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Book Review: Imagery in Healing and Teaching Imagery in Education; Imagination and Healing

of contemporary theoretical frameworks for coping with recent heuristic explorations into the study of long-term relationships. Berg and Clark’s chapter is also noteworthy. It addresses the issue of whether the transition from casual acquaintance to close friend occurs gradually over a long period, or rapidly in the early stages of a relationship. The chapter is an important one, especially when one considers social and developmental psychology’s recent moves away from research into interpersonal attraction, and towards an analysis of the processes of friendship. It provides concrete clues regarding what interactional processes may best discriminate close friendships from casual acquaintances, and offers a constructive synthesis between traditional research on interpersonal attraction and more contemporary attempts to understand relationships. Hallinan’s chapter on interracial friendships in schools seems of local interest. Structural and organizational determinants of interracial friendships are discussed within a sociological framework. The author reasonably concludes that a failure to consider these determinants has resulted in apparent inconsistencies in research findings regarding the effects of desegregation in North America. The only chapter written by non-American academics comes from Miell and Duck. It discusses their research into adults’ strategies for initiating and maintaining different levels of friendship. It is especially useful in detailing the use of a multi-method strategy in friendship research. Of particular interest is their use of subjects’ responses to videotapes of their own interaction patterns. However, certain chapters, for example Burmeister and Furman’s on Sullivan’s theory of children’s friendships, and Snyder and Smith’s on friendship and self-monitoring, seem to be little more than fairly one-sided recitals of research studies which support the authors’ own theoretical preferences. Other chapters contain proficient and up-to-date literature reviews, but are not strong on new ideas. Amongst these are Winstead’s chapter on sex differences in patterns of friendship, Fleming and Baum’s chapter on social support and stress, Solano’s chapter on people without friends, and Fine’s chapter on friendships in the work place. This book is one of several marking the move away from studying friendship in terms of simpler theories of interpersonal attraction, and towards more complex theories of how close interpersonal relationships are initiated and maintained. However it does little more than highlight how complex this new perspective is, in terms of both theory building and data collection. Close interpersonal relations are characterized by such poorly understood phenomena as love, envy, long-term commitment without reciprocal exchange, and physical intimacy. These concepts are readily discussed in many of the chapters, without due consideration being given to the fact that psychologists are, as yet, unable to operationalize such terms successfully. The reader is left with an awareness of some highly complex issues having being raised, but then glossed over. There are certainly other books, most notably that edited by Hinde, Perret-Clermont, and Stevenson-Hinde (1985) that tackle the study of interpersonal relationships in greater depth. All in all, Derlega and Winstead’s volume will be useful for people seeking a sophisticated introduction to this field. It reads easily, with all the chapters being pitched at an equivalent level. On the other hand, specialists might find the book rather long on reviews of past research and theory, and short on new syntheses. References Hinde, R.A., Perret-Clermont, A,, & Stevenson-Hinde, J. (Eds.). (1985). Social relationships and cognitive development. Oxford: Clarendon Press.