Make the most out of your college experience with these manageable self-care tips that are easy to incorporate into your busy college lifestyle. As a student in college—you’re dealing with a lot. At times this can be physically, mentally, and emotionally draining between classes, homework, activities, and building a new social life for yourself. But the secret to making sure these are the best years of your life is making time for self-care. If you’ve been working for hours on your latest paper, take a walk around campus to get moving. If you’re feeling tired after a long week of classes and activities, give yourself permission to say no to those Friday night plans and take a relaxing evening for yourself. Self-Care for College Students offers suggestions that help you tackle every aspect of taking care of yourself from the simplest tasks to rewarding activities that might require more planning. Whether it is making sure you eat a healthy meal to utilizing your school’s support services, there is advice for any situation. In this book, find realistic and practical self-care activities that you can try right away to maximize your college experience. Each activity is designed to help you refuel, such as making sure you get enough sleep to developing an exercise routine. Start making time for you and make your college years the best of your life—all while building lifelong habits for success and happiness for years to come.

The Handbook of Self-Regulation represents state-of-the-art coverage of the latest theory, research, and developments in applications of self-regulation research. Chapters are of interest to psychologists interested in the development and operation of self-regulation as well as applications to health, organizational, clinical, and educational psychology.This book pulls together theory, research, and applications in the self-regulation domain and provides broad coverage of conceptual, methodological, and treatment issues. In view of the burgeoning interest and massive research on various aspects of self-regulation, the time seems ripe for this Handbook, aimed at reflecting the current state of the field. The goal is to provide researchers, students, and clinicians in the field with substantial state-of-the-art overviews, reviews, and reflections on the conceptual and methodological issues and complexities particular to self-regulation research. Coverage of state-of-the-art in self-regulation research from different perspectives Application of self-regulation research to health, clinical, organizational, and educational psychology Brings together in one volume research on self-regulation in different subdisciplines Most comprehensive and penetrating compendium of information on self-regulation from multi-disciplinary perspectives

Lambda Literary Award 2014 Finalist in LGBT Nonfiction Foreword Reviews’ INDIEFAB Book of the Year Award 2014 Finalist in Family & Relationships Independent Publisher Book Awards 2015 (IPPY) Silver Medal in Sexuality/Relationships Next Generation Indie Book Awards 2015 Winner in LGBT -- What if you weren't sexually attracted to anyone? A growing number of people are identifying as asexual. They aren’t sexually attracted to anyone, and they consider it a sexual orientation—like gay, straight, or bisexual. Asexuality is the invisible orientation. Most people believe that “everyone” wants sex, that “everyone” understands what it means to be attracted to other people, and that “everyone” wants to date and mate. But that’s where asexual people are left out—they don’t find other people sexually attractive, and if and when they say so, they are very rarely treated as though that’s okay. When an asexual person comes out, alarming reactions regularly follow; loved ones fear that an asexual person is sick, or psychologically warped, or suffering from abuse. Critics confront asexual people with accusations of following a fad, hiding homosexuality, or making excuses for romantic failures. And all of this contributes to a discouraging master narrative: there is no such thing as “asexual.” Being an asexual person is a lie or an illness, and it needs to be fixed. In The Invisible Orientation, Julie Sondra Decker outlines what asexuality is, counters misconceptions, provides resources, and puts asexual people’s experiences in context as they move through a very sexualized world. It includes information for asexual people to help understand their orientation and what it means for their relationships, as well as tips and facts for those who want to understand their asexual friends and loved ones.

By contemporary I mean a present with an anticipated future, for we must do our best to overcome clinical habits which make us assume that we have done our part if we have clari?ed the past. (Erikson, 1968, pp. 30–31). The scope of time ahead which in?uences present behavior, and is therefore to be regarded as part of the present life-space, increases during development. This change in time perspective is one of the most fundamental facts of development. Adolescence seems to be a period of particularly deep change in respect to time perspective. (Lewin, 1939, p. 879). I chose to open this book with two excerpts from Erikson’s and Lewin’s writings because they indicate that future orientation has had its deep roots in psychol- ical thinking, and call readers’ attention to the long standing interest in two f- damental issues: the motivational power of constructed future images and their development across age. More speci?cally, Erikson and Lewin’s writings und- score the importance of future thinking for in?uencing present behavior tendencies, and point out that the ability to think about the future and realize the “scope of time ahead” increase with age, and reach a special developmental signi?cance in adolescence.

The very first thing one does in all situations of life is orient oneself. Decisions of orientation, which are mostly made under uncertainty and the pressure of time, largely determine subsequent decisions. But what is orientation? The problems of orientation are as old as humankind, the word is used everywhere, but the concept has never been thoroughly investigated. The philosopher Werner Stegmaier comprehensively clarifies for the first time the conditions and structures of orientation, including those of our sexual, economic, media, political, legal, scientific, artistic, religious, moral, and ethical orientations. He thereby establishes a new philosophical language and offers a philosophy for our time. "As if I unexpectedly slipped down into a deep vortex, I am swirled around in a way that I can neither put a foot down, nor swim to the surface. Nonetheless, I will work my way out ... " (René Descartes, Philosopher) "As often as my speculation seems to lead me too far from the paved road of common sense, I stand still and seek to orient myself. I look back at the point from which we started, and I seek to compare the two guideposts I have." (Moses Mendelssohn, Philosopher) "A philosophical problem has the form: ‘I do not know my way about.’" (Ludwig Wittgenstein, Philosopher) "The second O, orientation – as the repository of our genetic heritage, cultural tradition, and previous experiences – is the most important part of the O-O-D-A loop since it shapes the way we observe, the way we decide, the way we act." (John Boyd, Military Strategist)

Foundations of Orientation and Mobility, the classic professional reference and textbook has been completely revised and expanded to two volumes by the most knowledgeable experts in the field. The new third edition includes both the latest research in O&M and expanded information on practice and teaching strategies. Volume 2, Instructional Strategies and Practical Applications, contains detailed information in such as areas as the use of the senses in O&M; teaching O&M to different age and ability groups; the use of technology-based travel systems; and travel in complex environments. No O&M student or professional can afford to be without this essential resource.

This definitive work comprehensively examines the role of temperament in the development of personality and psychopathology. Preeminent researcher Mary Rothbart synthesizes current knowledge on temperament's basic dimensions; its interactions with biology, the social environment, and developmental processes; and influences on personality, behavior, and social adjustment across the lifespan. In a direct and readable style, Rothbart combines theory and research with everyday observations and clinical examples. She offers new insights on "difficult" children and reviews intervention programs that address temperamental factors in childhood problems. This book will be invaluable to developmental psychologists; personality/social psychologists; child clinical psychologists and other mental health practitioners. It will also serve as a text in graduate-level courses