In this compelling book, Lauren Levine explores the transformative power of stories and storytelling in psychoanalysis to heal psychic wounds and create shared symbolic meaning and coherence out of ungrieved loss and trauma.

Through evocative clinical stories, Levine considers the impact of trauma and creativity on the challenge of creating one's own story, resonant with personal authenticity and a shared sense of culture and history. Levine sees creativity as an essential aspect of aliveness, and as transformative, emergent in the clinical process. She utilizes film, dance, poetry, literature, and dreams as creative frames to explore diverse aspects of psychoanalytic process. As a psychoanalyst and writer, Levine is interested in the stories we tell, individually and collectively, as well as what gets disavowed and dissociated by experiences of relational, intergenerational, and sociopolitical trauma. She is concerned too with whose stories get told and whose get erased, silenced, and marginalized. This crucial question, what gets left out of the narrative, and the potential for an intimate psychoanalytic process to help patients reclaim what has been lost, is at the heart of this volume.

Attentive to the work of helping patients reclaim their memory and creative agency, his book will prove invaluable for psychoanalysts and psychotherapists in practice and in training.

This book examines the history of antisemitism in the United States and Germany in a novel way by placing the two countries side by side for a sustained comparison of the anti-Jewish environments in both countries from the 1880s to the end of World War II.

Author Richard E. Frankel shatters the widely held notion of exceptionalism in Germany and America: the belief that antisemitism in Germany was uniquely murderous and led inevitably to the Holocaust and that antisemitism in the United States was uniquely benign, making an American Holocaust all but unthinkable. In a series of new and previously published essays that have been revised, updated, and expanded, the book relates antisemitism to issues including Jewish and Chinese immigration, discrimination and exclusion, World War I and its aftermath, Hitler and Henry Ford, Nazis, the American Right, and the Roosevelt Administration, and a German Ku Klux Klan. Taken together, these essays reveal that antisemitism in Germany was less aberrant than commonly believed and that American antisemitism was indeed dangerous and more similar to what existed in Germany during the same period.

Antisemitism Before the Holocaust is an essential volume for students and scholars alike interested in European and American history, the history of the Holocaust and World War I.

This volume offers an in-depth exploration of the translation activity of Greek women translators in the nineteenth century, illuminating the role of translation as a means of resistance against sociocultural norms and the enduring impact of their work on the rise of feminism in Greece.

Drawing on frameworks from the sociology of translation, the book situates the practices and behaviours of women translators within this specific sociocultural and historical context to underscore the importance of translation in their lives and society. Drawing on authentic texts, including dedication letters and prologues, Misiou unpacks the discourses, themes, strategies, and dialogues individual translators employed to affirm a sense of agency in their claims to education and civil rights, their role in cultural life as producers of texts, and to give greater voice to the wider community of women translators. The volume showcases women translators as agents and mediators of cultural and social change and active contributors to the theory and practice of translation, expanding theoretical discourse on gender and translation and offering directions for future research.

This book will be of particular interest to scholars in translation studies, particularly those with an interest in translation and gender, feminist translation studies, and translation history.

This book presents trauma-informed principles for ethical, safe, and effective group work, psychodrama, and leadership.

Content will include practical guidelines, detailed instructions, and diverse examples for facilitating both trauma-informed and trauma-focused groups in treatment, community, and organizational leadership. Chapters focus on various topics including safety, empowerment, social justice, vicarious trauma, and leadership. Organizational leadership is approached through the lens of SAMHSA's guidance and the framework of group work leadership. The book includes significant focus on sociometry and psychodrama as strengths-based and experiential group approaches. Psychodrama's philosophies, theories, and interventions will be articulated through a trauma-informed lens offering psychodramatists, group workers, and organizational leaders new conceptual frameworks and action-based processes. Chapters contain a blend of theory, research, practical guidance, and examples from the author's experience.

This book will appeal to group workers, therapists, psychodramatists, creative arts therapists, organizational leaders, trainers, facilitators, supervisors, community organizers, and graduate students. This book offers group facilitators the insight and tools to lead engaging and meaningful groups. The potential for retraumatizing participants is addressed while promoting trauma-informed practice as an ethical imperative.

This open access book is a valuable resource for students in health and other professions and practicing professionals interested in supporting effective change in self-management behaviors in chronic disease, such as medication taking, physical activity and healthy eating.

Developed under the auspices of the Train4Health project, funded by the Erasmus+ program of the European Union, the book contains six chapters written by international contributors from different disciplines. Chapter one introduces the competencies necessary for delivering effective behavior change support, based on an established program of work, and related learning outcomes. The four following chapters describe how these competencies can be acquired, focusing on concepts and theories, assessing self-management behaviors, implementing change strategies and person-centered communication, using a practical approach. The last chapter points out supplementary learning resources, developed as part of the Train4Health project.

This volume explores and challenges the assumption that behavioral proclivities and pathologies are directly traceable to experience-an assumption that still widely dominates folk psychology as well as the perspective of many mental health practitioners. This tendency continues despite powerful evidence from the field of behavioral genetics that genetic endowment dwarfs other discrete influences on development and psychopathology when extrinsic conditions are not extreme.

An interdisciplinary collection, the book uses historical, cultural and clinical perspectives to challenge the longstanding notion of identity as the product of a life-narrative. Although the nativist-empiricist debate has been revivified by recent advances in molecular biology, such ideas date back to the Socratic dialogue on the innate mathematical sense possessed by an illiterate slave. The author takes a philosophical and historical approach in revisiting the writings of select figures from science, medicine, and literature whose insights into the potency of inherited factors in behavior were particularly prescient, and ran contrary to the modern declivity toward the self as narrative. The final part of the volume uses historical and clinical perspectives to help illuminate the elusive concept of innateness and highlights important ramifications of the revolution in behavioral genetics.

Seeking to challenge the clinical utility of the therapeutic narrative rather than the importance of experience per se, the book will ultimately appeal to psychiatrists, psychologists, and academics from various disciplines working across the fields of behavioral genetics, evolutionary biology, philosophy of science, and the history of science.

This book, the first of two volumes, explores the impact of Jesus Huerta de Soto and his role in the modern revival of the Austrian School of Economics. The chapters focusing on monetary economics, business cycle theory, and entrepreneurship, combine established ideas with novel topics to explore the new directions forged by Huerta de Soto's ideas. This approach presents Huerta de Soto's influence on modern economics. It also outlines his current research paradigm.

This book aims to highlight and build upon the intellectual legacy of Jesus Huerta de Soto through its contribution to the Austrian School of Economics. It will be relevant to students and researchers interested in monetary policy and Austrian economics.

This volume offers rare insight into an enduring case of anorexia nervosa in a female patient and details the approaches to treatment taken by psychotherapists throughout the 64 year period 1938-2002.

Through discussion and analysis of clinical notes and transcripts, Lipsitt traces the course of the patient's illness to consider the centrality of the mother-daughter relationship and to highlight aspects of constancy and change in the illness over time. Particular attention is paid to shifts and progress in understanding and treatment of anorexia nervosa, and consideration is also given to how contemporary treatment might differ in view of more recent advances in cognitive behavioral approaches. Offering an innovative approach toward addressing the transgenerational perspective of women's experiences of eating disorders, this book provides material for a range of professionals to discuss the nature of the disorder and the pros and cons of different treatment approaches.

An original take on the relationship dynamics and perspectives of anorexia sufferers, this volume will be of interest to students, faculty and scholars with an interest in studying eating disorders and their treatment approaches, including psychoanalytic psychotherapy.

This book, the second of two volumes, explores the impact of Jesus Huerta de Soto and his role in the modern revival of the Austrian School of Economics. Through chapters discussing philosophy and political economy, the nature of capitalism and the foundations of economics are examined in relation to Austrian economics. These ideas and the work of Huerta de Soto are also contextualized within the broader history of economic thought to provide insight into their influence and development.

This book highlights and builds upon the intellectual legacy of Jesus Huerta de Soto through its contribution to the Austrian School of Economics. It will be relevant to students and researchers interested in Austrian economics, philosophy, and political economy.

A young woman is abandoned by her boyfriend, an older man retires and feels worthless and lonely, a young man learns that his wife is having an extramarital affair. They all see suicide as the only solution.

Usually, after a suicide attempt, people are treated in a hospital, where professionals try to work out the underlying psychiatric illness. Ladislav Valach and Annette Reissfelder, however, argue that suicide is not an illness but an action. Since this understanding is based on a high regard for everyday accounts of one's own experiences, the suicidal persons are given the stage in this book.

This book shows how the police functioned in the cities of the Napoleonic Empire. Shifting attention away from political repression, it focuses on the men who embodied this institution and made it work day-to-day. Based on extensive archival research, the book shows how the Napoleonic police were indeed an instrument of power, but also a profession and a service to the public. Traditionally associated with the image of Joseph Fouche and with political surveillance, the Napoleonic police, when studied from the local level, thus reveals itself to be much more complex and oriented simultaneously towards both the preservation of the regime and maintaining good urban order.

The Lotus Sutra is one of the most important sutras in Mahayana Buddhism. Translated by Kumarajiva in the 5^th century, its teachings have inspired many Buddhist scholars such as Chih-i and Saicho from the Tiantai (Tendai) tradition, Dogen from the Zen tradition and Nichiren the 13^th century Kamakura founder and reformer. There is a relative lack of scholarly works that are devoted to an examination of how its philosophical ideas were received and developed throughout history. This book remedies that lack by tracing the origin and development of Lotus Sutra thought, and interprets the text from the perspective of the doctrine of Buddha-nature in Mahayana Buddhism.

This book explores the ways in which dynamics of Islamophobia and neoliberalism shape the schooling experiences of minority Muslim students in Sydney primary, public and independent schools. The author examines the issues at macro, meso and micro level.

At the global systemic level, the book discusses the politics of naming Muslims and racialised governmentality within a capitalist neoliberal context. At the institutional level, it provides an insight into the Living Safe Together policy and explains how it can potentially provide space for teachers to abuse their authority or power in schools over minority Muslim students, within a wider discursive context shrouded by national security discourses, 'homegrown' terrorism and deradicalisation. Finally, at the individual level, drawing on the voices of teachers and Muslim students, the book highlights how Islamophobic discourse was reinforced through pedagogical practices, and how Muslim students resisted these discoursesby speaking back to power.

Between c.250 and c.650, the way the past was seen, recorded and interpreted for a contemporary audience changed fundamentally. Only since the 1970s have the key elements of this historiographical revolution become clear, with the recasting of the period, across both east and west, as 'late antiquity'. Historiography, however, has struggled to find its place in this new scholarly world. No longer is decline and fall the natural explanatory model for cultural and literary developments, but continuity and transformation. In addition, the emergence of 'late antiquity' coincided with a methodological challenge arising from the 'linguistic turn' which impacted on history writing in all eras.

This book is focussed on the development of modern understanding of how the ways of seeing and recording the past changed in the course of adjusting to emerging social, religious and cultural developments over the period from c.250 to c.650. Its overriding theme is how modern historiography has adapted over the past half century to engaging with the past between c.250 and c.650.

Now, as explained in this book, the newly dominant historiographical genres (chronicles, epitomes, church histories) are seen as the preferred modes of telling the story of the past, rather than being considered rudimentary and naive.

Biography: An Historiography examines how Western historians have used biography from the nineteenth century to the present - considering the problems and challenges that historians have faced in their biographical practice systematically.

This volume analyses the strategies and methods that historians have used in response to seven major issues identified over time to do with evidence, including but not limited to the problem of causation, the problem of fact and fiction, the problem of other minds, the problem of significance or representativeness, the problems of perspective, both macro and micro, and the problem of subjectivity and relative truth.

This volume will be essential for both postgraduates and historians studying biography.

This user-friendly manual provides a cross-cultural psychological assessment battery, including projective methods. Authors outline a new, empirically validated, reliable system, which seeks to update the scoreable and interpretable factors and entwine commonly respected "tried and true" graphomotor tests, thereby maximizing their efficacy in the assessment of significant psychological traits in children and adults.

Because of its use as a gender fair, culture free, language free testing method, it will be a valuable asset in all areas of current psychological assessment. The CCPAB test takes approximately 20 to 40 minutes to administer, and does not require any administration materials that most practitioners would not have readily available. The CCPAB can be used by evaluators on its own or in conjunction with other psychological and neuropsychological test data, as well as by mental health treatment providers seeking a quick and accurate way to assess the psychological functioning of individuals aged six years and older. Multiple appendices contain information on scoring criteria, scoring keys, and a wealth of sample questions which will also be a useful resource for evaluators.

This manual is appropriate for users ranging from graduate-level students in training and supervision to even the most skilled assessment psychologists for quick and valid assessment of a wide range of clients.

This book is one of the first systematic examinations on the looming mental health crisis emerging from the COVID-19 pandemic from a psychoanalytic perspective.

Bringing together practising therapists from Asia and Europe, this book:

• analyses themes like anxiety, depression, sexuality, loss and death through clinical vignettes
• highlights how children, adolescents and adults have been responding to the pandemic
• explores how personal and collective trauma are mourned, remembered, repeated and worked through
• studies deep-seated prejudices and fears
• focuses on how the pandemic has stimulated exceptional manifestations of human solidarity and creativity

Comprehensive and practical, this book will be an essential guide for mental health professionals, counsellors, therapists and medical doctors treating psychological trauma.

Creativity in the English Curriculum is essential reading for anyone involved or interested in the teaching of English, offering both a detailed history of how creativity has informed the tradition of teaching English, and how it should be used to position this teaching in the future.

Highlighting the need to promote creativity as a rich, intellectual pursuit, Creativity in the English Curriculum celebrates artistry in English past and present, and argues for its restoration to the curriculum. It emphasises that creativity is at the core of a humane education, not only through stimulating and enhancing the growth of the individual, but also through developing understanding of the importance of community, society and collaboration. Smith presents the historical relationship between curriculum policy and creativity, demonstrating that creativity has and always will be the life blood of teaching and learning.

Including dialogues between expert English teaching practitioners and leading professionals concerning the place of creativity in English, Creativity in the English Curriculum includes practical, research-informed ideas for effective creative practice for any English classroom. It is a must-read for teachers, educators, parents and guardians to prepare all learners for life in and beyond school.

This timely book explores the transitional experiences of undergraduates in minority groups studying at university and how arts methods and practices can play an important role in facilitating these transitions.

Based on research from UK universities, this volume is the first to draw together the experiences of educators in the humanities and social sciences who integrate sensory methodologies in taught curriculum, in relation to arts educators who add extra-curricular arts practice. It offers an original, contextualised analysis of how to enable university structures to adapt to complexity, difference, and diversity, taking the view that arts practice forms meeting points for confident interconnection and spaces of self-representation. It outlines the novel concept of sensory transition in how arts practices can be used to address issues of inclusion, diversity, and self-representation for minority groups. Each chapter offers an in-depth analysis of significant issues, such as dimensions of race, gender, and class and the specificities of social and cultural group experiences as they occur in arts practice. The book reflects on the decolonisation of university structures and curriculum and demonstrates how universities can support students and build spaces for self-representation in academic courses.

Accessible and investigative, this book is essential reading for academics, researchers, and postgraduate students in the field of higher education, inclusion, and arts methods. It will also be of great interest to higher education staff interested in decolonisation, diversity, and university futures.