The Bodily Unconscious in Psychoanalytic Technique explores how corporeality and body memory can be more strongly integrated into psychoanalytic work.

This book brings together an international range of contributors to consider the bodily unconscious from different theoretical perspectives. Concepts from the work of Freud, Bion, Winnicott, Lacan, Laplanche, and Fonagy are developed with the aim of incorporating body memory into psychoanalytic technique. The contributors consider how severe and complex clinical states, dominated by bodily symptoms and disorganization, can be approached with methods that go beyond classical interpretation. The book includes ten case histories and discussion of key themes including transference and countertransference, feelings of corporeality and bodily sensations, and features clinical material throughout.

The Bodily Unconscious in Psychoanalytic Technique will be essential reading for psychoanalysts and psychoanalytic psychotherapists in practice and training, particularly those interested in somatic approaches.

What if your new client, a man in his early 40s, cannot answer basic questions in your initial assessment interview? You were aware that many men do not like to talk about their feelings, but this client seems kind of frozen. You think he might be alexithymic, but you do not know how to assess for that, or even more importantly, how to treat it. Assessing and Treating Emotionally Inexpressive Men has answers. Chapters explain why some men are emotionally inexpressive because of their childhood socialization, and the book provides both scales for assessing alexithymia in men and treatment manuals for helping these men became more emotionally self-aware in individual and group therapy. The book also offers case studies that explains how to integrate the authors' approach with any model of psychotherapy. Clinicians will come away from this book with a clear sense for how to treat alexithymia in the early sessions of psychotherapy and thereby improve treatment uptake and outcomes.

As a formal educational instrument, mentorship has received increasing academic and professional interest over the last several decades. Formal or informal mentorship programs are seen as an innovative means of supporting organizational goals and addressing diversity in executive leadership. Most of the attention has been toward mentorship in a professional context, but mentorship also plays a crucial role in the development of both graduate students and faculty members.

This book explores the theoretical and practical insights into the use of mentorships within higher education. The research published here show that mentorship matters because it actively encourages faculty to pay it forward, advancing opportunities for students and faculty, focusing on the development of students, and pushing mentors to consider how mentorship can be used to work in a diverse and changing society. The purpose of this book is to help develop the understanding of mentorship, highlight its importance, and hopefully progress the discussion forward with new actions in the field.

This volume will be of interest to teachers, students, and researchers of education, public policy and public administration. The chapters in this book were originally published as a special issue of Journal of Public Affairs Education.

The new, tenth edition of Social Psychology is a fully revised and sweeping look into the social forces that make us who we are. Real-life examples and the results from a wide range of empirical research contribute to the book's coverage of such subjects as the self, attitudes, socialization, communication, interpersonal attraction and relationships, and personality and social structure. It thoroughly addresses intrapsychic processes and comprehensively explores social interactions and group processes, as well as larger-scale phenomena, such as intergroup conflict and the effects of COVID-19.

Providing rare, balanced coverage of both psychological and sociological perspectives, as well as historical and contemporary works, the tenth edition of this classic textbook is an ideal companion for introductory social psychology courses.

This book offers various perspectives on children's spirituality and its relation to life and values education from diverse socio-cultural and educational contexts. It brings together a collection of select research articles that were published over a period of two decades (1999-2020) in the International Journal of Children's Spirituality (IJCS), to celebrate the journal's 25th anniversary.

Featuring contributions by leading international scholars from U.K., U.S.A., Canada, Hong Kong, China, and Australia, this volume offers a multidisciplinary snapshot of children's spirituality and its relation to life and values education. It highlights the importance of socio-cultural and religious traditions, as well as perspectives on religious education and the spirituality of children shaped by religious, cultural and educational systems in specific societies and contexts. Chapters cover topics including the links between mirror neurons and human empathy and education; the relationship between spirituality and citizenship; the notion of inclusive spiritual education and the perspectives of spiritual education through the conceptual lens of transcendence, raised awareness and spiritualism; how outdoor play spaces can contribute to a child's spiritual development through enriching activities; and approaches to help nurture students' spiritual growth in their aspects of themselves (self), others, the environment, and with a Transcendent Other (transcendence).

This volume will be a key resource for researchers and postgraduate students interested in understanding children's spirituality and its implications for spiritual, life and values education.

Introducing students to topical issues and controversies drawn from specific areas of social psychology, Social Psychology for Foundation Year answers a series of contemporary questions and debates by bringing together current theories and studies from a number of areas within the field.

Aimed primarily at students starting out on their degree journey, this book demonstrates how psychological research can help us understand our social world. Exploring topics from the Obama effect to groupthink, from what makes a good leader to the role of social identity in riots, it demonstrates how theories and studies contribute to our understanding of human behaviour. It embraces both established theories and recent empirical evidence to enable readers to see how research is linked to practical application in psychology and empowers readers to develop a greater understanding of why we do the things we do.

Social Psychology for Foundation Year is a key textbook for both foundation year and introductory psychology courses and will be of interest to anyone wanting to delve into topical issues in contemporary psychology.

A depiction of moral imagination that resonates today, Have You Got Good Religion? reveals how Black Churchwomen's understanding of God became action and transformed a nation.

This book explores the psychoanalytic treatment of a patient with psychosis from a range of different psychotherapeutic perspectives.

The psychotherapeutic treatment of psychotic individuals is both rare and controversial with a limitation in availability of clinical material. As psychoanalytically oriented therapy is private, it is almost impossible to "witness" the actual human interaction of therapeutic process. While catatonia is a rare disorder, there are many attempts to hypothesize a theoretical psychic structure for the range of disorders called psychotic. Therapists rarely report "successful" outcomes of long and unusual treatments. In the book, a fragment of the treatment of a catatonic adolescent is reconstructed as an endeavor in representing that which is not clinically representable. Following the case report, which also reveals part of the history of the therapist, prominent analytic clinicians of different theoretical orientations share their understanding and comment on the material revealed.

With a fresh perspective on psychoanalytic treatment of psychosis, this book is essential reading for psychoanalysts, psychotherapists, and clinicians involved in the treatment of psychosis.

The Working Men's College (WMC) is the UK's oldest continuously running adult education institution, and a very distinctive example of the British adult education tradition. This volume brings the history of the WMC up to date, following the 1954 centenary history by JFC Harrison.

Contributions from a range of professional educators explore topics such as the philosophy of the College, the issue of women's entry, college governance and the notion of community as it applies to changes in the composition of the student body. Additional features include a chapter on the architectural history of the College; an interview with Satnam Gill as the key figure who drove through crucial change at a time when the College might have died; a chapter from the latest member of a family which has been closely involved with the College over four generations; and a range of personal contributions from tutors and students from the past six decades.

This book will be of interest to historians of the nineteenth and twentieth centuries, all those in UK adult education, along with local Camden/London community and political groups and the WMC's extensive family of former students and tutors.

This book offers multidisciplinary and inclusive perspectives on children and young people's spirituality and its research in diverse socio-cultural contexts. It brings together a collection of select research articles that were published over a period of nearly two decades (2003-2021) in the International Journal of Children's Spirituality (IJCS), to celebrate the journal's 25th anniversary.

Featuring contributions by leading international scholars from U.K., U.S., Canada, Finland, Australia, Hong Kong, and China, this edited volume focuses on different and complementary perspectives on children's spirituality in diverse and changing contexts. Chapters cover topics such as: the study of children's spirituality as a natural form of human awareness; a proposed pluricultural approach; the potential contributions of psychoanalytic tradition and cognitive psychology; possible influences of tradition(s), multidisciplinarity and perceptions on understanding children's spiritual experiences; Christian perspectives on children's spirituality in relation to living and dying in Quebec, Canada; Finnish pre-adolescents' perceptions of religion and spirituality; using technology, specifically tablets, as a component for understanding children's spirituality; and cyber spirituality.

This volume will be an invaluable resource for researchers and postgraduate students majoring in education studies, life, and moral and spiritual education and those majoring in psychology and religious studies.

This volume discusses the emergence of information and communication technology (ICT)-based teaching and learning during the Covid-19 pandemic as a potential alternative to traditional classroom-based learning. It presents a collection of theories, practices, and case studies from across the globe and covers different aspects of education from a multidisciplinary perspective.

While focusing on the various opportunities that surfaced while carrying out innovative experiments in the online learning space, the book discusses pedagogical challenges and the need for a shift in teaching pedagogy towards online learning. It outlines the existing learning theories, reasons behind their failure, and new theories that emerged to fill the need for new methods for delivery of content and pedagogy. The book discusses the issues faced by stakeholders, including institute administrators, students, and teachers to prepare for this new method of teaching and learning. It highlights the role of virtual laboratories in supplementing the needs of students in the remote learning environment. The book also discusses the role and impact of social media as a powerful tool of learning and educational communication.

This book will be of interest to teachers, students, and researchers of education, higher education, digital education, information technology, educational psychology, and media studies. It will also be useful for courses on e-learning, educationalists, policymakers, educational institutions, online education centres, and practitioners working in the related areas.

This book provides a comprehensive account of the patterns of university and academics' societal engagement in Sub-Saharan Africa (SSA), considering knowledge production and the resulting outputs, outcomes, and benefits that are yielded from such engagement for society.

Responding to the call for increased visibility of otherwise marginalised voices in SSA's extant global literature on knowledge production, chapters in the book explore questions around Knowledge-based Economies and forms of knowledge, and suggest an alternative framework to overcome conventional bias and limits present in prominent concepts, such as National Systems of Innovation, Triple Helix, and Mode 2. Further, the authors examine the main drivers, constraints, and barriers to this engagement, and the typology of those with a vested interest in its development.

Ultimately exploring how higher education institutions in SSA engage with, and transfer knowledge to, different external stakeholders, this book will be of value to academics involved with the study of higher education and science, innovation studies, the sociology of education, and education and development more broadly. In addition, politicians, administrators, and practitioners related to higher education, science, and innovation will also find the book of use.

Co-Creating Digital Curricula in Higher Education is a step-by-step guide to the collaborative design of online and blended curricula in higher education using systematic yet flexible frameworks. While instructors charged with developing and delivering curricula in the remote era may lack formal credentials in learning design, technology management, and institutional leadership, they nonetheless have numerous opportunities to partner with stakeholders who do. This practical, actionable workbook empowers and upskills teaching faculty to partner with their fellow professionals-instructional designers, lead administrators, librarians, and other student support personnel-in co-creative design endeavors that foster outstanding curricula and engaged, successful learners. This holistic, team-oriented approach, intended to ensure curricular cohesion within and between courses, certificates, and programs, is supported by workflows, checklists, workshop agendas, and other field-tested resources.

This highly accessible therapy workbook is designed to help individuals who are engaged in weight management and obesity treatments improve their relationship with food and manage their emotional eating.

Emotional eating is a very common and distressing problem for many people who are trying to manage their weight. Emotional eating can contribute to weight gain and/or difficulties losing weight. It can also have a psychological impact, as people often feel very ashamed, frustrated and self-critical about their difficulties in stopping this behaviour. Instead of trying to address these emotional eating patterns through dieting or focusing on food, the approach presented in this workbook focuses on understanding the psychological and emotional drivers for the behaviour. Drawing on ideas from Cognitive-Behavioural Therapy, Compassion-focused Therapy and Acceptance and Commitment Therapy, the book is a step-by-step programme to help you develop a detailed understanding of the psychological drivers for your emotional eating behaviour and will help you develop a range of psychological strategies to manage your emotions and thoughts about food. The workbook contains practical resources and exercises, and by the end of the programme, you will have developed your own Emotional Eating Manual.

This therapy workbook is for people who are unhappy with their emotional eating habits and the impact these have on their emotional health. It is also a valuable resource for therapists, dietitians and other allied professionals who work with this population.

This book critically examines the international, geopolitical, policy, institutional, and curricular challenges facing Canadian offshore school programs. Bringing together scholars and practitioners concerned with addressing the pedagogical, organizational, curriculum, and policy aspects of this transnational mode of schooling, it represents a ground-breaking exploration of K-12 offshore schools within the wider contexts of global geopolitics and forms of soft power.

The book examines the vulnerability that arises from having to manoeuvre political, social, geopolitical, and economic policy simultaneously in both the host and home-licencing countries. It delves into conflicts within the context of neoliberal economic agendas, neocolonial and geopolitical interests, and social class reproduction within host countries. The book is the first scholarly space that questions how international educational initiatives are affected by emerging global threats, such as the recent Covid pandemic. Additionally, it unpacks the question of citizenship and its intersections with social class, immigration, and sociocultural dynamics. It explores how these intersections forge new paths not only to mobility but also to new configurations of power and new spaces of politics and identity. With a range of reflexive, empirical, and theoretical contributions that cover every aspect of offshore schools, the book reassesses the trope of globalization dominated by Eurocentric perspectives. It decompartmentalizes diverse perspectives and insights on the internationalisation of schooling opportunities, and provides an overview of the challenges and possibilities open to offshore schools in different cultural contexts, making it the first comprehensive body of research on this type of schooling.

This book will be of great value to researchers, faculty, scholars, and postgraduate students working across international and comparative education. It will be particularly useful to those interested in the intersections betweeneducation and geopolitically situated forms of soft power.

This edited volume combines reflections, methods, and experiences from a globally diverse group of scholars to investigate the meaning, value, and effectiveness of the pedagogy of the Community of Philosophical Enquiry (CoPE) - derived from or in conversation with Lipman and Sharp's Philosophy for Children (P4C) - in the context of civic education.

Maintaining that a rich diversity of voices is an important corrective to narrower academic discourses, the chapters in this book bring an array of scholarly thought from across the world working in various political and educational contexts to bear on a common question: How can CoPE help practitioners engage in civic education? The contributions draw on qualitative methods, philosophical literature, and practitioner case studies to explore the benefits, challenges, questions, and methods related to the use of CoPE for the sake of citizenship education in Thailand, Malaysia, Italy, Iceland, Israel, Greece, Canada, the United Kingdom, and the United States of America. Ultimately, the book provides critical reflections and insights into the civic dimension of CoPE (and some CoPE-related practices) across a wide range of pedagogic, cultural, and political contexts.

Addressing the need for a touchstone publication on the interplay between CoPE and citizenship education, the book will be of interest to academics and postgraduate students interested in the philosophy of education, citizenship education, democratic education, and international and comparative education.

A foundational figure in modern labor history, David Montgomery both redefined and reoriented the field. This collection of Montgomery's most important published and unpublished articles and essays draws from the historian's entire five-decade career.

Taken together, the writings trace the development of Montgomery's distinct voice and approach while providing a crucial window into an era that changed the ways scholars and the public understood working people's place in American history. Three overarching themes and methods emerge from these essays: that class provided a rich reservoir of ideas and strategies for workers to build movements aimed at claiming their democratic rights; that capital endured with the power to manage the contours of economic life and the capacities of the state but that workers repeatedly and creatively mounted challenges to the terms of life and work dictated by capital; and that Montgomery's method grounded his gritty empiricism and the conceptual richness of his analysis in the intimate social relations of production and of community, neighborhood, and family life.

Using a wide range of disciplinary backgrounds, Laufer examines the topic of maternal infanticide through the lens of Jungian theory and presents an integrated and forensic view of this issue as an aggregate of personal and political moments, and as a feminine and feminist outcry urging human evolution.

The first part of the book will dissect the identity of the infanticidal mother and the Death Mother archetype, with the author providing firsthand accounts of patients that she has worked with in her professional career. The second part of the book focuses on interpreting that act of maternal infanticide, and these chapters will look to the construct of patriarchal Motherhood as a way of explaining the drive and actions of an infanticidal mother. The third and final section of the book takes the concept of evolution and transmutation a step further and addresses what is required in our modern state for the event of maternal infanticide.

This is an important new book for Jungian and analytic clinicians and scholars with an interest in maternal archetypes, as well as psychologists and psychiatrists who specialize in perinatal mental health. It would also be appropriate for forensic psychologists and legal analysts, and academics and clinicians in the fields of women's health and studies.

Introductory Psychology and the Human Condition provides an engaging, cohesive, and practical treatment of traditional psychological principles and theories.

The book uses Maslow's human needs hierarchy and Bronfenbrenner's ecological theory of development as organizational schemas for considering how cultures have evolved to address human needs. It relates major psychological processes, including biology, perception, motivation, learning, and cognition, to lifespan and personality development in nomadic hunter-gatherer and technologically enhanced cultures. Human history is described as a feedback loop in which inventions and technologies result in the need for individuals and cultures to adapt to changing environmental and social conditions. By applying interdisciplinary perspectives of the humanities, social and natural sciences, and helping professions to the human condition, it offers a meaningful lens through which to study and interpret core psychological concepts. Chapters are supported by self-understanding and self-control exercises that help students place their lives within a cultural and historical context and apply the principles of psychology to themselves.

Offering an engaging overview of the essential elements of an introductory psychology course in an accessible and approachable style, Introductory Psychology and the Human Condition is core reading for introductory students and will appeal also to a general audience interested in psychology.

In Freud's Student Years, Florian Houssier presents the life experiences and inner conflicts of Sigmund Freud from his eighteenth birthday to his clinical practice, showing how these experiences informed his later theories.

Following on from Freud's Adolescence: Oedipus Complex and Parricidal Tendencies (2023) and starting at the point of the young Freud's graduation, Houssier charts the inception of Freud's ideas on fantasy, the Madonna-Whore complex, the Oedipal Complex, mother-daughter relationships and narcissism. Working chronologically, he looks at the way Freud's reflection and lamentation on his inhibited adolescence led to a fantasy of possession that informed his later work. Including excerpts from Freud's private letters to his fiancee, Martha Bernays, and exploring his relationship with Sandor Ferenczi, this volume offers a unique and intimate look into the life and inner workings of the most eminent figure of modern psychoanalysis.

Accessible in style and thorough in its assessments of Freud's personal experiences, this book is an essential read for psychoanalysts and psychologists, as well as students and scholars interested in the history of psychoanalysis and the enduring legacy of Freudian thought.

In this passionate volume, Sandra Buechler introduces Erich Fromm's groundbreaking contributions to psychoanalysis, sociology, philosophy, political action, and social criticism.
Buechler explores how Fromm's thinking and interdisciplinary vision are able to frame discussions of dilemmas in contemporary society. She offers a comprehensive biography of Fromm, before delving into his role as analyst, author, activist, sociologist and philosopher. From her own experience as a psychoanalyst, and from the testimony of Fromm's many ardent followers, Buechler illuminates Fromm's capacity to inspire. She considers how Fromm's writing equips students, beginning clinicians and more experienced professionals to understand what can give meaning to their efforts on behalf of troubled individuals, their riven communities, and the wider world.

Assuming no prior knowledge of Fromm's work, this books offers students in clinical and social psychology, sociology, and philosophy a vital insight into his theoretical contributions. It will also be of interest to psychoanalysts, psychologists and social workers.

The Healing Power of Community offers a diverse cross section of interdisciplinary and depth-psychological perspectives in support of using mutual aid approaches in all levels of group and community practice as a remedy for individualism and social and political divisions, centering social justice.

Written by three distinct voices who collaborated at the height of the AIDS crisis, the book begins with an autoethnographic study of Project Quest, an HIV/AIDS clinic established in 1989, before looking at how the lessons learnt from this clinic can be applied to our current global mental health climate. Filled with clinical and theoretical applications, chapters include content on what mutual aid communities are, rethinking professionalism and boundaries in a crisis, healing collective trauma, group psychotherapy, psychodrama, depth psychology, and how mental health professionals can support radical change of key structures in nonprofit clinics, public administration, private practice, and research. Arguing for their approach of radicalizing mental health and community-based practice today, the book examines how this can be achieved by moving beyond individual-level approaches, creating new frameworks to meet the mental health needs of our era in creative ways.

This book is designed to engage clinical social workers and mental health care clinicians working in community-based mental health, as well as those involved in community psychology, collective trauma and grief, HIV/AIDS advocacy, policy making, and political advocacy.

This collection highlights multidisciplinary approaches toward better understanding the discourses of extremism, exploring the ways in which insights from linguistics and other disciplines might inform each other in enacting meaningful reforms in policy, social media, and education.

The volume is divided into three sections, bridging different disciplinary perspectives in examining different dimensions of the language of extremism in case studies from around the world. The first section features contributions on extremist language from a political lens, such as in election campaigns and media discourse. The second section looks at religious extremism and language used for the purposes of jihadist radicalisation and recruitment. A final section reflects on policy development, peace education, and conflict resolution, toward discussing ways to subvert radicalised discourses and future research building on these efforts.

This book will be of interest to students and scholars in discourse analysis, language and communication, and language education, as well as related fields such as psychology, political science, and sociology.