CLIENT PSYCHOLOGY

CFP Board

ISBN 10: 1119436265 / ISBN 13: 9781119436263

Published by Wiley, 2018

About this Item

Seller Inventory # 26375714204

Bibliographic Details

• Title: CLIENT PSYCHOLOGY
• Publisher: Wiley
• Publication Date: 2018
• Language: English
• ISBN 10: 1119436265
• ISBN 13: 9781119436263
• Binding: Hardcover
• Condition: New

About this title

Synopsis

A Client-Centered approach to Financial Planning Practice built by Research for Practitioners

The second in the CFP Board Center for Financial Planning Series, Client Psychology explores the biases, behaviors, and perceptions that impact client decision-making and overall financial well-being.

This book, written for practitioners, researchers, and educators, outlines the theory behind many of these areas while also explicitly stating how these related areas directly impact financial planning practice. Additionally, some chapters build an argument based solely upon theory while others will have exclusively practical applications.

• Defines an entirely new area of focus within financial planning practice and research: Client Psychology
• Serves as the essential reference for financial planners on client psychology  
• Builds upon and expands the body of knowledge for financial planning
• Provides insight regarding the factors that impact client financial decision-making from a multidisciplinary approach    

If you’re a CFP® professional, researcher, financial advisor, or student pursuing a career in financial planning or financial services, this book deserves a prominent spot on your professional bookshelf.

About the Author

CHARLES R. CHAFFIN, ED.D., is Director of Academic Initiatives at the CFP Board Center for Financial Planning. He is Executive Editor of Financial Planning Review, the academic journal from the CFP Board Center for Financial Planning. In addition, he leads the Academic Research Colloquium and the Columbia University–CFP Board Teaching Seminar and serves as editor of the CFP Board Center for Financial Planning Series. He is a published researcher with a multitude of papers that focus on the cognitive workload of learners in different task settings, reflective practice, and best practices in higher education curriculum and instruction, both within education as well as within financial planning. He has taught all levels of learners, from elementary school, baccalaureate, graduate, and doctoral studies through a variety of instructional platforms. He holds a graduate degree from the University of Michigan and a doctorate from the University of Illinois at Urbana-Champaign.