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.

This book foregrounds postcolonial theory as a lens through which to explore the concept of 'global heritage' and argues that the meso-level spaces of institutional ethos and cultural pedagogy must take an active role in the pursuit of cultural equality.

Through interviews and accounts of observational, empirical data, chapters draw attention to how the cultural capital of Global Majority students is institutionally positioned as a racialised and inferior cultural capital that is constantly required to 'prove itself' in the Western school. Ultimately, the book contributes to international discussion on decolonising education and the spaces within in order to enact change, further the field, and more precisely to recognise the importance of global heritage as vital to a transformative understanding of the West's cultural identity within a globalised world.

This book will appeal to scholars, researchers and post-graduate researchers in the fields of multicultural education, school leadership, management and administration, and education policy and politics more broadly. Those interested in social justice, ideas of cultural and racial equality, and the sociology of education more broadly will also benefit from the volume.

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.

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.

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.

Pedagogical Opportunities of the Review Genre unleashes the pedagogical potential of the review genre, reframing the act of reviewing of cultural products as a communicative practice from a pedagogical perspective.

Negotiating between traditions of journalism and media studies and pedagogy, the author presents a novel approach that will increase the readers' understanding of an activity that is on the increase in an era where 'everyone can be a critic'. She identifies, describes, and develops genre-based pedagogies in formal, non-formal, and informal contexts of learning and teaching, in order to recontextualize the review as a form of learning and rethink of its potential as an inclusive, engaging, and a transformative critical cultural practice.

This innovative and truly interdisciplinary study will interest students and researchers in the areas of media literacy, digital media, media and communication studies, cultural studies, sociology of arts, and pedagogical studies - in particular, cultural journalism and criticism, audience studies, cultural production, and cultural mediation, as well as critical media pedagogy and literacy studies.

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.

Gathering contributions from leading scholars around the world, this handbook offers a comprehensive resource on the most recent advances in research surrounding the theories, methodologies, and applications of science learning progressions.

Researchers and educators have used learning progressions to guide the design and alignment of curriculum, instruction, and assessment, and to help students learn scientific knowledge and practices in a coherent and connected way across multiple years. This handbook lays out the development and current state of research in this field across four sections: learning progression theories and methodologies; learning progressions to promote student learning; teachers' learning and use of learning progressions; and new technology in learning progression research.

Featuring internationally-recognized experts in learning progression research as well as up-and-coming voices, the Handbook of Research on Science Learning Progressions offers a defining new resource for researchers, teachers and teacher educators, and curriculum and assessment developers in science education.

This book collates the practitioner stories of university-school partnerships for the renewal of educator preparation (US PREP) teacher preparation programs across the nation, documenting the programs' efforts to enact scaled transformative practices within their institutions. Examples include the way in which educators engage multiple stakeholders in program improvement, transform the clinical preparation of teacher candidates, develop measures of program success, and create the conditions for transformative change.

Each chapter highlights the efforts of one or more of US PREP's 32 university-based teacher preparation coalition programs. Together, the chapters offer insight into how a national coalition can effectively support transformation at the local level while creating opportunities for multilayered collaboration within and across institutions. Contributors include teacher educators and educational leaders, and topics of chapters include using data for program decision-making; applying a change management model; establishing governance over school-university partnerships; developing a vision of teaching shared between universities and school districts; promoting diversity, equity, and inclusion; and improving teacher and teacher educator professional development. Chapters also present solutions for some of the most prominent challenges in teacher education program improvement, including faculty engagement, stakeholder collaboration, university policy alignment, and state and national accreditation.

Designed as a textbook, this book provides a series of guiding questions after each chapter to promote further reflection and discussion. Ideal for teacher educators, educational leaders, school practitioners, and graduate students of education, this book offers insider information that can help these stakeholders to better facilitate collaboration and participation in the improvement, scale, and sustainability of clinically rich and culturally diverse teacher preparation.

This book explores a social change and transformational approach to leadership. As educational leaders are increasingly serving a changing demographic of students and also address persistent challenges and heightened tension around race and equity, it is becoming necessary for educators to approach leadership in new and radical ways.

Designed for aspiring and current leaders, this book highlights stories of courageous educational leaders with intersectional identities who interrogate and reflect on how their intersectionality shaped their leadership. In turn, these stories help readers explore how lived experiences and deeply held values can shape and inform their own leadership. Chapters conclude with a reader's guide, prompting reflection upon the nuances of each leader's journey, and thus, facilitating the discourse of marginalized experiences in educational leadership.

This new approach to professional learning helps today's aspiring principals, aspiring superintendents, and practicing administrators learn how intersectional leadership can help them navigate multiple marginalized spaces and codify new notions of power and success. This volume generates a collection of compelling counter narratives that the field needs to hear.

Winner of "Society of Professors of Education 2025 Outstanding Book Award Honorable Mention"

With new chapters and updated content throughout, this second edition of Higher Education Research Methodology is an essential guide to systematic inquiry into higher education. Providing practical and theoretical guidance for students, topics covered include ontology and epistemology, as well as research design approaches and methods of data collection.

New to this edition are two brand new chapters on conceptual and theoretical frameworks, and research justification, as well as a comprehensive revision of the chapter on engaging with academic literature. Throughout the book there is a keen focus on quality in both the analysis and evaluation of research and new models are proposed to help the new researcher. The authors provide advice as well as constructive critique of research methods and, in turn, offer a new contribution to the theories of research methodology. Looking beyond the immediate higher education environment, the book concludes by examining the challenges of getting work published and providing guidance on how to do this successfully.

Thoroughly revised, this new edition of Higher Education Research Methodology will be of interest to postgraduate students, academic developers and experienced academics from a wide variety of disciplines.

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.

Gratz Cohen's ghost seemed to haunt the apartment as its new owner worked to bring it back to life. As the work progressed, Jason Friedman became obsessed with understanding who the Cohens were, and how their story fit into existing narratives about the Jewish South and the Civil War. Liberty Street: A Savannah Family, Its Golden Boy, and the Civil War is a family saga wrapped in a memoir of Friedman's own southern Jewish upbringing and return home, and the way an old house became a portal to another world. The Cohens are well-known among those versed in southern Jewish history, but sensing that there was more to their story than had yet been told, Friedman set out to learn as much as he could about the family and their world. Friedman provides a nuanced look at what it meant to be a wealthy Jewish family before and during the Civil War, and paints a portrait of a sensitive young man tormented by conflicting pulls of love and duty. Delving into the lives of an extraordinary Southern Jewish family, Liberty Street meditates on the uses of memory and the ways our understanding of the past influences how we live today.

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 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.

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 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.

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.

What emotional, physical, and psychological effects might there be on those who have experienced traumatic events? How does neurodiversity, culture, and individual experience affect trauma responses? How can you support someone experiencing symptoms of trauma?

The Psychology of Trauma integrates the knowledge and research from clinical practice and neuroscience to offer a scientific approach to understanding and managing symptoms of trauma. It debunks the myths and prejudices around trauma-informed therapy, shifting people's view from 'What's wrong with you?' to 'What happened to you?', and provides an overview of the different concepts and counselling approaches that are most suitable to support working with trauma. It also explores how neurodiversity, cultural differences, or social contexts affect the way we respond to any trauma.

Using a trauma-informed framework, The Psychology of Trauma explores how clinical understanding can help family and community to support the journey of recovery It provides an overview of key aspects around trauma-informed practices and principles whilst shining a light on new and emerging treatments for trauma.

Peruvian members of the Church of Jesus Christ of Latter-day Saints face the dilemma of embracing their faith while finding space to nourish their Peruvianness. Jason Palmer draws on eight years of fieldwork to provide an on-the-ground look at the relationship between Peruvian Saints and the racial and gender complexities of the contemporary Church.

Peruvian Saints discovered that the foundational ideas of kinship and religion ceased being distinct categories in their faith. At the same time, they came to see that LDS rituals and reenactments placed coloniality in opposition to the Peruvians' indigenous roots and family against the more expansive Peruvian idea of familia. In part one, Palmer explores how Peruvian Saints resolved the first clash by creating the idea of a new pioneer indigeneity that rejected victimhood in favor of subtle engagements with power. Part two illuminates the work performed by Peruvian Saints as they stretched the Anglo Church's model of the nuclear family to encompass familia.

This edited volume brings together scholars from across disciplines to examine the relationship between religion and alcohol.

It examines the historical, social, ritual, economic, political, and cultural relationship between religion and alcohol across time periods and around the world. Twelve chapters are tied together by two major themes: first, gender identity, and its intersection with religion and alcohol; second, identity construction in religious communities, demonstrating how alcohol can be used as a distinguishing factor for religious, ethnic, and national identity. A key focus of the volume is how alcohol can bridge and divide the point at which the sacred and secular meet.

With its interdisciplinary approach and engaging style, this book is an essential resource for undergraduate and graduate students in religion departments and appeals to scholars of material culture, food, and alcohol. Additionally, the book is of interest to professionals in the alcohol industry, particularly those involved in microbrewing and winemaking, who are interested in understanding the historical and cultural contexts of their craft.

This book offers an original perspective on the doctrine of incarnation through a discussion of divine presence and action, arguing for the plausibility of Chalcedonian Christology. It draws on a range of theological and philosophical sources, from St. Athanasius of Alexandria's approach regarding the presence of the logos asarkos in the world to the relational understanding of personhood put forward by John Zizioulas, Christos Yannaras and others. The suggestion is that divine presence needs to be understood in consistently Trinitarian terms and the book sets out the possibility of a theology of presence which understands God as present and immanent in the world, while, at the same time, remaining transcendent and ineffable. Alexander Jensen maintains that the classical understanding of divine presence, which sees God as being present according to God's activity, is much more useful in Christology than today's predominant modern notion of presence as occupying space, and combines this with an ontological understanding of personhood. The book gives an account of the person and work of Christ that takes seriously the insights of historical research and critical biblical interpretation. It takes seriously the full humanity of Jesus of Nazareth and asserts that in this man we encounter God. It will be of particular interest to systematic theologians, as well as those concerned with the history of Christian theology and philosophical theology.