The 100 Simple Secrets of Happy People


Author: David Niven

Genre: Psychology

Page Count: 204

Publication Date: 2000

Summary: Based on over 1,000 research studies, this book condenses scientific research on how to be happy into 100 practical and easy-to-implement ideas.  Each idea has a main point, an example, and data from a research study.

Recommended: Yes. This book condenses heavy research into a user-friendly format with ideas that range from turning off the TV to eating some fruit every day.

If You’re Offended: No problems here

Noteworthy Excerpts: “Rooting for a local sports team was found to have positive effects by providing a common interest with others in the community and increasing happiness by 4 percent.”    “The problems you spend your time and energy on should be both important and improvable. Otherwise, you are better off moving on to things you can change.”


Child & Adolescent Development


Authors: Christi Crosby Bergin & David Allen Bergin

Genre: Psychology/Human Development Textbook

Page Count: 708

Publication Date: 2015

Summary: This textbook explains in great detail the social, emotional, physical, and cognitive development of children and adolescents. It introduces a lot of terminology that is relative to the field and does a great job of incorporating important research into the topics.

Recommended: YES! This is most definitely my favorite textbook from this semester!  It is written for a teaching audience, but it would still make an interesting read for anyone who is interested in human development.  Some of the theories can get a bit heavy but the text is mostly very user-friendly.

If You’re Offended: No problems here.

Noteworthy Excerpts: “Theory of mind (ToM) refers to the understanding that other people have mental states – beliefs, desires, knowledge, and intentions – that are different from their own and to the ability to infer or figure out others’ mental states. A simple definition of ToM is ‘people reading’.”          “Am I open to negotiating and compromising with my students during discipline encounters? Or, do I expect instant obedience? Do I demand compliance even when it does not matter?”