The final chapter focuses on many of the common obstacles that may surface and impede ComB therapy. A range of possible solutions are provided to address issues such as when a BFRB is comorbid with attention deficit hyperactivity disorder, depression, obsessive compulsive disorder, and anxiety, as well as with features such as perfectionism, low motivation, ambivalence, readiness for treatment, and lack of adherence to therapy recommendations. Also covered in this chapter are common mistakes made by therapists, issues of relapse prevention and possible future directions for maximizing the effectiveness and efficiency of ComB treatment.

This chapter describes the process of ComB treatment implementation, in which the “active ingredients” are introduced that that are chosen to reduce the power of antecedent cues, to divert the individual’s ability to engage in their BFRB, and to provide alternative means for achieving reinforcing outcomes that encourage and perpetuate BFRB activity. The process of introducing appropriate interventions is described in detail, with emphases on fitting interventions to each client’s needs and preferences. The reader is guided through methods for choosing specific interventions, monitoring their effectiveness, and making decisions about modifying the intervention plan as therapy moves forward. The SCAMP formulation is revisited to illustrate how specific interventions within each of the five domains draw upon tried-and-true cognitive behavioral techniques that can be incorporated in problem-solving common difficulties encountered within each domain.

This chapter describes how romantic partners navigate the disagreements that necessarily result from their interdependence and how partners recover when they intentionally or unintentionally hurt each other. Specifically, it reviews the ways in which goals and desires conflict to produce disagreements and how disagreements provide a diagnostic situation in which people make inferences about their partner’s thoughts, feelings, and commitment. Next, it describes typical conflict topics, how conflicts tend to be experienced, and typical conflict prevalence over the course of a romantic relationship. Next, the chapter covers how people manage interpersonal conflicts and highlights specific conflict behaviors that are typically destructive (e.g., hostility, withdrawal) and specific conflict behaviors that are typically constructive (e.g., intimacy, problem solving), as well as how the adaptiveness of conflict behaviors can change depending on the situation. Finally, this chapter reviews how partners can recover from destructive conflicts and other relationship transgressions by accommodating rather than retaliating, sacrificing, and forgiving.

This chapter explains the interventions that are used to repair and strengthen relationships. It starts with a description of common evidence-based therapeutic interventions, including forms of behavioral couple therapy and emotionally focused couple therapy. Then it reviews the evidence supporting short-term and long-term benefits of therapeutic interventions to improve relationship functioning. The second half of this chapter reviews educational interventions that can strengthen relationships and keep them from becoming distressed, including PREP, a widely used and adapted couple relationship education program. The chapter concludes with a discussion of how therapeutic and educational interventions can be strengthened by increasing their accessibility and by adapting them for minority (e.g., same-sex) couples.

The enormity of climate change and the many ways one might address it is overwhelming. This chapter examines two movements that have sought to do so. One, the green bond movement, seeks to explicitly create opportunities for market participants to prioritize labeled sustainable and climate investment. The other, the divestment movement, seeks to move investment away from fossil fuel companies via direct political action that pressures large entities like universities and nonprofits to take their money out of fossil fuel companies and emissions intensive industries. Tripathy’s argument is twofold. First, he describes how the two movements, despite profound ideological and cultural differences, share an underlying assumption that climate change can be addressed by manipulating the workings of financial markets. Our increasing realization that neither of these movements, in isolation or in combination, has been even remotely successful in addressing the problem of climate change should remind us of a classical critique of market solutions: markets are inadequate when it comes to efficiently addressing problems with very distant and broad societal consequences. The chapter thus suggests that the failure of two market approaches with such diverse profiles should make us expand our political will and imagination to look beyond markets for future means to address climate change. Second, Tripathy suggests that in our necessary endeavor to develop alternative solutions, we may seek inspiration from the divestment movement. What is particularly interesting in this movement is its emphasis on democratic ideals of participation and inclusion in the political process itself, as well as its broad conception for a necessary agenda of societal change required to address climate change.

Although commonly treated as two separate areas of study in primate cognition, inferential reasoning and problem solving share two key features. They involve going “beyond the information given,” and they compete with associative accounts to explain observable behavior. Despite these commonalities, the study of inferential reasoning and problem solving differ in non-trivial ways from both a methodological and conceptual perspective. They use different setups and use different concepts to investigate how individuals innovate when faced with novel challenges. However, these differences, I will argue, are far less substantial than their commonalities, especially when contrasted with competing frameworks such as associative or perceptual-based accounts of behavior. In this chapter, I will review some of the most relevant empirical studies in primates on inferential reasoning and problem solving. In general, studies on inferential reasoning entail choosing from two or more alternatives to locate a hidden food item (e.g., object permanence) whereas problem-solving studies require individuals to overcome some obstacle that is blocking their access to a visible food item (e.g., tool use). I will then attempt to synthesize this information to extract the key theoretical constructs, paying particular attention to the commonalities and differences between them. Finally, I will contrast the “inferential” approach to other competing approaches (associative, perceptual) in an attempt to strengthen the ties between inferential reasoning and problem solving and propose ways to foster progress in the coming years.

Learning vocabulary through listening is one type of learning through meaning-focused input. Learners need at least 95 per cent coverage of the running words (around 3,000 word families) in the informal spoken input in order to gain reasonable comprehension and to have reasonable success at guessing unknown vocabulary from context clues. A well-balanced listening and speaking course includes opportunities to learn through listening to monologues and interactive communication, opportunities to learn from speaking and interacting with others, the deliberate study of pronunciation, vocabulary and multiword units, and grammar, and opportunities to become fluent in listening and speaking. This chapter includes a large range of activities to provide these opportunities, and describes how teachers can design speaking activities so that vocabulary is more likely to be learned. The research shows that those who observe speaking activities are just as likely to learn the vocabulary in the activities as those who actively participate

This chapter looks at the mathematization of the study of nature by focusing on how practical mathematicians from the sixteenth century onward understood mathematics as primarily devoted to solving problems through mathematical construction. This constructive understanding of the nature of mathematics is then related to the double movement of physicalizing mathematics (giving physical interpretations to mathematical constructions) and mathematizing physics (understanding physics as basically involving the solution of problems). The work of seventeenth-century thinkers like Galileo, Descartes, and Mersenne is used to further illustrate these ideas, which led to the establishment of mathematical physics as characterized by its problem-solving nature.

Cognition is critical for finding different solutions to problems and providing new, robust patterns of action for the performance of routines. Routine Dynamics research provides significant empirical evidence about patterns and performance, and reveals how practices are permanently co-shaped using the notions of artefacts, reflection, replication of knowledge and intentionality. The notions of reflective action and reflective thinking have been identified as critical for current patterns of interdependent actions, thus offering an opportunity to reshape both cognition and the representation of routines that is far from the original conception of the Carnegie School.

Although the development of creativity is an oft-stated goal for students, it is seldom infused into school curricula, nor are teachers explicitly trained on how to promote it within their classrooms, even in the context of selective programs. We have several goals for this chapter. The first is to describe our view of the current status of creativity education for advanced pre-university students, noting its minimal presence except in artistic domains. Second, we differentiate the concepts of gifted education and talent development, favoring the latter as the direction of the future for enhancing the role of creativity. Third, we address some challenges for applying creativity in the gifted and talented classroom.