concepts and to help maintain student to provide reasonably accurate, balanced, and empirically interest. sound information. Short descriptions of these recom- mended websites are dispersed throughout the chapters, adjacent to related topical coverage. Because URLs change Features frequently, we have not
included the URLs for the Web This text contains a number of features intended to stim- Links in the book. Insofar as students are interested in vis- ulate interest and enhance students’ learning. These spe- iting these sites, we recommend that they do so through the cial features include Applications, Recommended Read- Psychology Applied to
Modern Life home page at the Wads- ing boxes, Internet-related features, Practice Tests, a worth Psychology Website ( . didactic illustration program, and cartoons. com/weiten_lloyd8e). Links to all the recommended web- sites are maintained there, and the Wadsworth webmas- Applications ter will periodically update the URLs. Of course, students
The Applications should be of special interest to most can also use search engines such as Google to locate the students. They are tied to chapter content in a way that recommended websites. should show students how practical applications emerge out of theory and research. Although some of the mate- Practice Tests rial covered in these sections
shows up frequently in ad- Each chapter ends with a ten-item multiple-choice Prac- justment texts, much of it is unique.
He currently teaches at the University of Nevada, Las Vegas. He has received distinguished teaching awards from Di- vision Two of the American Psychological Association (APA) and from the College of DuPage, where he taught until 1991. He is a Fellow of Divisions 1 and 2 of the American Psychological Association.
In 1991, he helped chair the APA National Conference on En- hancing the Quality of Undergraduate Education in Psychology and in 1996–1997 he served as President of the Society for the Teaching of Psychology. Weiten has conducted research on a wide range of topics, including educational measurement, jury decision- making, attribution theory,
stress, and cerebral specialization. His recent interests have included pressure as a form of stress and the technology of textbooks. He is also the au- thor of Psychology: Themes & Variations (Wadsworth, 2004) and the creator of an educa- tional CD-ROM titled PsykTrek: A Multimedia Introduction to Psychology. MARGARET (MARKY) A. LLOYD
received her B.A. from the University of Denver and her M.A. and Ph.D. in psychology from the University of Arizona. She is the author of Adolescence (Harper and Row, 1985).
She has served as chair of the psychology depart- ments at Suffolk University and Georgia Southern University and is the founding Chair of the Council for Undergraduate Psychology Programs. She is a past President of the Society for the Teaching of Psychology (Division 2 of the American Psychological Asso- ciation), past Executive Director of the
Society’s Office of Teaching Resources in Psy- chology, and currently serves on APA’s Council of Representatives for the Society. She is Emerita Professor and Chair of Psychology at Georgia Southern University and a recip- ient of that institution’s Award for Excellence for Contributions to Instruction. Page 4 E I G H T H E D I T I O N Psychology
Applied to Modern Life ST ADJUSTMENT IN THE 21 CENTURY WAYNE WEITEN University of Nevada, Las Vegas MARGARET A.
LLOYD Georgia Southern University Australia • Brazil • Canada • Mexico • Singapore Spain • United Kingdom • United States Page 5 To two pillars of stability in this era of turmoil—my parents W.W. To the memory of my mother and father—models of integrity and courage M.A.L. Psychology Applied to Modern Life: Adjustment in the 21st Century,
Eighth Edition Wayne Weiten and Margaret A. Lloyd Senior Acquisitions Editor, Psychology: Michele Sordi Permissions Editor: Linda L. Rill Development Editor: Jennifer Wilkinson Production Service: Tom Dorsaneo Assistant Editor: Jennifer Keever Text Designer: Linda Beaupre Editorial Assistant: Jessica Kim Photo Researcher: Linda L.
Rill Technology Project Manager: Erik Fortier Copy Editor: Jackie Estrada Marketing Manager: Dory Schaeffer Illustrator: Carol Zuber-Mallison Marketing Assistant: Nicole Morinon Cover Designer: Irene Morris Marketing Communications Manager: Tami Strang Cover Images: “Clock Parts Face,” Pete McArthur; “Looking for Project Manager,
Editorial Production: Jennie Redwitz Solutions” © Pierre-Yves Goavec/Getty Images Inc. Creative Director: Rob Hugel Compositor: Thompson Type Art Director: Vernon Boes Text and Cover Printer: Transcontinental Printing/Interglobe Print Buyer: Barbara Britton © 2006 Thomson Wadsworth, a part of The Thomson Corporation. Thomson Higher
Education Thomson, the Star logo, and Wadsworth are trademarks used herein 10 Davis Drive under license. Belmont, CA 94002-3098 USA ALL RIGHTS RESERVED. No part of this work covered by the copy- right hereon may be reproduced or used in any form or by any means- graphic, electronic, or mechanical, including photocopying, recording,
For more information about our products, contact us at: taping, Web distribution, information storage and retrieval systems, or Thomson Learning Academic Resource Center in any other manner-without the written permission of the publisher. 1-800-423-0563 For permission to use material from this text or product, Printed in Canada submit a
request online at 1 2 3 4 5 6 7 09 08 07 06 05 . Any additional questions about permissions can be ® ® ExamView and ExamView Pro are registered trademarks of submitted by email to [email protected]. FSCreations, Inc.
Windows is a registered trademark of the Microsoft Corporation used herein under license. Macintosh and Power Macintosh are registered trademarks of Apple Computer, Inc. Used herein under license. © 2006 Thomson Learning, Inc. All Rights Reserved. Thomson Learn- ing WebTutor™ is a trademark of Thomson Learning, Inc. Library of Congress
Control Number: 2005921490 Student Edition: ISBN 0-534-60859-0 Page 6 To the Instructor Many students enter adjustment courses with great ex- In summary, we have tried to make this book both pectations. They’ve ambled through their local book- rigorous and applied. We hope that our approach will stores, and in the “Psychology” section
they’ve seen nu- help students to better appreciate the value of scientific merous self-help books that offer highly touted recipes psychology. for achieving happiness for a mere $12.95. After paying far more money to enroll in a college course that deals Philosophy with the same issues as the self-help books, many stu- dents expect a revelatory
experience. However, the ma- A certain philosophy is inherent in any systematic treat- jority of us with professional training in psychology or ment of the topic of adjustment. Our philosophy can be counseling take a rather dim view of self-help books and summarized as follows: the pop psychology they represent. Psychologists tend to see this
literature as oversimplified, intellectually dishon- ■ We believe that an adjustment text should be a re- est, and opportunistic and often summarily dismiss the source book for students.
We have tried to design this pop psychology that so many students have embraced. book so that it encourages and facilitates the pursuit of Instructors try to supplant pop psychology with more so- additional information on adjustment-related topics. It phisticated academic psychology, which is more complex should serve as a point of departure for
more learning. and less accessible. ■ We believe in theoretical eclecticism. This book will In this textbook, we have tried to come to grips with not indoctrinate your students along the lines of any this problem of differing expectations between student single theoretical orientation. The psychodynamic, be- and teacher. Our goal has been to produce a
comprehen- havioral, and humanistic schools of thought are all treated sive, serious, research-oriented treatment of the topic of with respect, as are cognitive, biological, evolutionary, adjustment that also acknowledges the existence of pop- and other perspectives. ular psychology and looks critically at its contributions. ■ We believe that effective
adjustment requires taking Our approach involves the following: charge of one’s own life. Throughout the book we try to promote the notion that active coping efforts are gener- ■ In Chapter 1 we confront the phenomenon of pop- ally superior to passivity and complacency. ular self-help books. We try to take the student beneath the seductive surface
of such books and analyze some of Changes in the Eighth Edition their typical flaws. Our goal is to make the student a more critical consumer of this type of literature. One of the exciting things about psychology is that it is not ■ While encouraging a more critical attitude toward a stagnant discipline.
It continues to progress at what self-help books, we do not suggest that they should all be seems a faster and faster pace. A good textbook must evolve dismissed. Instead, we acknowledge that some of them with the discipline. Although the professors and students offer authentic insights. With this in mind, we highlight who used the earlier editions of
this book did not clamor some of the better books in Recommended Reading boxes for change, we’ve made some significant alterations. sprinkled throughout the text. These recommended books For example, we have implemented an entirely new tie in with the adjacent topical coverage and show the design that is intended to be more open and
friendly student the interface between academic and popular looking. All of the figures in the book have been redrawn. psychology. This process has allowed us to achieve greater consistency ■ We try to provide the student with a better appreci- in style, make the graphics more attractive and modern ation of the merits of the empirical approach.
This effort looking, and enhance the pedagogical clarity of many fig- to clarify the role of research, which is rare for an adjust- ures. Color has been added to the integrated running ment text, appears in the first chapter. glossary to make this pedagogical feature more promi- ■ Recognizing that adjustment students want to leave nent, and the look of
the Applications has been changed the course with concrete, personally useful information, so that students will no longer wonder whether these ele- we end each chapter with an application section.
The Ap- ments are an integral part of the chapters. And, of course, plications are “how to” discussions that address everyday we have made countless content changes to keep up with problems. While they focus on issues that are relevant to new developments in psychology—adding and deleting the content of the particular chapter, they contain more
some topics, condensing and reorganizing others, and explicit advice than the text proper. updating everything (there are 1198 new references). To t h e I n s t ru c t o r v Page 7 The principal other change is the addition of boxes These Recommended Reading boxes are placed where called “Living in Today’s World.” These features were they are
germane to the material being covered in the originally developed in the previous edition to address is- text. Some of the recommended books are well known, sues that surfaced in the aftermath of the 9/11 terrorist while others are obscure. Although we make it clear that attacks in the United States (they were called Sidebars on we don’t endorse
every idea in every book, we think they Current Events).
Continuing in this vein, many of the all have something worthwhile to offer. This feature re- boxes in this edition deal with concerns raised by the on- places the conventional suggested readings lists that usu- going specter of terrorism in today’s world. For example, ally appear at the ends of chapters, where they are almost we discuss how people tend
to be affected by traumatic universally ignored by students. events, how people can cope more effectively with per- sonal trauma, and how people can think more rationally Internet-Related Features about the threat of terrorism. However, in this edition we The Internet is rapidly altering the landscape of modern have broadened the scope of coverage
in this series of life, and students clearly need help dealing with the in- boxes to include additional adjustment issues that are es- formation explosion in cyberspace. To assist them, we pecially pertinent in light of current events, such as the have included two features. First, we recruited web expert controversy over whether the government should
pro- Vincent Hevern to write a concise essay that explains the mote marriage and problems associated with living up to essentials of the Internet to the uninitiated. This essay, today’s unrealistic ideals of physical attractiveness. which appears in the front of the book, briefly explains URLs, domain names, hyperlinks, search engines, and so forth. It
also provides students with realistic warnings Writing Style about the instability of URLs and the questionable valid- This book has been written with the student reader in ity of much of the information available on the web. Sec- mind. We have tried to integrate the technical jargon of ond, we also asked Professor Hevern to evaluate hundreds our
discipline into a relatively informal and down-to- of psychology- and adjustment-related sites on the web earth writing style. We use concrete examples extensively and come up with some recommended sites that appear to clarify complex concepts and to help maintain student to provide reasonably accurate, balanced, and empirically interest. sound
information. Short descriptions of these recom- mended websites are dispersed throughout the chapters, adjacent to related topical coverage. Because URLs change Features frequently, we have not included the URLs for the Web This text contains a number of features intended to stim- Links in the book. Insofar as students are interested in vis- ulate
interest and enhance students’ learning. These spe- iting these sites, we recommend that they do so through the cial features include Applications, Recommended Read- Psychology Applied to Modern Life home page at the Wads- ing boxes, Internet-related features, Practice Tests, a worth Psychology Website ( . didactic illustration program, and
cartoons. com/weiten_lloyd8e). Links to all the recommended web- sites are maintained there, and the Wadsworth webmas- Applications ter will periodically update the URLs. Of course, students The Applications should be of special interest to most can also use search engines such as Google to locate the students. They are tied to chapter content in
a way that recommended websites. should show students how practical applications emerge out of theory and research. Although some of the mate- Practice Tests rial covered in these sections shows up frequently in ad- Each chapter ends with a ten-item multiple-choice Prac- justment texts, much of it is unique. Some of the Appli- tice Test that
should give students a fairly realistic assess- cations include the following: ment of their mastery of that chapter and valuable practice in taking the type of test that many of them will face in the ■ Understanding Intimate Violence classroom (if the instructor uses the Test Bank). This fea- ■ Monitoring Your Stress ture grew out of some research on
students’ use of textbook ■ Understanding Eating Disorders pedagogical devices (see Weiten, Guadagno, & Beck, 1996). ■ Getting Ahead in the Job Game This research indicated that students pay scant attention to ■ Building Self-Esteem some standard pedagogical devices. When students were ■ Enhancing Sexual Relationships grilled to gain a
better understanding of this perplexing ■ Bridging the Gender Gap in Communication finding, it quickly became apparent that students are prag- matic about pedagogy. Essentially, their refrain was, “We Recommended Reading Boxes want study aids that will help us pass the next test.” With Recognizing students’ interest in self-help books, we have
this mandate in mind, we added the Practice Tests. They sifted through hundreds of them to identify some that should be very realistic, as many of the items came from may be especially useful. These books are featured in the Test Bank for previous editions (these items do not ap- boxes that briefly review some of the higher-quality books. pear in the
Test Bank for the current edition). vi To t h e I n s t ru c t o r Page 8 Didactic Illustration Program educational endeavors. It provides a thorough overview The illustration program is once again in full color, and of each chapter, along with a list of relevant films and In- ® many new figures have been added along with the re- foTrac College Edition
integration. It also includes a drawing of all the graphics. Although the illustrations are wealth of suggestions for lecture topics, class demonstra- intended to make the book attractive and to help main- tions, exercises, and discussion questions, organized tain student interest, they are not merely decorative: They around the content of each chapter in
the text. have been carefully selected and crafted for their didactic value to enhance the educational goals of the text. Test Bank (0-495-03029-5) The Test Bank, written by Mary Ann Valentino of Fresno Cartoons City College and David Ward of Arkansas Tech University, A little comic relief usually helps keep a student inter- contains an extensive
collection of multiple-choice ques- ested, so we’ve sprinkled numerous cartoons throughout tions for objective tests, all closely tied to the learning ob- the book. Like the figures, most of these have been cho- jectives found in the text chapters. We’re confident that sen to reinforce ideas in the text. you will find this to be a dependable and usable test
bank. Learning Aids ® ExamView Computerized Testing Because this book is rigorous, substantive, and sizable, a (0-495-00418-9) ® ® number of learning aids have been incorporated into the Windows /Macintosh CD-ROM text to help the reader digest the wealth of material: Preloaded with all of the questions in the Test Bank, Ex- amView allows
you to create, deliver, and customize tests ■ The outline at the beginning of each chapter pro- and study guides (both print and online) in minutes.
Ex- vides the student with a preview and overview of what amView offers both a Quick Test Wizard and an Online will be covered. Test Wizard that guides you step by step through the ■ Headings are used extensively to keep material well process of creating tests, while its unique “what you see is organized.
what you get” capability allows you to see the test you are ■ To help alert your students to key points, learning creating onscreen exactly as it will print or display on- objectives are distributed throughout the chapters, after line. You can build tests of up to 250 questions using up the level-1 headings. to 12 question types. Using ExamView’s complete
word- ■ Key terms are identified with blue italicized bold- processing capabilities, you can enter an unlimited num- face type to indicate that these are important vocabulary ber of new questions or edit existing questions. items that are part of psychology’s technical language. ■ An integrated running glossary provides an on-the- Multimedia Manager
Instructor’s spot definition of each key term as it is introduced in the Resource CD-ROM (0-534-24863-2) text. These formal definitions are printed in blue bold- This one-stop lecture and class preparation tool makes it face type. easy for you to assemble, edit, publish, and present cus- ■ An alphabetical glossary is found in the back of the ® tom
lectures for your course, using Microsoft Power- book, as key terms are usually defined in the integrated ® Point . The Multimedia Manager lets you bring together running glossary only when they are first introduced. text-specific lecture outlines, written by Lisa Garner of ■ Italics are used liberally throughout the text to em- Tallahassee Community
College, and art from the text, phasize important points. along with video and animations from the web or your ■ A chapter review is found at the end of each chapter. own materials—culminating in a powerful, personalized, Each review includes a concise but thorough summary of media-enhanced presentation. The CD-ROM also con- the chapter’s
key ideas, a list of the key terms that were tains the full Instructor’s Manual, Test Bank, and other introduced in the chapter, and a list of important theo- instructor resources.
rists and researchers who were discussed in the chapter. Transparency Acetates Set (0-495-03028-7) Supplementary Materials There are 50 acetates in this package, compiled by Susan Shapiro of Indiana University East, along with general A complete teaching/learning package has been devel- comments on using these acetates. oped to supplement
Psychology Applied to Modern Life. These supplementary materials have been carefully coor- dinated to provide effective support for the text. (Avail- Study Guide (0-495-03032-5) able to qualified adopters. Please consult your local sales The Study Guide, written by William Addison of Eastern representative for details.) Illinois University, is designed
to help students master the information contained in the text. It contains a pro- Instructor’s Manual (0-495-03031-7) grammed review of learning objectives, quiz boxes, and a The Instructor’s Manual, written by Lenore Frigo of self-test for each chapter. Your students should find it Shasta College, is available as a convenient aid for your helpful in
their study efforts. To t h e I n s t ru c t o r vii Page 9 Critical Thinking with Psychology: Southern Nevada and Wayne Weiten. It contains experi- Separating Sense from Nonsense, ential exercises for each text chapter, designed to help your Second Edition (0-534-53659-X) students achieve personal insights. The questionnaires are Students may have
a difficult time distinguishing between psychological tests or scales that your students can admin- the true science of human thought and behavior and pop ister and score for themselves. The “Personal Probes” con- psychology. This small paperback, written by John Rus- sist of questions intended to help students think about cio, provides a tangible
and compelling framework for themselves in relation to issues raised in the text.
In addi- making that distinction, teaching the fundamentals of tion to generating student interest, these exercises can be scientific reasoning. fruitful in stimulating class discussion. The Personal Ex- plorations Workbook can be ordered shrinkwrapped with InfoTrac® College Edition . . . now with the text. ® InfoMarks ! NOT SOLD SEPARATELY.
Available for packaging with Critical Thinking Exercises the text! Now FREE four-month access to InfoTrac Col- We have developed a set of critical thinking exercises that lege Edition’s online database of more than 18 million re- will be posted on the Internet at the Wadsworth Psychol- liable, full-length articles from 5000 academic journals ogy
Website ( and periodicals includes access to InfoMarks—stable lloyd8e). Written by Jeffry Ricker, these exercises are in- URLs that can be linked to articles, journals, and searches. tended to introduce students to specific critical thinking InfoMarks allow you to use a simple copy and paste tech- skills, such as recognizing extraneous variables,
sampling nique to create instant and continually updated online bias, and fallacies in reasoning. The exercises also chal- readers, content services, bibliographies, electronic “re- lenge students to apply these skills to adjustment-related serve” readings, and current topic sites. And to help stu- topics on a chapter-by-chapter basis. dents use the
research they gather, their free four-month subsciption to InfoTrac College Edition includes access Book Companion Website: to InfoWrite, a complete set of online critical thinking and paper-writing tools. To take a quick tour of InfoTrac weiten_lloyd8e College Edition, visit This comprehensive website includes learning objectives, and select the User
Demo. (Journals subject to change. Cer- a full glossary, flashcards, crossword puzzles, InfoTrac tain restrictions may apply. For additional information, College Edition articles with questions, web links, and tu- please consult your local Thomson representative.) torial quizzes. Culture and Modern Life (0-534-49688-1) WebTutor™ ToolBox for WebCT®
Culture and Modern Life is a small paperback intended to WebTutor™ ToolBox for Blackboard® help your students appreciate how cultural factors mod- Preloaded with content and available via a free access erate psychological processes and how the viewpoint of code when packaged with this text, WebTutor ToolBox one’s own culture can distort
one’s interpretation of the pairs all the content of this text’s rich Book Companion behavior of people from other cultures. Written by David Website with sophisticated course management function- Matsumoto, a leading authority on cross-cultural psy- ality. You can assign materials (including online quizzes) chology, this supplementary book should
greatly enhance and have the results flow automatically to your grade your students’ understanding of how culture can influ- book. WebTutor ToolBox is ready to use as soon as you ence adjustment. Culture and Modern Life can be ordered log on—or you can customize its preloaded content by shrinkwrapped with the text. uploading images and other
resources, adding web links, or creating your own practice materials. Personal Explorations Workbook (0-495-03035-X) The Personal Explorations Workbook is a small booklet as- sembled by John Pulver of the Community College of viii To t h e I n s t ru c t o r Page 10 Acknowledgments This book has been an enormous undertaking, and we lent job of
copy editing and indexing; Tom Dorsaneo, who want to express our gratitude to the innumerable people performed superbly as our production editor; Linda who have influenced its evolution. To begin with, we Beaupre, who created the colorful, inviting new design; must cite the contribution of our students who have Linda Rill, who provided
outstanding photo and permis- taken the adjustment course. It is trite to say that they sions research; Carol Zuber-Mallison, who created the have been a continuing inspiration—but they have. new graphics; Alma Bell of Thompson Type who oversaw We also want to express our appreciation for the time the composition; and Fiorella Ljunggren, who
shepherded and effort invested by the authors of our Internet essay previous editions into existence. Others who have made and various ancillary books and materials: Vinny Hevern significant contributions to this project include Jennie (LeMoyne College), Bill Addison (Eastern Illinois Uni- Redwitz (project manager), Jennifer Wilkinson (developversity), Jeffry Ricker (Scottsdale Community College), ment editor), Jennifer Keever (ancillaries editor), Dory John Pulver (Community College of Southern Nevada), Schaefer and Marlene Veach (marketing), Jessica Kim (ed- David Matsumoto (San Francisco State University), itorial assistant), and Vernon Boes (art director). Lenore Frigo (Shasta
College), Lisa Garner (Tallahassee In addition, Wayne Weiten would like to thank his Community College), Susan Shapiro (Indiana University wife, Beth Traylor, who has been a steady source of emo- East), Mary Ann Valentino (Fresno City College), and tional support despite the demands of her medical career, David Ward (Arkansas Tech University).
In spite of tight and his twelve-year-old son, T. J., who adds a wealth of schedules, they all did commendable work. laughter to his dad’s life. He is also grateful to his former The quality of a textbook depends greatly on the colleagues at the College of DuPage and at Santa Clara quality of the prepublication reviews by psychology pro- University, for
their counsel and assistance, and to Mike fessors around the country. The reviewers listed on page x Beede for his assistance with the references. Marky Lloyd have contributed to the development of this book by pro- would like to thank graduate student Gizelle George for viding constructive reviews of various portions of the preparing much of the
reference list. She is also grateful manuscript in this or earlier editions. We are grateful to to Janis Bohan and Glenda Russell for their suggestions all of them. for resources on gay and lesbian issues. She also wishes to We would also like to thank Michele Sordi, who has thank Judith A. Holleman for her assistance and support. served as editor of this
edition. She has done a wonderful job following in the footsteps of Claire Verduin, Eileen Wayne Weiten Murphy, and Edith Beard Brady, to whom we remain in- Margaret A. Lloyd debted. We are also grateful to Jackie Estrada, for an excel- A c k n ow l e d g m e n t s ix © 1996-2014, Amazon.com, Inc. or its affiliates