This handbook comprehensively covers the fundamental key concepts in coaching research and evidence-based practice and shows how coaching can be applied to multiple contexts. It provides coaching scholars, researchers and practitioners with detailed review of the key concepts, research and new insights into coaching research and practice. This key reference work includes over 70 contributions from more than 110 leading researchers and practitioners in the field across countries, and deftly combines theory with case studies and applications from psychology, sociology, business administration, organizational studies, education, and communication studies. This handbook, edited by the top scholars in the field, is meant for an academic as well as a professional readership, and is an invaluable resource for coaches, clients, coaching institutes and associations, and students of coaching.

Dr. Krims, a psychoanalyst for more than three decades, takes readers into the sonnets and characters of Shakespeare and unveils the Bard's talent for illustrating psychoanalytical issues. These "hidden" aspects of the characters are one reason they feel real and, thus, have such a powerful effect, explains Krims. In exploring Shakespeare's characters, readers may also learn much about their own inner selves. In fact, Krims explains in one chapter how reading Shakespeare and other works helped him resolve his own inner conflicts. Topics of focus include Prince Hal's aggression, Hotspur's fear of femininity, Hamlet's frailty, Romeo's childhood trauma and King Lear's inability to grieve. In one essay, Krims offers a mock psychoanalysis of Beatrice from Much Ado about Nothing. All of the essays look at the unconscious motivations of Shakespeare's characters, and, in doing so, both challenge and extend common understandings of his texts.

Psychosomatic Health is an exploration of the relationship between physical and psychological wellbeing. It draws on postmodern and narrative theory to consider the psychosomatic processes which underpin and enhance health. The text adopts a psychoanalytic stance rooted in the work of D.W. Winnicott, and reviews the work of other major psychoanalytic figures on the question of body and mind, enabling students and practitioners to engage with a variety of perspectives. Clearly written and well illustrated with examples throughout, the author makes extensive use of infant observation extracts and real-life case studies to explore the experiences of movement and touch and their meanings for the individual. As a basis for working effectively with psychosomatic disturbance, the author introduces her original concept of 'body storylines'. Case studies explain how this therapeutic approach can be used to encourage therapists to think about their relationship to their experiences, their use of physicality and their use of their bodies as 'barometers of psychological change'. This broad ranging text pulls together contemporary developments from across a range of disciplines, including psychoanalytic theory, clinical psychology, medicine, complementary medicine and philosophy, to demonstrate a better understanding of clinical practice.

This book explores the discipline of psychology through in-depth dialogues with scholars who have lived at the turbulent edges of mainstream psychology in the USA, and who have challenged the most cherished theoretical frameworks. It includes researchers whose work has been widely esteemed in recent decades, but has ultimately not been taken up to reconstitute the theoretical direction of the field. This volume chronicles perspectives from select scholars on the current states of their respective areas of the field, their understanding of how their work has been metabolized, and their concerns about the conceptual frames that currently set the theoretical boundaries of the discipline. These authors demand a reinterpretation of thresholds to allow for a less monological emphasis in the adoption of particular frameworks, and to demonstrate historical, social, economic and political consequences of their chosen frameworks. The contents of the volume will assist theoreticians and clinicians in their understanding of how particular kinds of knowledge are determined, accepted, and produced in the field at large.

Providing the most comprehensive examination of the two-way traffic between literature and psychoanalysis to date, this handbook looks at how each defines the other as well as addressing the key thinkers in psychoanalytic theory (Freud, Klein, Lacan, and the schools of thought each of these has generated). It examines the debts that these psychoanalytic traditions have to literature, and offers plentiful case-studies of literature's influence from psychoanalysis. Engaging with critical issues such as madness, memory, and colonialism, with reference to texts from authors as diverse as Shakespeare, Goethe, and Virginia Woolf, this collection is admirably broad in its scope and wide-ranging in its geographical coverage. It thinks about the impact of psychoanalysis in a wide variety of literatures as well as in film, and critical and cultural theory.

This book highlights the importance of Ludwig Wittgenstein's writings on psychology and psychological phenomena for the historical development of contemporary psychology. It presents an insightful assessment of the philosopher's work, particularly his later writings, which draws on key interpretations that have informed our understanding of metapsychological and psychological issues. Wittgenstein's Philosophy in Psychology engages with both critics and followers of the philosopher's work to demonstrate its enduring relevance to psychology today. Sullivan presents a novel examination of Wittgenstein's later writings by providing historical detail about the uptake, understanding and use of Wittgenstein's remarks and method in psychology and related areas of social science, examining persistent sources of conceptual confusion and showing how to apply his insights in investigations of collectives, social life, emotions, subjectivity, and development. In doing so, he reveals the value for psychologists in adopting a philosophical method of conceptual investigation to work through and become more reflexive about prominent theories, methods, therapies and practices in their respective, multiple fields and thereby create a resource for future theoretical, empirical and applied psychologists. This work will be of particular relevance to students and academics engaged in the history of psychology and to practitioners interested in understanding the continued importance of Wittgenstein's work within the practices of psychology.

This book presents a comprehensive overview of findings from the Children's Worlds project - the most extensive and diverse study to have been conducted globally on children's own views of their lives. It provides a unique comparative insight into the similarities and differences in children's lives and well-being around the world, including findings that challenge prevailing assumptions of where, and in what contexts, children might experience a 'good childhood'. The book draws out the key messages and implications from the study and identifies directions for future work on child well-being. It will be of interest to researchers and students in the field of childhood studies, as well as a wide range of professionals and organisations concerned with improving children's quality of life.

This book explores social constructionism and the language of mental distress. Mental health research has traditionally been dominated by genetic and biomedical explanations that provide only partial explanations. However, process research that utilises qualitative methods has grown in popularity. Situated within this new strand of research, the authors examine and critically assess some of the different contributions that social constructionism has made to the study of mental distress and to how those diagnosed are conceptualized and labeled. This will be an invaluable introduction and source of practical strategies for academics, researchers and students as well as clinical practitioners, mental health professionals, and others working with mental health such as educationalists and social workers.

This book provides a collection of Lacanian responses to Denis Villeneuve's Blade Runner 2049 from leading theorists in the field. Like Ridley Scott's original Blade Runner film, its sequel is now poised to provoke philosophical and psychoanalytic arguments, and to provide illustrations and inspiration for questions of being and the self, for belief and knowledge, the human and the post-human, amongst others. This volume forms the vanguard of responses from a Lacanian perspective, satisfying the hunger to extend the theoretical considerations of the first film in the various new directions the second film invites. Here, the contributors revisit the implications of the human-replicant relationship but move beyond this to consider issues of ideology, politics, and spectatorship. This exciting collection will appeal to an educated film going public, in addition to students and scholars of Lacanian psychoanalysis, psychoanalytic theory, cultural studies, film theory, philosophy and applied psychoanalysis.

Walters sets forth an interactive model of lifestyle development, which is divided into three phases. Initiation, the first phase of lifestyle development, is the point at which lifestyle-supporting belief systems evolve from interactions taking place between incentive (existential fear), opportunity (risk factors and learning experiences), and choice (decision-making). Before a pattern becomes a lifestyle, it must proceed through a transitional phase in which lifestyle-promoting outcome expectancies are formed and lifestyle-congruent skills are learned. This is followed by a third phase in which the lifestyle is maintained by additional incentive-opportunity-choice interactions.

Before a person can exit a lifestyle he or she must proceed through a four-phase process in which the first phase (initiation) is to review life lessons and form attributions that temporarily arrest the lifestyle. Once this is accomplished, the next step (transition) is to challenge lifestyle-supporting outcome expectancies and develop skills designed to build self-confidence. The third phase of lifestyle change is to maintain the change by finding involvements, commitments, and identifications incompatible with the lifestyle. This is followed by a fourth or change phase, the goal of which is to illustrate that change is an ongoing and never-ending process. Each phase of change is directed by four core elements--responsibility, meaning, community and confidence--designed to foster change by tapping into a person's natural ability to self-organize. Scholars, researchers, and practitioners involved with psychology, personality, and behavioral change will be particularly interested in this analysis.

What, from a psychoanalytic point of view, constitute the facts of life ? What are the stories that our professional mentors tell us about the psychological equivalents of the birds and the bees ? How useful are these stories, and in what ways do they help those of us who work with couples understand and change the sexual difficulties that they present us with? Do these stories, indeed, have anything to say about sex, or might they, like the inventions of embarrassed parents, deflect our attention away from what we really need to know in relating to the sexual lives of our patients?This book explores sexuality in the contexts of couple relationships and psychotherapy. It presents a range of psychoanalytic and psychodynamic perspectives from which problematic sexual experience that is, sexual experience that has troubled couples sufficiently for them to seek outside help might be understood and worked with. Rooted in clinical practice the book assembles a rich diversity of approaches that will interest anyone wanting to learn more about the affective dimensions of sexual experience and seeking to apply this in their work with couples. The contributors are all closely associated with the Tavistock Centre of Couple Relationships, either as staff, neighbouring colleagues at the Tavistock and Portman Clinics, or through its professional association, the Society of Couple Psychoanalytic Psychotherapists."

Are advantaged offenders defenseless against the harshness of prison life? Based upon a qualitative study of the prison adjustment of advantaged offenders--those who, prior to prison, possessed college degrees and held high status occupations with commensurately high incomes--this book challenges the special sensitivity hypothesis and concludes that these offenders adjust well to incarceration. The author compared a group of advantaged offenders to a similar group of nonadvantaged offenders, both drawn from New York State prisons, and discovered that the advantaged offenders exhibited little (if any) engagement in institutional misconduct. They also adopted effective coping strategies.

DeRosia presents a thematic analysis of in-depth, focused interviews with both subsamples, as well as vignettes based upon those interviews. Her findings reveal that advantaged offenders hold a perspective on doing time, including prescriptions for avoiding trouble, and make conscious efforts to avoid trouble by "using" time beneficially. This study contains the most current statistics available on corrections in the U.S., including its organization, the overcrowding crisis, and prisoner profiles. The nature of life in prison and prior research on adjustment are also examined.

The phenomenon of learning has always been of fundamental interest to psychologists. Although much of the research in this area approaches the process of learning as a consequence of direct experience, this volume is principally concerned with learning by example. A widening interest in modeling and vicarious processes of learning has been apparent in recent years. Psychological Modeling highlights the most important work done in the subject and offers an extensive review of the major theories of learning by modeling. In his introductory essay, the editor identifies the most important controversial issues in the field of observational learning and reviews a large body of research findings. Among the questions debated in this volume are: How do observers form an internal model of the outside world to guide their actions? What role does reinforcement play in observational learning? What is the relative effectiveness of models presented in live action, in pictorial presentations, or through verbal description? What is the scope of modeling influences? What factors determine whether people will learn what they have observed? What types of people are most susceptible to modeling influences, and what types of models are most influential in modifying the behavior of others? This volume deals with an important problem area in a lively fashion. Its special organization makes it a stimulating adjunct to all courses in psychology - undergraduate and graduate - in which psychological modeling is discussed. It also provides a readable introduction for educators and other professionals seeking reliable information on the state of knowledge in this area.