DR. PETER GRAF is Professor of Psychology at the Department of Psychology at the University of British Columbia in Canada. He was formerly Co-President of the International Congress of Applied Psychology (ICAP). DR. DAVID DOZOIS is Professor of Psychology and Director of the Clinical Psychology Graduate Program at the Department of Psychology at the University of Western Ontario in London, Ontario, Canada. He was formerly Co-President of the International Congress of Applied Psychology (ICAP).

• List of Contributors xvPreface xixPart I: Optimal Health and Functioning at Work and Home 1Chapter 1 Chasing the Dream: The Healthy and Productive Workplace 3Psychologically Healthy Workplace 5Toward Evidence‐Based Practice in Employee Well‐Being 7Leadership as a Case Study 9Summary and Conclusion 12References 13Chapter 2 Commitment at Work: Past, Present, and Future 19A Brief History 20Why Workplace Commitments Matter 22Commitment in an Era of Change 26Current Controversies 28Definition 28Dimensionality 29Distinctiveness 30Advances in Methodology 31Temporal Process Approach 32Person‐Centered Approach 33Implications and Applications 36Future Challenges 39Conclusion 40References 41Chapter 3 How Psychologists Can Contribute to Individual Well‐Being, Organizational Productivity, and Saving the Planet Through Better Buildings 51Affordable and Clean Energy Goals 52Sustainable Built Environments 54Individual Lighting Controls 55Indoor Air Quality 57Green Buildings 58Sustainable Buildings as Organizational Strategies 60Understand Decisions 61Organizational Decisions: More than Return on Investment 61The Problem of Rebound 65Influence Building Sustainability Decisions 66Change Decision‐Maker Behavior 66Change Building Policies: Codes, Standards, and Recommendations 69Energy and Building Regulations 69Building Certification Schemes 70Standards and Recommendations 70Conclusions 71Note 72References 72Chapter 4 Key Challenges to Understanding Environmental Decision‐Making 81Background in the Environmental Movement 82Assessing the Strength of Evidence 83Focusing on What Matters 84Expanding Our Theories of Altruism 87Unifying the Grand Traditions 88Understanding Contexts 89Considering Social Influences and Network Effects 91Examining Emerging Technologies 92Engaging Normative Theories 93Incorporating Sustainability 94Conclusion 96Acknowledgments 97References 97Part II: Mental and Physical Health 109Chapter 5 On the Role of Passion in Optimal Functioning: A Multidimensional Perspective 111On Optimal Functioning in Society 113On the Concept of Passion 114A Dualistic Model of Passion 116On the Harmonious and Obsessive Passions 116Initial Research on Passion 118Passion and Optimal Functioning in Society 119Passion and Psychological Well‐Being 120Passion and Physical Health 122Passion and Interpersonal Relationships 123Passion and Performance 125Passion and Contributions to Society 127Passion and Optimal Functioning in Society: Integrative Studies 128Conclusions 129Notes 130References 131Chapter 6 Effects, Mechanisms, and Implementation: Ways to Improve Interventions and Policies Promoting Healthy Diet and Physical Activity 139Does It Work: Frameworks and Taxonomies for Evaluation and Monitoring of Effects of Interventions and Policies Promoting Physical Activity and Healthy Diet 142Approaches Focused on Health and Environment Outcomes 143Approaches Focused on Health and Processes Outcomes of Interventions and Policies 144Approaches Focused on Implementation Evaluation 145Evidence‐Based Taxonomies of Good Practices in Evaluation and Monitoring 146Conclusions on Frameworks and Taxonomies for Evaluation and Monitoring of Interventions and Policies 148How It Works: Models, Frameworks, and Taxonomies Focusing on the Content of Interventions/Policies and Change Mechanisms 148Models Focusing on Intra‐individual Change Mechanisms 148Models and Frameworks Focusing on Change Mechanisms Involving Physical and Social Environment 150Behavior Change Techniques as Change Mechanisms 152Evidence‐Based Taxonomies Accounting for Formal Active Components of Interventions and Policies 152Conclusions on Models, Frameworks, and Taxonomies Elucidating Active Components and Mechanisms in Interventions and Policies 153Under What Conditions It Works: Models, Frameworks, and Taxonomies Focusing on Implementation of Interventions and Policies Promoting Physical Activity and Healthy Diet 154Theoretical Models and Frameworks for Implementation of Physical Activity and Healthy Diet Interventions and Policies 154Evidence‐Driven Taxonomies for Implementation Characteristics in Interventions and Policies Promoting Physical Activity and Healthy Diet 157Conclusions on Models, Frameworks, and Taxonomies Elucidating Implementation 158General Discussion 158Author Notes/Acknowledgments 160References 160Chapter 7 Epigenetic Processes Mediating Environments, Experiences, and Mental Health: Therapeutic and Diagnostic Implications 165DNA Methylation: A Mechanism for Diversifying the Information Content of DNA 166Evidence for Epigenetic Programming by Maternal Care 170Reversal of Behavioral Programming by Maternal Care with Epigenetic Modulating Agents 171Early Experience Elicits a Signaling Pathway that Results in Epigenetic Reprogramming 172Early‐Life Adversity Triggers DNA Methylation Changes in Candidate Genes in Rodent Brains 173Evidence for Effects of Early‐Life Adversity on DNA Methylation in Humans 173Changes in DNA Methylation in Response to Early‐Life Adversity Involve Many Genes 174Changes in DNA Methylation That Associate With Early Social Experiences Occur in the Immune System as Well as the Brain 175Associations of Early‐Life Experience and DNA Methylation Changes in Peripheral White Blood Cells 176DNA Methylation Alterations in Brain‐Specific Candidate Genes in Peripheral Tissues That Are Associated with Early Adversity and Neuropsychiatric Conditions 178The Developmental Dynamics of DNA Methylation in Response to Early‐Life Social Experiences 181Causal Relationship Between Early‐Life Adversity and DNA Methylation Alterations 182Challenges and Prospectives 183Acknowledgments 187References 187Chapter 8 Cardiac‐Disease‐Induced‐PTSD: Settling the Diagnostic Debate 197PTSD: Clarifying the Diagnostic Debate 198Can We Speak of Cardiac-Disease‐Induced PTSD (CDI-PTSD)? 198The Unique Manifestations of CDI‐PTSD 199CDI‐PTSD Among Cardiac Caregivers 200Conclusions and Future Suggestions 202References 203Chapter 9 Mental Health Consequences of Terrorist Attacks in Adults 207Overview: Terrorism and Mental Health Consequences 208Research on the Impact of Terrorist Attacks on Mental Health 210How Many Victims of Terrorist Attacks Develop a Psychological Disorder? 218What Type of Mental Disorder Is the Most Frequent Among Terrorism Victims? 220What Type of Victims Develop More Mental Disorders? 222What Is the Course of Mental Disorders in Victims? 223Conclusions 230Acknowledgments 232Note 232References 232Chapter 10 Are Forgiveness and Unforgiveness Two Extremes of the Same Continuum?: Implications for Clinical Practice 239Philosophical and Religious Antecedents 240Conceptualization of Forgiveness 241Positive and Negative Dimensions on Forgiveness Scales 245Does Culture Play a Role in the Conceptualization and Operationalization of Forgiveness and Unforgiveness? 248Measuring Forgiveness and Resentment 249Social Cognition Correlates of Forgiveness and Resentment 254Conclusions and Prospective on the Understanding of the Post‐Transgression Dynamics 259References 260Part III: Issues in Education 267Chapter 11 Five Decades of Research on School Bullying: What Have We Learned? 269What Is Bullying? 270Prevalence and Stability 273Impact of Bullying and Victimization 275Family Antecedents 277The Nature of Bullying 277Addressing Bullying in Schools 281Author Notes/Acknowledgments 283References 283Chapter 12 Early Identification and Prevention of Reading Problems 293What Is Known About Early Neural Predictors of Dyslexia 296Discussion of the Early and Predictive Brain Responses Related to Dyslexia 299Preventative Training of Basic Reading Problems 302Continuing from the Application Under Research Conditions to Its Distribution to All in Need: Potential Business Models for Commercialization 304GraphoLearning International Development and Exports Project Public Summary 304Pilot Studies for Preparation of Commercialization 305Experimentation of Potential Business Models 306Public Procurement—The Finnish Model 307NGO Collaboration and Country‐Specific Context 308Academic Networks and Research Collaboration 309Discussion Associated With the Distribution Model 310References 311Chapter 13 Psychological Literacy in Undergraduate Psychology Education and Beyond 315What Is Psychological Literacy? 318How Can Educators Explicitly Support the Development of Psychological Literacy in Their UG Psychology Students? 323How Can Psychology Be Given Away in Higher Education Beyond Psychology Programs? 326The Psychological Science of Curricular Design and Delivery for Optimal Learning 327Curricular Development of Self‐Management Capacity in Mainstream Units Across Diverse Disciplines and Educational Levels 328Reflections and Conclusion 331Note 333References 333Part IV: What’s Trending in Research? 339Chapter 14 Assessing Personality from a Cultural Perspective 341Assessing Personality from a Cultural Perspective 342Etic and Emic Approaches in Personality Assessment 343Issues in Transporting Tests Across Cultures 344Guidelines on Test Translation and Adaptation 344Combined Emic–Etic Approach 346Development of the CPAI and Its Later Versions 347Contributions of the Emic IR Factor 348Beyond Universal versus Indigenous Factors 350South African Personality Inventory (SAPI) 351Arab‐Levant Personality Structure 352Future Directions 353Author Notes/Acknowledgments 354References 354Chapter 15 Un‐othering of the Other: The Role of Shared Cultural Spaces 359The Construction of the Other 361Types of Others 364Processes of Othering 366Un‐Othering: Processes and Mechanisms 367Approaching Un‐Othering Through Intergroup Conflict Resolution Methods 369Creating Shared Cultural Spaces for Un‐Othering 374Contacts between Cultures 375Gandhi’s Way of Nonviolence 378Forgiveness as a Way to Reconciliation 379Co‐sharing of Religious Spaces and Cultural Practices 380Conclusion 382Note 383References 383Chapter 16 Loneliness: From Academic Pariah to the UK’s Appointment of a Minister of Loneliness 391Jo Cox: Murder and the Appointment of a Minister of Loneliness 392Early Attention to Loneliness 393Loneliness and Social Isolation in Antiquity 393The Academic and Professional Literature on Loneliness Before the Early 1970s 393Four Foundational Developments of the 1970s and Beyond 395The UCLA Loneliness Conference 395Measurement 395Theory 396Longitudinal Research 397The Rise of Loneliness Research 399Loneliness: Minor Malady or Serious Problem? 401Loneliness Can Be Combatted 403Putting the Pieces Together with One More Element 405Notes 406References 407Chapter 17 Response Processes Validity Evidence: Understanding the Meaning of Scores from Psychological Measures 413Modern Unified Validity Theory 414Psychological Process of Responding and its Role in Validation 416What Are Response Processes? 419Are Response Processes Important? 420Response Processes Techniques and Methods 421Cognitive Interviews: Think‐Aloud Protocols and Verbal Probing 422Response Time 423Eye‐Tracking and Pupillary Response 424Observation and Recording of Strategies or Problem‐Solving Behaviors 424Observations on the Current State of Response Processes Research and Next Steps 426Author Notes/Acknowledgments 427Note 428References 428Part V: The State of Psychology as a Science and Profession 435Chapter 18 Internationalization and Training of Psychologists in a Globalized World 437What Is Understood by Internationalization? 438Psychologists Education in Latin America 441A Common Base of Psychology 443Conclusion 445References 446Chapter 19 Intellectual Humility: Ten Key Questions 449Contemporary Interest in IH 450Recent Research on IH 451Intellectual Humility: Ten Questions 453Question 1: How Does Intellectual Humility Differ from General Humility? 453Question 2: How Does Intellectual Humility Differ from Diffidence? 454Question 3: Is Intellectual Humility a Unitary or a Compound Trait? 455Question 4: How Distinct Is Intellectual Humility from Other Dispositions? 456Question 5: Can People Be Simultaneously Intellectually Humble and Interpersonally Antagonistic? 457Question 6: Can IH Be Validly Detected Using Self‐Report? 458Question 7: How Malleable Is Intellectual Humility? 459Question 8: Are There Cross‐Cultural Differences in the Levels or Manifestation of Intellectual Humility? 460Question 9: Does Intellectual Humility Confer Immunity to Cognitive Bias? 460Question 10: What Are the Developmental Antecedents of Intellectual Humility? 461Concluding Thoughts 462Acknowledgments 463References 463Chapter 20 Psychological Ethics in a Changing World: How Ethics Documents in Psychology Have Evolved to Meet the Issues and Concerns of the Day 469Some Definitions 471The Development of Ethics Documents in Psychology 471National Development of Ethics Documents 471Regional Development of Ethics Documents 473Development of International Ethics Documents 476Recognizing Fundamental Ethical Principles through a Universal Declaration 477Structure and Content of the Universal Declaration of Ethical Principles 478Development of the Universal Declaration of Ethical Principles 480Representation and Inclusiveness 480Research 481International Consultation 482Key Features of the Universal Declaration of Ethical Principles 482Impact of the Universal Declaration of Ethical Principles 483Relevance of the Universal Declaration of Ethical Principles to Today’s World 487Author’s Note 488References 488Index 493

DR. PETER GRAF is Professor of Psychology at the Department of Psychology at the University of British Columbia in Canada. He was formerly Co-President of the International Congress of Applied Psychology (ICAP). DR. DAVID DOZOIS is Professor of Psychology and Director of the Clinical Psychology Graduate Program at the Department of Psychology at the University of Western Ontario in London, Ontario, Canada. He was formerly Co-President of the International Congress of Applied Psychology (ICAP).

• List of Contributors xvPreface xixPart I: Optimal Health and Functioning at Work and Home 1Chapter 1 Chasing the Dream: The Healthy and Productive Workplace 3Psychologically Healthy Workplace 5Toward Evidence‐Based Practice in Employee Well‐Being 7Leadership as a Case Study 9Summary and Conclusion 12References 13Chapter 2 Commitment at Work: Past, Present, and Future 19A Brief History 20Why Workplace Commitments Matter 22Commitment in an Era of Change 26Current Controversies 28Definition 28Dimensionality 29Distinctiveness 30Advances in Methodology 31Temporal Process Approach 32Person‐Centered Approach 33Implications and Applications 36Future Challenges 39Conclusion 40References 41Chapter 3 How Psychologists Can Contribute to Individual Well‐Being, Organizational Productivity, and Saving the Planet Through Better Buildings 51Affordable and Clean Energy Goals 52Sustainable Built Environments 54Individual Lighting Controls 55Indoor Air Quality 57Green Buildings 58Sustainable Buildings as Organizational Strategies 60Understand Decisions 61Organizational Decisions: More than Return on Investment 61The Problem of Rebound 65Influence Building Sustainability Decisions 66Change Decision‐Maker Behavior 66Change Building Policies: Codes, Standards, and Recommendations 69Energy and Building Regulations 69Building Certification Schemes 70Standards and Recommendations 70Conclusions 71Note 72References 72Chapter 4 Key Challenges to Understanding Environmental Decision‐Making 81Background in the Environmental Movement 82Assessing the Strength of Evidence 83Focusing on What Matters 84Expanding Our Theories of Altruism 87Unifying the Grand Traditions 88Understanding Contexts 89Considering Social Influences and Network Effects 91Examining Emerging Technologies 92Engaging Normative Theories 93Incorporating Sustainability 94Conclusion 96Acknowledgments 97References 97Part II: Mental and Physical Health 109Chapter 5 On the Role of Passion in Optimal Functioning: A Multidimensional Perspective 111On Optimal Functioning in Society 113On the Concept of Passion 114A Dualistic Model of Passion 116On the Harmonious and Obsessive Passions 116Initial Research on Passion 118Passion and Optimal Functioning in Society 119Passion and Psychological Well‐Being 120Passion and Physical Health 122Passion and Interpersonal Relationships 123Passion and Performance 125Passion and Contributions to Society 127Passion and Optimal Functioning in Society: Integrative Studies 128Conclusions 129Notes 130References 131Chapter 6 Effects, Mechanisms, and Implementation: Ways to Improve Interventions and Policies Promoting Healthy Diet and Physical Activity 139Does It Work: Frameworks and Taxonomies for Evaluation and Monitoring of Effects of Interventions and Policies Promoting Physical Activity and Healthy Diet 142Approaches Focused on Health and Environment Outcomes 143Approaches Focused on Health and Processes Outcomes of Interventions and Policies 144Approaches Focused on Implementation Evaluation 145Evidence‐Based Taxonomies of Good Practices in Evaluation and Monitoring 146Conclusions on Frameworks and Taxonomies for Evaluation and Monitoring of Interventions and Policies 148How It Works: Models, Frameworks, and Taxonomies Focusing on the Content of Interventions/Policies and Change Mechanisms 148Models Focusing on Intra‐individual Change Mechanisms 148Models and Frameworks Focusing on Change Mechanisms Involving Physical and Social Environment 150Behavior Change Techniques as Change Mechanisms 152Evidence‐Based Taxonomies Accounting for Formal Active Components of Interventions and Policies 152Conclusions on Models, Frameworks, and Taxonomies Elucidating Active Components and Mechanisms in Interventions and Policies 153Under What Conditions It Works: Models, Frameworks, and Taxonomies Focusing on Implementation of Interventions and Policies Promoting Physical Activity and Healthy Diet 154Theoretical Models and Frameworks for Implementation of Physical Activity and Healthy Diet Interventions and Policies 154Evidence‐Driven Taxonomies for Implementation Characteristics in Interventions and Policies Promoting Physical Activity and Healthy Diet 157Conclusions on Models, Frameworks, and Taxonomies Elucidating Implementation 158General Discussion 158Author Notes/Acknowledgments 160References 160Chapter 7 Epigenetic Processes Mediating Environments, Experiences, and Mental Health: Therapeutic and Diagnostic Implications 165DNA Methylation: A Mechanism for Diversifying the Information Content of DNA 166Evidence for Epigenetic Programming by Maternal Care 170Reversal of Behavioral Programming by Maternal Care with Epigenetic Modulating Agents 171Early Experience Elicits a Signaling Pathway that Results in Epigenetic Reprogramming 172Early‐Life Adversity Triggers DNA Methylation Changes in Candidate Genes in Rodent Brains 173Evidence for Effects of Early‐Life Adversity on DNA Methylation in Humans 173Changes in DNA Methylation in Response to Early‐Life Adversity Involve Many Genes 174Changes in DNA Methylation That Associate With Early Social Experiences Occur in the Immune System as Well as the Brain 175Associations of Early‐Life Experience and DNA Methylation Changes in Peripheral White Blood Cells 176DNA Methylation Alterations in Brain‐Specific Candidate Genes in Peripheral Tissues That Are Associated with Early Adversity and Neuropsychiatric Conditions 178The Developmental Dynamics of DNA Methylation in Response to Early‐Life Social Experiences 181Causal Relationship Between Early‐Life Adversity and DNA Methylation Alterations 182Challenges and Prospectives 183Acknowledgments 187References 187Chapter 8 Cardiac‐Disease‐Induced‐PTSD: Settling the Diagnostic Debate 197PTSD: Clarifying the Diagnostic Debate 198Can We Speak of Cardiac-Disease‐Induced PTSD (CDI-PTSD)? 198The Unique Manifestations of CDI‐PTSD 199CDI‐PTSD Among Cardiac Caregivers 200Conclusions and Future Suggestions 202References 203Chapter 9 Mental Health Consequences of Terrorist Attacks in Adults 207Overview: Terrorism and Mental Health Consequences 208Research on the Impact of Terrorist Attacks on Mental Health 210How Many Victims of Terrorist Attacks Develop a Psychological Disorder? 218What Type of Mental Disorder Is the Most Frequent Among Terrorism Victims? 220What Type of Victims Develop More Mental Disorders? 222What Is the Course of Mental Disorders in Victims? 223Conclusions 230Acknowledgments 232Note 232References 232Chapter 10 Are Forgiveness and Unforgiveness Two Extremes of the Same Continuum?: Implications for Clinical Practice 239Philosophical and Religious Antecedents 240Conceptualization of Forgiveness 241Positive and Negative Dimensions on Forgiveness Scales 245Does Culture Play a Role in the Conceptualization and Operationalization of Forgiveness and Unforgiveness? 248Measuring Forgiveness and Resentment 249Social Cognition Correlates of Forgiveness and Resentment 254Conclusions and Prospective on the Understanding of the Post‐Transgression Dynamics 259References 260Part III: Issues in Education 267Chapter 11 Five Decades of Research on School Bullying: What Have We Learned? 269What Is Bullying? 270Prevalence and Stability 273Impact of Bullying and Victimization 275Family Antecedents 277The Nature of Bullying 277Addressing Bullying in Schools 281Author Notes/Acknowledgments 283References 283Chapter 12 Early Identification and Prevention of Reading Problems 293What Is Known About Early Neural Predictors of Dyslexia 296Discussion of the Early and Predictive Brain Responses Related to Dyslexia 299Preventative Training of Basic Reading Problems 302Continuing from the Application Under Research Conditions to Its Distribution to All in Need: Potential Business Models for Commercialization 304GraphoLearning International Development and Exports Project Public Summary 304Pilot Studies for Preparation of Commercialization 305Experimentation of Potential Business Models 306Public Procurement—The Finnish Model 307NGO Collaboration and Country‐Specific Context 308Academic Networks and Research Collaboration 309Discussion Associated With the Distribution Model 310References 311Chapter 13 Psychological Literacy in Undergraduate Psychology Education and Beyond 315What Is Psychological Literacy? 318How Can Educators Explicitly Support the Development of Psychological Literacy in Their UG Psychology Students? 323How Can Psychology Be Given Away in Higher Education Beyond Psychology Programs? 326The Psychological Science of Curricular Design and Delivery for Optimal Learning 327Curricular Development of Self‐Management Capacity in Mainstream Units Across Diverse Disciplines and Educational Levels 328Reflections and Conclusion 331Note 333References 333Part IV: What’s Trending in Research? 339Chapter 14 Assessing Personality from a Cultural Perspective 341Assessing Personality from a Cultural Perspective 342Etic and Emic Approaches in Personality Assessment 343Issues in Transporting Tests Across Cultures 344Guidelines on Test Translation and Adaptation 344Combined Emic–Etic Approach 346Development of the CPAI and Its Later Versions 347Contributions of the Emic IR Factor 348Beyond Universal versus Indigenous Factors 350South African Personality Inventory (SAPI) 351Arab‐Levant Personality Structure 352Future Directions 353Author Notes/Acknowledgments 354References 354Chapter 15 Un‐othering of the Other: The Role of Shared Cultural Spaces 359The Construction of the Other 361Types of Others 364Processes of Othering 366Un‐Othering: Processes and Mechanisms 367Approaching Un‐Othering Through Intergroup Conflict Resolution Methods 369Creating Shared Cultural Spaces for Un‐Othering 374Contacts between Cultures 375Gandhi’s Way of Nonviolence 378Forgiveness as a Way to Reconciliation 379Co‐sharing of Religious Spaces and Cultural Practices 380Conclusion 382Note 383References 383Chapter 16 Loneliness: From Academic Pariah to the UK’s Appointment of a Minister of Loneliness 391Jo Cox: Murder and the Appointment of a Minister of Loneliness 392Early Attention to Loneliness 393Loneliness and Social Isolation in Antiquity 393The Academic and Professional Literature on Loneliness Before the Early 1970s 393Four Foundational Developments of the 1970s and Beyond 395The UCLA Loneliness Conference 395Measurement 395Theory 396Longitudinal Research 397The Rise of Loneliness Research 399Loneliness: Minor Malady or Serious Problem? 401Loneliness Can Be Combatted 403Putting the Pieces Together with One More Element 405Notes 406References 407Chapter 17 Response Processes Validity Evidence: Understanding the Meaning of Scores from Psychological Measures 413Modern Unified Validity Theory 414Psychological Process of Responding and its Role in Validation 416What Are Response Processes? 419Are Response Processes Important? 420Response Processes Techniques and Methods 421Cognitive Interviews: Think‐Aloud Protocols and Verbal Probing 422Response Time 423Eye‐Tracking and Pupillary Response 424Observation and Recording of Strategies or Problem‐Solving Behaviors 424Observations on the Current State of Response Processes Research and Next Steps 426Author Notes/Acknowledgments 427Note 428References 428Part V: The State of Psychology as a Science and Profession 435Chapter 18 Internationalization and Training of Psychologists in a Globalized World 437What Is Understood by Internationalization? 438Psychologists Education in Latin America 441A Common Base of Psychology 443Conclusion 445References 446Chapter 19 Intellectual Humility: Ten Key Questions 449Contemporary Interest in IH 450Recent Research on IH 451Intellectual Humility: Ten Questions 453Question 1: How Does Intellectual Humility Differ from General Humility? 453Question 2: How Does Intellectual Humility Differ from Diffidence? 454Question 3: Is Intellectual Humility a Unitary or a Compound Trait? 455Question 4: How Distinct Is Intellectual Humility from Other Dispositions? 456Question 5: Can People Be Simultaneously Intellectually Humble and Interpersonally Antagonistic? 457Question 6: Can IH Be Validly Detected Using Self‐Report? 458Question 7: How Malleable Is Intellectual Humility? 459Question 8: Are There Cross‐Cultural Differences in the Levels or Manifestation of Intellectual Humility? 460Question 9: Does Intellectual Humility Confer Immunity to Cognitive Bias? 460Question 10: What Are the Developmental Antecedents of Intellectual Humility? 461Concluding Thoughts 462Acknowledgments 463References 463Chapter 20 Psychological Ethics in a Changing World: How Ethics Documents in Psychology Have Evolved to Meet the Issues and Concerns of the Day 469Some Definitions 471The Development of Ethics Documents in Psychology 471National Development of Ethics Documents 471Regional Development of Ethics Documents 473Development of International Ethics Documents 476Recognizing Fundamental Ethical Principles through a Universal Declaration 477Structure and Content of the Universal Declaration of Ethical Principles 478Development of the Universal Declaration of Ethical Principles 480Representation and Inclusiveness 480Research 481International Consultation 482Key Features of the Universal Declaration of Ethical Principles 482Impact of the Universal Declaration of Ethical Principles 483Relevance of the Universal Declaration of Ethical Principles to Today’s World 487Author’s Note 488References 488Index 493

DR. PETER GRAF is Professor of Psychology at the Department of Psychology at the University of British Columbia in Canada. He was formerly Co-President of the International Congress of Applied Psychology (ICAP). DR. DAVID DOZOIS is Professor of Psychology and Director of the Clinical Psychology Graduate Program at the Department of Psychology at the University of Western Ontario in London, Ontario, Canada. He was formerly Co-President of the International Congress of Applied Psychology (ICAP).

• List of Contributors xvPreface xixPart I: Optimal Health and Functioning at Work and Home 1Chapter 1 Chasing the Dream: The Healthy and Productive Workplace 3Psychologically Healthy Workplace 5Toward Evidence‐Based Practice in Employee Well‐Being 7Leadership as a Case Study 9Summary and Conclusion 12References 13Chapter 2 Commitment at Work: Past, Present, and Future 19A Brief History 20Why Workplace Commitments Matter 22Commitment in an Era of Change 26Current Controversies 28Definition 28Dimensionality 29Distinctiveness 30Advances in Methodology 31Temporal Process Approach 32Person‐Centered Approach 33Implications and Applications 36Future Challenges 39Conclusion 40References 41Chapter 3 How Psychologists Can Contribute to Individual Well‐Being, Organizational Productivity, and Saving the Planet Through Better Buildings 51Affordable and Clean Energy Goals 52Sustainable Built Environments 54Individual Lighting Controls 55Indoor Air Quality 57Green Buildings 58Sustainable Buildings as Organizational Strategies 60Understand Decisions 61Organizational Decisions: More than Return on Investment 61The Problem of Rebound 65Influence Building Sustainability Decisions 66Change Decision‐Maker Behavior 66Change Building Policies: Codes, Standards, and Recommendations 69Energy and Building Regulations 69Building Certification Schemes 70Standards and Recommendations 70Conclusions 71Note 72References 72Chapter 4 Key Challenges to Understanding Environmental Decision‐Making 81Background in the Environmental Movement 82Assessing the Strength of Evidence 83Focusing on What Matters 84Expanding Our Theories of Altruism 87Unifying the Grand Traditions 88Understanding Contexts 89Considering Social Influences and Network Effects 91Examining Emerging Technologies 92Engaging Normative Theories 93Incorporating Sustainability 94Conclusion 96Acknowledgments 97References 97Part II: Mental and Physical Health 109Chapter 5 On the Role of Passion in Optimal Functioning: A Multidimensional Perspective 111On Optimal Functioning in Society 113On the Concept of Passion 114A Dualistic Model of Passion 116On the Harmonious and Obsessive Passions 116Initial Research on Passion 118Passion and Optimal Functioning in Society 119Passion and Psychological Well‐Being 120Passion and Physical Health 122Passion and Interpersonal Relationships 123Passion and Performance 125Passion and Contributions to Society 127Passion and Optimal Functioning in Society: Integrative Studies 128Conclusions 129Notes 130References 131Chapter 6 Effects, Mechanisms, and Implementation: Ways to Improve Interventions and Policies Promoting Healthy Diet and Physical Activity 139Does It Work: Frameworks and Taxonomies for Evaluation and Monitoring of Effects of Interventions and Policies Promoting Physical Activity and Healthy Diet 142Approaches Focused on Health and Environment Outcomes 143Approaches Focused on Health and Processes Outcomes of Interventions and Policies 144Approaches Focused on Implementation Evaluation 145Evidence‐Based Taxonomies of Good Practices in Evaluation and Monitoring 146Conclusions on Frameworks and Taxonomies for Evaluation and Monitoring of Interventions and Policies 148How It Works: Models, Frameworks, and Taxonomies Focusing on the Content of Interventions/Policies and Change Mechanisms 148Models Focusing on Intra‐individual Change Mechanisms 148Models and Frameworks Focusing on Change Mechanisms Involving Physical and Social Environment 150Behavior Change Techniques as Change Mechanisms 152Evidence‐Based Taxonomies Accounting for Formal Active Components of Interventions and Policies 152Conclusions on Models, Frameworks, and Taxonomies Elucidating Active Components and Mechanisms in Interventions and Policies 153Under What Conditions It Works: Models, Frameworks, and Taxonomies Focusing on Implementation of Interventions and Policies Promoting Physical Activity and Healthy Diet 154Theoretical Models and Frameworks for Implementation of Physical Activity and Healthy Diet Interventions and Policies 154Evidence‐Driven Taxonomies for Implementation Characteristics in Interventions and Policies Promoting Physical Activity and Healthy Diet 157Conclusions on Models, Frameworks, and Taxonomies Elucidating Implementation 158General Discussion 158Author Notes/Acknowledgments 160References 160Chapter 7 Epigenetic Processes Mediating Environments, Experiences, and Mental Health: Therapeutic and Diagnostic Implications 165DNA Methylation: A Mechanism for Diversifying the Information Content of DNA 166Evidence for Epigenetic Programming by Maternal Care 170Reversal of Behavioral Programming by Maternal Care with Epigenetic Modulating Agents 171Early Experience Elicits a Signaling Pathway that Results in Epigenetic Reprogramming 172Early‐Life Adversity Triggers DNA Methylation Changes in Candidate Genes in Rodent Brains 173Evidence for Effects of Early‐Life Adversity on DNA Methylation in Humans 173Changes in DNA Methylation in Response to Early‐Life Adversity Involve Many Genes 174Changes in DNA Methylation That Associate With Early Social Experiences Occur in the Immune System as Well as the Brain 175Associations of Early‐Life Experience and DNA Methylation Changes in Peripheral White Blood Cells 176DNA Methylation Alterations in Brain‐Specific Candidate Genes in Peripheral Tissues That Are Associated with Early Adversity and Neuropsychiatric Conditions 178The Developmental Dynamics of DNA Methylation in Response to Early‐Life Social Experiences 181Causal Relationship Between Early‐Life Adversity and DNA Methylation Alterations 182Challenges and Prospectives 183Acknowledgments 187References 187Chapter 8 Cardiac‐Disease‐Induced‐PTSD: Settling the Diagnostic Debate 197PTSD: Clarifying the Diagnostic Debate 198Can We Speak of Cardiac-Disease‐Induced PTSD (CDI-PTSD)? 198The Unique Manifestations of CDI‐PTSD 199CDI‐PTSD Among Cardiac Caregivers 200Conclusions and Future Suggestions 202References 203Chapter 9 Mental Health Consequences of Terrorist Attacks in Adults 207Overview: Terrorism and Mental Health Consequences 208Research on the Impact of Terrorist Attacks on Mental Health 210How Many Victims of Terrorist Attacks Develop a Psychological Disorder? 218What Type of Mental Disorder Is the Most Frequent Among Terrorism Victims? 220What Type of Victims Develop More Mental Disorders? 222What Is the Course of Mental Disorders in Victims? 223Conclusions 230Acknowledgments 232Note 232References 232Chapter 10 Are Forgiveness and Unforgiveness Two Extremes of the Same Continuum?: Implications for Clinical Practice 239Philosophical and Religious Antecedents 240Conceptualization of Forgiveness 241Positive and Negative Dimensions on Forgiveness Scales 245Does Culture Play a Role in the Conceptualization and Operationalization of Forgiveness and Unforgiveness? 248Measuring Forgiveness and Resentment 249Social Cognition Correlates of Forgiveness and Resentment 254Conclusions and Prospective on the Understanding of the Post‐Transgression Dynamics 259References 260Part III: Issues in Education 267Chapter 11 Five Decades of Research on School Bullying: What Have We Learned? 269What Is Bullying? 270Prevalence and Stability 273Impact of Bullying and Victimization 275Family Antecedents 277The Nature of Bullying 277Addressing Bullying in Schools 281Author Notes/Acknowledgments 283References 283Chapter 12 Early Identification and Prevention of Reading Problems 293What Is Known About Early Neural Predictors of Dyslexia 296Discussion of the Early and Predictive Brain Responses Related to Dyslexia 299Preventative Training of Basic Reading Problems 302Continuing from the Application Under Research Conditions to Its Distribution to All in Need: Potential Business Models for Commercialization 304GraphoLearning International Development and Exports Project Public Summary 304Pilot Studies for Preparation of Commercialization 305Experimentation of Potential Business Models 306Public Procurement—The Finnish Model 307NGO Collaboration and Country‐Specific Context 308Academic Networks and Research Collaboration 309Discussion Associated With the Distribution Model 310References 311Chapter 13 Psychological Literacy in Undergraduate Psychology Education and Beyond 315What Is Psychological Literacy? 318How Can Educators Explicitly Support the Development of Psychological Literacy in Their UG Psychology Students? 323How Can Psychology Be Given Away in Higher Education Beyond Psychology Programs? 326The Psychological Science of Curricular Design and Delivery for Optimal Learning 327Curricular Development of Self‐Management Capacity in Mainstream Units Across Diverse Disciplines and Educational Levels 328Reflections and Conclusion 331Note 333References 333Part IV: What’s Trending in Research? 339Chapter 14 Assessing Personality from a Cultural Perspective 341Assessing Personality from a Cultural Perspective 342Etic and Emic Approaches in Personality Assessment 343Issues in Transporting Tests Across Cultures 344Guidelines on Test Translation and Adaptation 344Combined Emic–Etic Approach 346Development of the CPAI and Its Later Versions 347Contributions of the Emic IR Factor 348Beyond Universal versus Indigenous Factors 350South African Personality Inventory (SAPI) 351Arab‐Levant Personality Structure 352Future Directions 353Author Notes/Acknowledgments 354References 354Chapter 15 Un‐othering of the Other: The Role of Shared Cultural Spaces 359The Construction of the Other 361Types of Others 364Processes of Othering 366Un‐Othering: Processes and Mechanisms 367Approaching Un‐Othering Through Intergroup Conflict Resolution Methods 369Creating Shared Cultural Spaces for Un‐Othering 374Contacts between Cultures 375Gandhi’s Way of Nonviolence 378Forgiveness as a Way to Reconciliation 379Co‐sharing of Religious Spaces and Cultural Practices 380Conclusion 382Note 383References 383Chapter 16 Loneliness: From Academic Pariah to the UK’s Appointment of a Minister of Loneliness 391Jo Cox: Murder and the Appointment of a Minister of Loneliness 392Early Attention to Loneliness 393Loneliness and Social Isolation in Antiquity 393The Academic and Professional Literature on Loneliness Before the Early 1970s 393Four Foundational Developments of the 1970s and Beyond 395The UCLA Loneliness Conference 395Measurement 395Theory 396Longitudinal Research 397The Rise of Loneliness Research 399Loneliness: Minor Malady or Serious Problem? 401Loneliness Can Be Combatted 403Putting the Pieces Together with One More Element 405Notes 406References 407Chapter 17 Response Processes Validity Evidence: Understanding the Meaning of Scores from Psychological Measures 413Modern Unified Validity Theory 414Psychological Process of Responding and its Role in Validation 416What Are Response Processes? 419Are Response Processes Important? 420Response Processes Techniques and Methods 421Cognitive Interviews: Think‐Aloud Protocols and Verbal Probing 422Response Time 423Eye‐Tracking and Pupillary Response 424Observation and Recording of Strategies or Problem‐Solving Behaviors 424Observations on the Current State of Response Processes Research and Next Steps 426Author Notes/Acknowledgments 427Note 428References 428Part V: The State of Psychology as a Science and Profession 435Chapter 18 Internationalization and Training of Psychologists in a Globalized World 437What Is Understood by Internationalization? 438Psychologists Education in Latin America 441A Common Base of Psychology 443Conclusion 445References 446Chapter 19 Intellectual Humility: Ten Key Questions 449Contemporary Interest in IH 450Recent Research on IH 451Intellectual Humility: Ten Questions 453Question 1: How Does Intellectual Humility Differ from General Humility? 453Question 2: How Does Intellectual Humility Differ from Diffidence? 454Question 3: Is Intellectual Humility a Unitary or a Compound Trait? 455Question 4: How Distinct Is Intellectual Humility from Other Dispositions? 456Question 5: Can People Be Simultaneously Intellectually Humble and Interpersonally Antagonistic? 457Question 6: Can IH Be Validly Detected Using Self‐Report? 458Question 7: How Malleable Is Intellectual Humility? 459Question 8: Are There Cross‐Cultural Differences in the Levels or Manifestation of Intellectual Humility? 460Question 9: Does Intellectual Humility Confer Immunity to Cognitive Bias? 460Question 10: What Are the Developmental Antecedents of Intellectual Humility? 461Concluding Thoughts 462Acknowledgments 463References 463Chapter 20 Psychological Ethics in a Changing World: How Ethics Documents in Psychology Have Evolved to Meet the Issues and Concerns of the Day 469Some Definitions 471The Development of Ethics Documents in Psychology 471National Development of Ethics Documents 471Regional Development of Ethics Documents 473Development of International Ethics Documents 476Recognizing Fundamental Ethical Principles through a Universal Declaration 477Structure and Content of the Universal Declaration of Ethical Principles 478Development of the Universal Declaration of Ethical Principles 480Representation and Inclusiveness 480Research 481International Consultation 482Key Features of the Universal Declaration of Ethical Principles 482Impact of the Universal Declaration of Ethical Principles 483Relevance of the Universal Declaration of Ethical Principles to Today’s World 487Author’s Note 488References 488Index 493