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Parnetti, L., 309 Parrish, T. B., 310 Parsons, C. K., 385 Parsonson, B. S., 597 Parzen, E., 585 Pascual-Leone, A., 297, 299 Pashler, H., 302, 303 Patrick, D. L., 246 Patton, M. Q., 340, 341 Paty, J., 260 Paty, J. A., 248, 602 Paul, G. L., 229 Paulesu, E., 308 Paulhus, D. L., 366 Paull, K. D., 182 Paus, R., 297, 298 Paus, T., 297, 298 Pawson, R., 328 Pearlman, K., 546, 549 Pearson, E. S., 39, 649 Pearson, K., 13, 246 Peck, J., 259 Pedersen, W. C., 71 Pedhazur, E. J., 502, 510 Peirce, C. S., 39, 40 Pekkonen, E., 305 Pelliccioli, G. P., 309 Pennebaker, J. W., 252 Pennell, P. B., 300 Pentz, M. A., 625, 628, 629 Perani, D. C., 306, 308, 309, 310 Perel, J. M., 563 Perez, W., 248 Perrett, D., 290 Perrett, D. I., 290 Perrin, B., 338 Perry, D., 312 Peters, L. H., 548 Petersen, S. E., 311 Peterson, A., 250, 452 Peterson, G. W., 388 Petkova, E., 524, 555 Petoskey, M. D., 36 Petraitis, J., 564 Petrides, M., 308 Petrila, J., 189, 195, 202 Petten, C., 308, 310 Petty, M. M., 548 Pezer, N., 305 Pfefferman, A., 471 Pfeffermann, D., 678 Pfennig, J., 352, 353 Phelps, M. E., 307 Phillips, N., 411, 416, 417, 420, 421 Philpot, M., 309 Piaget, J., 674 Piatetsky-Shapiro, G., 182 Picard, R. W., 602 Piccinin, A. M., 89, 90, 91, 94, 96, 106 Pickar, D., 310 Pickles, C. D., 304 Picton, T., 306 Picton, T. W., 304 Pierce, G. R., 253 Pierce, W. A., 586 Pilkonis, P. A., 222 Pincus, A. L., 407, 408, 409, 410, 411, 412, 414, 421, 422, 423

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1. The content of this section relies on ideas found in Supervision in the Hospitality Industry, 2d ed., 5, Developing Job Expectations (New York: John Wiley & Sons, 1992), by Jack Miller, Mary Porter, and Karen Eich Drummond. 2. Lawrence E. Sternberg, Empowerment: Trust vs. Control, Cornell Hotel and Restaurant Administration Quarterly 33, no. 1 (February 1992): 72. 3. J. Deutsch, Welcoming Those with Disabilities, New York Times, February 3, 1991, quoted in John M. Ivancevich, Human Resource Management, 6th ed. (Chicago: Richard D. Irwin, Inc., 1995), 75. 4. Marriott Foundation, Fear of the Unknown Invisible Barrier to Employment, says Marriott Foundation for People with Disabilities, Washington, D.C., September 30, 1997; edited July 23, 2001. Copyright Marriott Foundation for People with Disabilities. 5. Ibid.

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in motivational theories has grown tremendously over the past decade, and it is common for many current publications and textbooks in the eld of educational psychology to include substantial text devoted to both the theory and practice of motivation and the regulation of motivation (Alexander, 2000) Much of the contemporary con ict within the discipline of educational psychology can be better understood when differences in epistemological stances are taken into account (O Donnell & Levin, 2001) As O Donnell and Levin suggest, there are essentially two epistemological stances, resulting in two different research traditions Some educational psychologists take the positivistic or postpositivist position These researchers emphasize explanation, prediction, and control, and research often focuses on hypotheses and experiments Researchers with a preference for critical theory and constructivism have more interest in arriving at an understanding of the construct under study.

Another aspect of schema work is to develop a case conceptualization for each patient. This conceptualization is an ongoing and mutual effort on the part of both patient and therapist and draws on developmental and current information about relationships and work as sources of these schemas, automatic thoughts, and conditional assumptions that maintain the schema, and patterns of avoidance and compensation (J. S. Beck, 1995; Leahy, 1997, 2003). For example, a dependent woman had difficulty achieving her stated goal of leaving her husband. A case conceptualization, as presented next and summarized in Figure 24.1, helped guide treatment. Current schemas: 1. Self: Helpless, incompetent, selfish 2. Other: Strong, deserving, protective

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