This text is a one-stop resource on modern dream psychology, from the pioneering theories of Sigmund Freud and Carl Jung to the revolutionary findings of the sleep laboratory. An introduction to the 20th century's major psychological theories about dreams and dreaming, this work offers a detailed historical overview of how these theories have developed from 1900 to the present. To help readers understand the many different approaches modern psychologists have taken, the book examines each approach in terms of three basic questions: How are dreams formed? What functions do dreams serve? How can dreams be interpreted? The book begins with a brief historical review of the most important ideas about dreams proposed in Western antiquity. It then presents comprehensive descriptions of the dream theories of Sigmund Freud, Carl Jung, and other clinical psychologists. It further discusses the revolutionary discoveries of the modern sleep laboratory and the most important research findings of experimental psychologists. The book concludes with an examination of dreams in contemporary popular psychology, a multifaceted analysis of a sample dream, and an extensive bibliography on dream research.

Narrative psychology proceeds from the assumption that understanding human experience and behavior necessarily involves reviewing the relevant historical and cultural contexts in which they occur. This book is an argument for and example of narrative psychology. It contains an autobiographical essay by Theodore Sarbin, a "duography" by Mary and Kenneth Gergen, and a "teleography" by George Howard, and nine other life stories by people whose scholarship has reflected a contextualist or narrative root metaphor. Psychologists will find these essays useful to the interpretation of contemporary theories and research focused on narrative, scripts, and discourse processing. This anthology will also be interesting to students of autobiographical memory and biography because of the conscious reflexivity expressed in the essays and comments by each of the contributors on the effects of writing one's life story.

This is a book on how to gain control of one's emotions. It is a serious book that contains a theory of automatic processing it presents and its implications for controlling emotions. Epstein is a professor of personality psychology and a highly regarded research psychologist who has supported his theory with extensive research published in the most demanding professional journals. He was motivated to write the book by the success of a course he taught based on his theory. Students reported obtaining an understanding and control of their emotions that they never thought possible and that they said changed the course of their lives.

According to the theory, people operate by two minds, a rational-analytical mind and an intuitive-experiential mind, the latter being intimately associated with emotions. Each mind operates by its own principles and each has its own form of intelligence. The intelligence of the rational-analytical mind is measured by IQ tests and the intelligence of the intuitive-experiential mind (which is related to emotional intelligence) by the Constructive Thinking Inventory (CTI), a test developed by Epstein that is included in the book. By understanding the principles of operation of the intuitive-experiential mind, it is possible to train it as well as to learn from it, and thereby to improve one's emotional intelligence. The book provides exercises for applying the principles in everyday life and a review of a variety of other procedures for improving emotional intelligence. It is suited for use as a primary or supplementary text in courses on improving emotional intelligence or coping with stress as well as for individual reading.

This book provides evidence for coaching from psychology perspectives, aiming to inform academics, researchers and students of the efficacy of positive psychology coaching practice for both individuals and organizations. It integrates three areas of research, providing a multifaceted analysis of coaching from traditional psychology, positive psychology, and coaching research findings. Finally, it introduces a comprehensive new model of coaching (COACH) based on the psychological and educational foundations of coaching, explaining its effectiveness and adaptability across settings and individuals.