A comprehensive presentation of the use of CBT in patients experiencing insomnia

In Cognitive-Behavioural Therapy for Insomnia (CBT-I) Across the Life Span: Guidelines and Clinical Protocols for Health Professionals, a team of distinguished medical researchers delivers a comprehensive exploration of various treatment protocols used by health professionals treating patients with insomnia from several different populations. The included treatment protocols are written by members of the European Academy for Cognitive-Behaviour Treatment for Insomnia and reflect the most current practice and theoretical models.

The editors have included contributions from leading scholars throughout Europe, as well as up-and-coming researchers with new and exciting data and conclusions to share with the community of health practitioners treating patients experiencing insomnia. In the book, readers will find discussions of the presentation of insomnia in different professional populations - including healthcare workers and shift workers - as well as the presence of common comorbidities. They'll also discover:

• A thorough introduction to the disorder of insomnia, as well as the use of cognitive-behavioural therapy in the treatment of insomnia patients
• Comprehensive explorations of the influence of the lifespan and professional factors on the presentation and impact of insomnia on paediatric and adult patients
• In-depth discussions of frequently occurring comorbidities, including affective disorders, mental disorders, somatic disorders and chronic pain
• Fulsome treatments of the emotional processes associated with insomnia, including acceptance and commitment therapy and mindfulness training

Perfect for psychologists, psychiatrists, social workers and other clinicians engaged in the treatment of insomnia, Cognitive-Behavioural Therapy for Insomnia (CBT-I) Across the Life Span: Guidelines and Clinical Protocols for Health Professionals will also earn a place in the libraries of medical researchers with a professional interest in CBT, insomnia and other sleep disorders.

In War and Conflict in the Middle Ages, Stephen Morillo offers the first global history of armed conflict between 540 and 1500 or as late as 1800 CE, an age shaped by climate change and pandemics at both ends. Examining armed conflict at all levels, and ranging across China and the central Asian steppes to southwest Asia, western Europe, and beyond, Morillo explores the technological, social, cultural, and environmental determinants of warfare and the tools and tactics used by warriors on land and at sea.

Part I explains the geographical, political, and technological rules that shaped patterns of military activity everywhere. Part II explores how these rules played out in various historical contexts. Armed conflict played a central role in the making of the medieval world, and medieval people used war and conflict to create, expand, and defend their communities and identities. But the devastating effects of climate change and epidemic disease continually reshaped these communities and the nature of their conflicts.

Broad in its scope and rich in detail, War and Conflict in the Middle Ages will be the go-to guide for students and aficionados of military history, medieval history, and global history.

This book introduces Unitary Developmental Theory (UDT) to the field of organization development. The second of two volumes, it introduces the UDT model and examines its application to organization development and change management.

The book presents UDT comprising seven developmental levels, showing how using its methodical progression can help to avoid issues such as unsustainable growth and change failure while examining how the model improves collaboration, digital transformation, change management and team development. It shows how the model clinically transforms concepts such as culture which is often cited as the cause of failure for change, re-defining it as habituated maturation stage and simplifying culture change accordingly. This book is designed to accompany Volume 1 which details the psychology of the model and its equal applicability to mental-health recovery.

Showing how UDT can be used as an overarching model to optimize organization development, this book will be of great interest to researchers, scholars and postgraduate students from the fields of organizational psychology, organization development and change management.

The fast-changing evolutionary process of global Higher Education systems systematically poses new challenges related to the appearance of innovative elements that lead academic governing bodies to question current managerial structures and methods. Due to this, theory and practice have gathered multiple contributions and experiences to support and further develop this evolutionary pathway during the past decades. Global competitiveness, economic and social growth are driven worldwide by knowledge and innovation. In this context, Higher Education Institutions play a crucial role as they primarily contribute to knowledge transfer and development and, as a result, foster regional development, employment, and economic wealth. The relevance of this role leads Universities to explore alternative solutions for managing their performance according to a sustainable perspective.

This book draws on this flourishing debate on Higher Education policy and management and investigates an innovative systemic perspective to design and implement sustainable performance management systems for academic institutions. The conditions for the success of Universities, the critical issues underlying the creation of academic value, the dynamic complexity characterizing academic governance settings, the pluralistic audience of stakeholders and related expectations, the causal interplays between organizational performance variables, represent some of the central themes around which this work is developed.

More specifically, the book suggests and discusses the adoption of a Dynamic Performance Management approach to frame the inherent organizational complexity of Higher Education Institutions, thus supporting a strategic learning perspective to design and implement relevant performance measures. This approach originates from the combination between conventional performance management and System Dynamics modeling. Many research and practice contributions prove that this methodological combination can boost the understanding and interpretation of value creation processes by identifying and exploring the causal connections amongst strategic resource allocation and consumption, corresponding performance drivers, emerging outputs, and outcomes. To test the effectiveness of this approach in University settings, a wide range of examples is offered in each book chapter. This allows readers to explore the advantages, limitations, and practical implications of adopting Dynamic Performance Management in Higher Education Institutions, as well as guide academic decision-makers towards a more robust approach to design and implement strategic management mechanisms in Universities.

This highly topical book is the first of its kind to provide a comprehensive theoretical and empirical discussion of the social psychology of tolerance, exploring the importance and drawbacks of a focus on tolerance and discussing how tolerance can be stimulated in a range of contexts.

The importance of tolerance for a diverse, equal, and open society is increasingly recognized by social and behavioural scientists. When people are aware of salient differences and disagree about the value of various viewpoints and ways of life, the question of tolerance arises. Not only in relation to religious, cultural, ideological, and viewpoint differences but also concerning everyday things such as annoying habits of one's partner, the views and behaviour of one's children, disagreements at work, and neighbourhood hassles. Verkuyten uses concrete examples to discuss the various reasons for why tolerance is vital for peaceful communities, especially in our increasingly diverse and polarized world.

Providing a thorough examination of the social psychology of tolerance, this is a valuable text not only to social psychologists but to a range of students and scholars in the social and behavioural sciences more broadly.

In Cosmos, Liturgy, and the Arts in the Twelfth Century, Margot E. Fassler takes readers into the rich, complex world of Hildegard of Bingen's Scivias (meaning "Know the ways") to explore how medieval thinkers understood and imagined the universe. Hildegard, renowned for her contributions to theology, music, literature, and art, developed unique methods for integrating these forms of thought and expression into a complete vision of the cosmos and of the human journey. Scivias was Hildegard's first major theological work and the only one of her writings that was both illuminated and copied by scribes from her monastery during her lifetime. It contains not just religious visions and theological commentary, but also a shortened version of Hildegard's play Ordo virtutum ("Play of the virtues"), plus the texts of fourteen musical compositions.
These elements of Scivias, Fassler contends, form a coherent whole demonstrating how Hildegard used theology and the liturgical arts to lead and to teach the nuns of her community. Hildegard's visual and sonic images unfold slowly and deliberately, opening up varied paths of knowing. Hildegard and her nuns adapted forms of singing that they believed to be crucial to the reform of the Church in their day and central to the ongoing turning of the heavens and to the nature of time itself. Hildegard's vision of the universe is a "Cosmic Egg," as described in Scivias, filled with strife and striving, and at its center unfolds the epic drama of every human soul, embodied through sound and singing. Though Hildegard's view of the cosmos is far removed from modern understanding, Fassler's analysis reveals how this dynamic cosmological framework from the Middle Ages resonates with contemporary thinking in surprising ways, and underscores the vitality of the arts as embodied modes of theological expression and knowledge.

Encyclopaedic coverage of clinical conditions, including rare and unusual syndromes.

A highly accessible and conversational writing style.

A good use of case studies and stories which helps bring the conditions to life.

Accompanied by bespoke online videos that pair with the conditions described in the book.

Social Communication Development and Disorders examines the integrated development of social, linguistic, and cognitive functions. It provides evidence-based clinical information on effective assessment and intervention for individuals with social communication disorders.

The second edition of this standout text is fully updated to reflect up-to-date research evidence and the application of the International Classification of Functioning, Disability and Health (Children and Youth version), and places a strong focus on cultural differences in social communication and extended developmental information from birth to adulthood. Part 1 explores topics including theoretical perspectives on social communication, neuroscience of social communication and social cognitive, social emotional, and social communication development. Part 2 covers social pragmatic communication disorder and associated disorders such as language impairment, autism spectrum disorder, attention deficit disorder and disruptive behavior disorder. Chapters feature case studies, incidence/prevalence estimates, DSM-5 definitions, referral guidelines, recommended assessment and intervention practices, as well as a list of clinical and instructional resources.

This comprehensive and practical text is essential reading for both undergraduate and graduate students of communication sciences, speech and language disorders, as well as speech-language pathology. It is also an excellent reference for professionals working with individuals with social competence or social communication problems, including speech-language pathologists, teachers, psychologists, social workers, counsellors, school nurses, behavioral therapists, and occupational therapists.

Winner of the 2023 Gradiva Award for 'Best Book'!

The Correspondence of Victoria Ocampo, Count Keyserling and C. G. Jung centres on two pivotal meetings: Victoria Ocampo and Hermann von Keyserling's in 1929, and Ocampo and Carl Gustav Jung's in 1934. The first section of the book chronicles these encounters, which proved to be key moments in the lives of the players and had repercussions both private and public. The later sections consist of the correspondence and other writings that preceded and followed these meetings, translated from French, German, and Spanish, much of it for the first time.

Jung framed Keyserling's account of the encounter with Ocampo as "one of the most beautiful animus-anima stories I have ever heard." But that story, told here from the three points of view of the pioneering Argentine intellectual, the Baltic German philosopher, and the Swiss founder of analytical psychology, can also be read in the contexts of early-twentieth-century feminism and of gender and sexual politics, of the colonizing European gaze on the Americas, of Argentina and its cultural complexes, of typological impasses, and of Eros and the power of words.

The fraught relationships and power dynamics among three influential figures will be of interest to analytical psychologists, historians of psychological disciplines and of South America, as well as general readers.

This book is the first in-depth comparative analysis of envy, jealousy, and vengefulness experienced by divine personalities in the Hebrew Bible and ancient Greek texts and the functions served by attributing negative emotions and traits to one's gods.

Readers are informed about the vigorous debates concerning the nature of emotion, a field with rapidly growing interest, including the specific emotions of envy, jealousy, and vengefulness. The book charts the complex, multi-faceted presentation of divine beings in the Hebrew Bible and ancient Greek literature, including their negative emotions. While the detailed readings of key biblical and Greek texts can stand on their own, Lasine's comparative analyses allow readers to appreciate the uniqueness of each tradition. Finally, examining the functions served by envisioning one's God or gods as jealous, envious, and vengeful offers readers a fresh perspective on biblical theology and the ways in which Greek poets and dramatists imagined the nature of their deities.

Divine Envy, Jealousy, and Vengefulness in Ancient Israel and Greece is intended for biblical, classical, and literary scholars, as well as the general reader interested in the Hebrew Bible and/or ancient Greek literature.

This book is the first comprehensive overview of Buddhist architecture in North America and provides an analysis of Buddhist architecture and communities.

Exploring the arrival of Buddhist architecture in America, the book lays out how Buddhists have expressed their spiritual beliefs in structural form in the United States. The story follows the parallel history of the religion's emergence in the United States since the California Gold Rush to the present day. Conceived of as a general history, the book investigates Buddhist structures with respect to the humanistic qualities associated with Buddhist doctrine and how Buddhist groups promote their faith and values in an American setting. The author's point of view starts from the ground floor of the buildings to move deeper into the space of Buddhist practice, the mind that seeks enlightenment, and the structures that help one to do so. It discusses Buddhist architecture in the United States in a manner consistent with the intensely human context of its use.

A unique and ground-breaking analysis, this book adds to the study of Buddhist architecture in America while also addressing the topic of how and why Buddhists use architecture in general. It will be of interest to scholars of religion, architecture, space and place, U.S. history, Asian Studies, and Buddhist Studies. It will also be a valuable addition to the libraries of Buddhist communities across the United States and the world, since many of the observations about Buddhist architecture in the United States may also apply to structures in Europe and Asia.

As the first volume of a three-volume set on the indigenization of Christianity in modern China, this book focuses on the presence of Christianity during the late Qing dynasty and the early twentieth century, discussing the early waves of Christian influence key watersheds in its history.
Over the course of its growth in modern China, Christianity has faced twists and turns in its embedding in Chinese society and indigenous culture. This three-volume book delineates the genesis and trajectory of Christianity's indigenization in China over the course of the nineteenth and twentieth centuries, highlighting the actions of Chinese Christians and the relationship between the development of Christianity and modern Chinese history. In this volume, the author discusses early missionary works from both foreign missionaries and local churches, both of which were influential in rendering Christianity more present and influential in China and which paved the way for further indigenization. The book then expounds on the thoughts and practices of indigenizing Christianity prompted by historical events in the early twentieth century, including the independent movement of the Chinese Christian Church and religious reforms that were undertaken to reach greater accommodation with Chinese society.
The book will appeal to scholars and students interested in the history of Christianity in China and modern Chinese history.

This book explores graduate education governance in China from a comprehensive policy perspective. It offers conceptual and practical models to systematically analyze the holistic landscape of graduate education governance in China. In particular, it analyzes the national governance of graduate education in China, graduate education quality assurance in China, the student-tutor relationship of graduate education in China, the regional layout structure of graduate education in Chinese universities, the integration of science and education in China's graduate education, the integration of industry and education in graduate education, the reform of graduate education evaluation system and mechanism in China's universities, the opening up of graduate education in China's universities, an international comparison of graduate education governance policies between the case of China and the USA.

A Student Guide to Writing an Undergraduate Psychology Honors Thesis takes students through the entire process of creating a full-scale research project, from selecting a topic, choosing an experimental or correlational design, to writing and presenting their paper.

The book offers valuable guidance on developing broader skills like communicating with your supervisor, time management and critical writing skills. Chapters cover topics such as mentor selection, collecting journal articles, gathering and analysing data, and writing a full APA or BPS experimental paper and will orientate and guide psychology students as they navigate the expected components of an honors thesis.

Designed for any student that is currently working on an independent research project, A Student Guide to Writing an Undergraduate Psychology Honors Thesis is the perfect companion for those working on their senior honours thesis in psychology.

Significant disruption to the educational sector occurred due to the COVID-19 pandemic. This shed a light on the need for new delivery methods and greater collaboration, which has become urgent and obvious as existing structures and traditional channels have struggled to cope or shut down. Higher education institutions often fail to crowdsource successfully because crowds differ in how they are organized compared to traditional sourcing. Instead of managing, higher education institutions work with external contributors who self-select into the process.

Crowdsourcing has significant potential to transform the education space by enhancing existing methodologies and offering innovative possibilities to develop new pedagogical techniques. This offers benefits for practitioners, institutions, students and participants. Drawing on theory and best practice, illustrated with a wide range of the examples and cases, Crowdsourcing for Innovation in Higher Education offers invaluable guidance and will be of interest to researchers, academics, policymakers, and students in the fields of higher education, development studies, organizational studies, management science and knowledge management.

Providing coherence in understanding the role that education and higher education played in the colonizing purposes of the rich nations of the North, this book draws from multiple geopolitical spaces across the world to consider how epistemic injustice has characterized colonial higher education systems.

Within this text, carefully chosen international contributors explore how colonialism, coloniality, and colonization have impacted indigenous people's ways of knowing, feeling, behaving, valuing, being, and becoming in fundamental ways and how the West's idea of education and schooling have been used as key instruments in the project of world domination and subjugation. Beyond these key entry concepts, chapters use ideas of modernity, post-modernism, globalization, internationalization, and neo-liberalism to examine how higher education in colonial and post-colonial societies still answers to a colonial narrative and what can be done to decolonize the system.

Unpacking the historical and philosophical antecedents of higher education and critically examining the intentions and impact of colonial assumptions behind higher education in different parts of the world, this is suitable reading for postgraduates and scholars in the field of higher education, as well as senior management teams in universities and practitioners who work directly in the field of transformation in government, and university departments.

Engaging with the topic of critical intercultural education at tertiary level, the book aims to strengthen what critical intercultural communication means and facilitate its implementation in higher education classrooms.

With contributors coming from a variety of educational contexts and disciplines, the book provides a versatile and comprehensive picture of how intercultural communication can be approached in different fields. By offering a reflection on theoretical frameworks for teaching and learning critical intercultural communication, it bridges the gap between theory and practice in recent years. Furthermore, it proposes concrete pedagogical solutions that will help educators working at the tertiary level move from essentialist approaches to meaningful intercultural education.

Higher education teachers, lecturers and professors responsible for the design and delivery of teaching on intercultural communication will find this book helpful and resourceful.

Co-Learning in Higher Education addresses topics critical to the future of higher education: the wellbeing of communities, engagement of scholars supporting new generations of social activists, and the renewal and expansion of educational and career pathways. It develops a theory of co-learning that engages students and professors across generations in partnerships with community organizations, schools, and corporations that solve emerging social and environmental challenges. Collaboratively written cases discuss community projects, engaging pedagogies, and action research projects. These co-cases demonstrate the power of using critical pedagogies and social action within troubling contexts, rather than assuming public policy changes are the only solution. Contributors explore mentoring, discuss pedagogies that promote community wellbeing and equity, address the urgency of change in universities, and reflect on the implications of this chaotic period for empowering social agency among youth in rising generations. This is a timely volume for scholars and students in higher education and educational policy.