Details

Mental Capital and Wellbeing

1. Aufl.

von: Cary Cooper, Usha Goswami, Barbara J. Sahakian
304,99 €
Verlag:	Wiley-Blackwell
Format:	PDF
Veröffentl.:	18.08.2009
ISBN/EAN:	9781444307726
Sprache:	englisch
Anzahl Seiten:	1040

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Beschreibungen

Titelbeschreibung

This major new reference presents The Foresight Mental Capital and Wellbeing Project (a UK Government project in the Government Office for Science). It offers a comprehensive exploration of how mental capital and wellbeing operate over the lifespan; how experiences in the family, in school, at work and following retirement augment or reduce mental capital and wellbeing, and the impact that this has for the individual and for the welfare and economic progress of the nation. Mental Capital and Wellbeingcomprises a series of scientific reviews written by leading international scientists and social scientists in the field. The reviews undertake systematic analyses of the evidence base surrounding five key themes, on which they propose future policies will have to be based. An internationally renowned team of Editors introduce each theme and draw together conclusions in terms of both policy and practice. Section 1 (Mental Capital and Wellbeing Through Life) – Mental capital refers to the totality of an individual’s cognitive and emotional resources, including their cognitive capability, flexibility and efficiency of learning, emotional intelligence and resilience in the face of stress. The extent of an individual’s resources reflects his or her basic endowment (e.g. genes and early biological programming), motivation and experiences (e.g. education) which take place throughout the life course. This section presents the very latest on the science of mental capital throughout life. Section 2 (Learning Through Life) provides a coherent overview of a fast-moving and complex field of policy and practice. Educational attainment has a considerable impact on physical and mental wellbeing, both directly and indirectly, by enabling people better to achieve their goals. The ability to continue learning throughout the lifespan is critical to a successful and rewarding life in contemporary societies. Section 3 (Mental Health and Ill-Health) draws together the most recent evidence about positive mental health as well as a range of mental disorders to consider their importance to the population and economy in terms of prevalence and disability and the wider burden on society. Section 4 (Wellbeing and Work) – It is estimated that 13 million working days are lost through stress each year, costing the economy over £3.7 billion per annum. This theme explores those drivers that influence the nature and structure of work and the impact this has on employee wellbeing. Section 5 (Learning Difficulties) – This theme provides a cutting-edge picture of how recent insights from genetics, cognitive and neuroscience improve our understanding of learning difficulties such as dyslexia, dyscalculia and attention-deficit-hyperactivity disorder. Reviews focus on how current research can contribute to early diagnosis and improved intervention.

Inhaltsverzeichnis

List of Contributors Foreword Introduction Acknowledgements Section 1: Mental Capital and Wellbeing Through Life (lead expert: Professor Barbara J. Sahakian) 1 Mental capital and wellbeing through life: future challenges (Tom Kirkwood, John Bond, Carl May, Ian McKeith and Min-Min Teh) 2 Neuroscience in education (Usha Goswami) 3 Neuroscience of human reward (Rebecca Elliott and Bill Deakin) 4 Neuroeconomics (Ray Dolan) 5 Cognitive reserve and mental capital (Jennifer Barnett and Barbara J. Sahakian) 6 Mapping brain maturation and development of social cognition during adolescence (Tomáš Paus) 7 Reinforcement, impulsivity and behavioural economics (Chris M. Bradshaw) 8 The neural basis of resilience (Rebecca Elliott, Barbara J. Sahakian and Dennis Charney) 9 Neurocognition and social cognition in adolescent drug users: vulnerability and consequences (Martin P. Paulus and Susan F. Tapert) 10 Pharmacological cognitive enhancement (Sharon Morein-Zamir, Trevor Robbins, Danielle Turner and Barbara J. Sahakian) 11 Stem cells in neural regeneration and adult neurogenesis (Roger A. Barker) 12 Early detection of mild cognitive impairment and Alzheimer’s disease: an example using the CANTAB PAL (Mischa de Rover, Sharon Morein-Zamir and Barbara J. Sahakian) 13 Neurocognition and neuroimaging in anxiety disorders: implications for treatment and functional outcome (Daniel S. Pine and Ellen Leibenluft) 14 Neurocognition and social cognition in middle-aged and older adult drug users: vulnerability and consequences (Karen Ersche and David Nutt) 15 Determinants of normal cognitive ageing: implications for mental capital (Ian J. Deary and Alan J. Gow) 16 The neuroscience of social cognition in teenagers: implications for inclusion in society (Catherine Sebastian, Stephanie Burnett and Sarah-Jayne Blakemore) 17 Stress-related mood disorder: novel concepts for treatment and prevention (Mark J. Millan) 18 Nutrition, cognitive wellbeing and socioeconomic status (Chris J. Packard) 19 Nutrition and cognitive health (Jose M. Ordovas) 20 Effect of chronic stress on cognitive function through life (Oliver T. Wolf and Claudia Buss) 21 Depression and its toll on mental capital (Ian McKeith and Jan Scott) 22 Cognitive training: influence on neuropsychological and brain function in later life (George W. Rebok) 23 The effect of physical activity on mental capital and wellbeing (Hilde Hendrickx and Frans van der Ouderaa) 24 Technology solutions to prevent waste of mental capital (Patrick Olivier, Joe Wherton and Andrew Monk) 25 Housing as a determinant of mental capital (James R. Dunn) 26 Brain–computer interfaces and cognitive neural prostheses (Kenneth R. Foster) 27 The cellular and molecular logic of neural circuit assembly: progress and challenges (Thomas M. Jessell) Section 2: Learning Through Life (lead expert: Professor John Field) 28 Learning through life: future challenges (Leon Feinstein, John Vorhaus and Ricardo Sabates) 29 Learning at work: opportunities and barriers (Lorna Unwin) 30 Participation in learning; barriers to learning (Stephen Gorard) 31 Evidence-informed principles from the Teaching and Learning Research Programme (Andrew Pollard) 32 Estimating the effects of learning (Jere R. Behrman) 33 Self-regulation and executive function: what can teachers and schools do? (Mark T. Greenberg and Brittany L. Rhoades) 34 Models of provision of lifelong learning: how is it done around the world? (John Field) 35 The economic importance of social skills: a short (and selective) survey of recent research (Pedro Carneiro) Section 3: Mental Health and Ill-Health (lead expert: Professor Rachel Jenkins) 36 Mental health and ill-health: future challenges (Rachel Jenkins, Howard Meltzer, Peter B. Jones, Terry Brugha, Paul Bebbington, Michael Farrell, David Crepaz-Keay and Martin Knapp) 37 Genetics of mental ill-health in children and adults and interaction of genes with social factors (Rudolf Uher and Peter McGuffin) 38 The influence of demographic, social and physical factors on ageing and the mental health of older people (Robert Stewart and Martin Prince) 39 The influence of social, demographic and physical factors on positive mental health in children, adults and older people (Margaret Barry and Lynne Friedli) 40 The influence of social, demographic and physical factors on mental disorders in children and adolescents (Howard Meltzer) 41 The mental ill-health of prisoners (Howard Meltzer) 42 The mental ill-health of homeless people (Howard Meltzer) 43 The mental ill-health of children in local authority care (Howard Meltzer) 44 Mental ill-health: cost implications (Martin Knapp) 45 Factors influencing recovery from serious mental illness and enhancing participation in family, social and working life (Bob Grove) 46 The influence of social, demographic, physical and any other risk factors on the prevalence and consequences of personality disorders (Paul Moran) 47 Epidemiological linkages between mental ill-health and violence: risk factors and wider consequences (Jeremy Coid) 48 Genetics of ageing, mental ill-health and dementia in the elderly (John Powell and Simon Lovestone) 49 The mental ill-health of people who migrate, and their descendants: risk factors, associated disability and wider consequences (James Kirkbride and Peter B. Jones) 50 Influence of social, demographic and physical factors on substance abuse in all age groups (Michael Farrell) 51 Neurocognition and neuroimaging in major depressive disorder and bipolar depression: implications for treatment and functional outcome (Mary Phillips, Luke Clarke, Barbara J. Sahakian, Ellen Frank and David Kupfer) Section 4: Wellbeing and Work (lead expert: Professor Cary L. Cooper) 52 Wellbeing and work: future challenges (Philip Dewe and Michiel Kompier) 53 Current sources of workplace stress and wellbeing (Lawrence R. Murphy) 54 Links between mental wellbeing at work and productivity (Jean-Pierre Brun) 55 The impact of management style on mental wellbeing at work (Julian Barling and Jennifer Carson) 56 Flexible-working time arrangements and their impact on work–family interface and mental wellbeing at work (Mina Westman) 57 The impact of new technology in the workplace on mental wellbeing (Michael P. O’Driscoll and Elizabeth C. O’Driscoll) 58 Stress management and wellbeing interventions in the workplace (Norbert K. Semmer) 59 Working longer: hours of work and health (Sabir I. Giga, Ajay K. Jain and Cary L. Cooper) 60 Leisure: the next 25 years (John Haworth and Ken Roberts) 61 Training and its significance in the workplace (Martyn Sloman) 62 Careers at work (Jennifer M. Kidd) 63 Violence at work (Phil Leather and Tony Zarola) Section 5: Learning Difficulties (lead expert: Professor Usha Goswami) 64 Learning difficulties: future challenges (Usha Goswami) 65 Specific language impairment (Dorothy Bishop) 66 Dyslexia (Margaret J. Snowling) 67 Adult intellectual (learning) disabilities (Tony Holland) 68 Dyscalculia (Brian Butterworth) 69 Deafness and hearing impairment (Bencie Woll) 70 Genetics and the future diagnosis of learning disabilities (Robert Plomin) 71 Conduct disorder and antisocial behaviour in the under-5s (Claire Hughes) 72 Social cognition and school exclusion (David Skuse) 73 Autism-spectrum conditions (Simon Baron-Cohen) 74 Attention-deficit hyperactivity disorder (Emily Simonoff ) 75 New technologies and interventions for learning difficulties: dyslexia in Finnish as a case study (Heikki Lyytinen) 76 Trajectories of development and learning difficulties (Annette Karmiloff-Smith) 77 Early neural markers of language-learning difficulty in German (Manuela Friedrich) 78 Depression in childhood and adolescence (Ian M. Goodyer) 79 Eating disorders (Janet Treasure) Section 6: Cross-Cutting Reviews 80 Psychological wellbeing: evidence regarding its causes and consequences (Felicia A. Huppert) 81 Neurobiology of wellbeing: a lifecourse perspective (Eric B. Keverne) 82 Comparative cultural perspectives on wellbeing (Roland Littlewood) 83 Technology futures (Will J. Stewart) 84 The effect of the physical environment on mental wellbeing (Rachel Cooper, Christopher Boyko and Ricardo Codinhoto) Section 7: Conclusions Conclusions Appendix A: Overview of the work of the Foresight Project on Mental Capital and Wellbeing Appendix B: Structure of the Project reports and supporting papers

Rezension

"This excellent volume concludes with "cross-cutting reviews" which address key over-arching themes including psychological wellbeing, neurobiology of wellbeing, comparative cultural perspectives, technology and "the effect of the physical environment on mental wellbeing". Mental Capital and Wellbeing is a provocative, comprehensive and stimulating book, which richly merits the attention of policy-makers and all citizens who seek to optimise mental capital in the challenging years ahead." (Irish Psychiatrist, 2011) "The strength of this book is found in the scholarly reviews of literature integrating economics, ethics, genetics, psychology, psychiatry, systems analysis, education, work, and information technology." (PsycCRITIQUES, November 2010)

Autorenportrait

Cary L. Cooper, CBE is Distinguished Professor of Organizational Psychology and Health and Pro Vice Chancellor at Lancaster University. He is the author of over 100 books (on occupational stress, women at work and industrial and organizational psychology), has written over 400 scholarly articles for academic journals, and is a frequent contributor to national newspapers, TV and radio. Cary is the Editor on the international journal ‘Stress and Health’ and President of the British Association of Counselling and Psychotherapy. Usha Goswami is Professor of Education at the University of Cambridge and a Fellow of St John's College, Cambridge. She is currently engaged in setting up a Centre for Neuroscience in Education at the Faculty. She advised on the National Curriculum and the National Literacy Project, and was one of the three UK members of the Managing Committee of the European Concerted Action on Learning Disorders as a Barrier to Human Development (COST-A8). Barbara J Sahakian is Professor of Clinical Neuropsychology at the Department of Psychiatry, University of Cambridge School of Clinical Medicine. She has an international reputation in the fields of cognitive psychopharmacology, neuroethics, neuropsychology, neuropsychiatry and neuroimaging. John Field is Professor in the Institute of Education, University of Stirling, where he directs the Centre for Research in Lifelong Learning. He has written widely in the social sciences, and specialises on social and economic aspects of adult learning. Rachel Jenkins is Professor of Epidemiology and International Mental Health Policy at the Institute of Psychiatry, Kings College London. She is the author of over 30 books and 300 scholarly articles, and works nationally and internationally on epidemiological and policy research, development and implementation of policy, and training primary care in low and middle income countries.