A compelling and incisive book that questions the overuse of mental health terms to describe universal human emotions Public awareness of mental illness has been transformed in recent years, but our understanding of how to define it has yet to catch up. Too often, psychiatric disorders are confused with the inherent stresses and challenges of human experience. A narrative has taken hold that a mental health crisis has been building among young people. In this profoundly sensitive and constructive book, psychologist Lucy Foulkes argues that the crisis is one of ignorance as much as illness. Have we raised a 'snowflake' generation? Or are today's young people subjected to greater stress, exacerbated by social media, than ever before? Foulkes shows that both perspectives are useful but limited. The real question in need of answering is: how should we distinguish between 'normal' suffering and actual illness? Drawing on her extensive knowledge of the scientific and clinical literature, Foulkes explains what is known about mental health problems—how they arise, why they so often appear during adolescence, the various tools we have to cope with them—but also what remains unclear: distinguishing between normality and disorder is essential if we are to provide the appropriate help, but no clear line between the two exists in nature. Providing necessary clarity and nuance, Losing Our Minds argues that the widespread misunderstanding of this aspect of mental illness might be contributing to its apparent prevalence.

"The exponential increases in neurodevelopmental disorders implicate environmental factors as well as genetic causes. Flame-retardants, pesticides, plasticizers, and other every-day products contain chemicals shown to affect thyroid hormone signaling, which, if disrupted, can result in significant impairment in IQ. Across entire populations, such effects spell large-scale social and economic consequences. Barbara Demeneix suggests what can and must be done to halt and reverse this disturbing trend"--

Wouldn't it be a disgrace if we lost the brightest students now attending our nation's schools? Dr. Deborah L. Ruf establishes that there are far more highly gifted children than previously imagined, yet large numbers of very bright children are "never discovered" by their schools. Using 78 gifted and highly gifted children as her examples, she illustrates five levels of giftedness. Parents will be able to estimate which of the five levels of giftedness their child fits by comparing their own child's developmental milestones to those of the children described in the book. This book contains practical advice for parents, including how to find a school that works for your child. Book jacket.

America is being held back by the quality and quantity of learning in college. Many graduates cannot think critically, write effectively, solve problems, understand complex issues, or meet employers' expectations. The only solution - making learning the highest priority in college - demands fundamental change throughout higher education.

When Tom DeBaggio turned fifty-seven in 1999, he thought he was about to embark on the relaxing golden years of retirement -- time to spend with his family, his friends, the herb garden he had spent decades cultivating and from which he made a living. Then, one winter day, he mentioned to his doctor during a routine exam that he had been stumbling into forgetfulness, making his work difficult. After that fateful visit, and a subsequent battery of tests over several months, DeBaggio joined the legion of twelve million others afflicted with Alzheimer's disease. But under such a curse, DeBaggio was also given one of the greatest gifts: the ability to chart the ups and downs of his own failing mind. Losing My Mind is an extraordinary first-person account of early onset Alzheimer's -- the form of the disease that ravages younger, more alert minds. DeBaggio started writing on the first day of his diagnosis and has continued despite his slipping grasp on one of life's greatest treasures, memory. In an inspiring and detailed account, DeBaggio paints a vivid picture of the splendor of memory and the pain that comes from its loss. Whether describing the happy days of a youth spent in a much more innocent time or evaluating how his disease has affected those around him, DeBaggio poignantly depicts one of the most important parts of our lives -- remembrance -- and how we often take it for granted. But to DeBaggio, memory is more than just an account of a time long past, it is one's ability to function, to think, and ultimately, to survive. As his life becomes reduced to moments of clarity, the true power of thought and his ability to connect to the world shine through, and in DeBaggio's case, it is as much in the lack of functioning as it is in the ability to function that one finds love, hope and the relaxing golden years of peace. At once an autobiography, a medical history and a testament to the beauty of memory, Losing My Mind is more than just a story of Alzheimer's, it is the captivating tale of one man's battle to stay connected with the world and his own life.

Matthew K. Shannon provides readers with a reminder of a brief and congenial phase of the relationship between the United States and Iran. In Losing Hearts and Minds, Shannon tells the story of an influx of Iranian students to American college campuses between 1950 and 1979 that globalized U.S. institutions of higher education and produced alliances between Iranian youths and progressive Americans. Losing Hearts and Minds is a narrative rife with historical ironies. Because of its superpower competition with the USSR, the U.S. government worked with nongovernmental organizations to create the means for Iranians to train and study in the United States. The stated goal of this initiative was to establish a cultural foundation for the official relationship and to provide Shah Mohammad Reza Pahlavi with educated elites to administer an ambitious program of socioeconomic development. Despite these goals, Shannon locates the incubation of at least one possible version of the Iranian Revolution on American college campuses, which provided a space for a large and vocal community of dissident Iranian students to organize against the Pahlavi regime and earn the support of empathetic Americans. Together they rejected the Shah’s authoritarian model of development and called for civil and political rights in Iran, giving unwitting support to the rise of the Islamic Republic of Iran.