The first critical guide to the essential literature reflecting and expressing psychoanalytic approaches to religion, this volume's concentrates on critical assessments that steer the user toward works of lasting value. The book's first priority is to include publications clearly aimed at continuing the Freudian tradition and contributing to the psychoanalytic study of religion. The book will be of interest to scholars and students of psychology and religion as well as the general reader who is seeking works on those topics. Most of the psychoanalytic literature in English since 1920 is included and is organized in 21 topical sections. Cross-references and indexes increase the usefulness of the work. The author has tried to include every coherent effort, guided by psychoanalytic theory, to offer an explanation, understanding, or interpretation of religion or religious behavior. The work will be of interest in the fields of psychoanalysis, psychology, sociology, anthropology, history, literature, folklore, and religion. Public libraries will find this a valuable reference tool to offer the general reader who is interested in a broad spectrum of ideas.

In Why It Is Good to be Good, John H. Riker argues that modernity, by undermining traditional religious and metaphysical grounds for moral belief, has left itself no way to explain why it is personally good to be a morally good person. Furthermore, modernity's regnant concept of the self as an independent agent organized around the optimal satisfaction of desires and involved in an intense economic competition with others intensifies the likelihood that modern persons will see morality as a set of limiting constraints that stand in the way of personal advantage and will tend to cheat when they believe there is little likelihood of getting caught. This cheating has begun to severely undermine modernity's economic and social institutions. Riker proposes that Heinz Kohut's psychoanalytic understanding of the self can provide modernity with a naturalistic ground for saying why it is good to be good. Kohut sees the self as a dynamic, unconscious structure which, when coherent and actively engaged with the world, provides the basis for a heightened sense of lively flourishing. The key to the self's development and sustained coherence is the presence of empathically responsive others persons Kohut terms selfobjects. Riker argues that the best way to sustain vitalized selfobject relations in adulthood is by becoming an ethical human being. It is persons who develop the Aristotelian moral virtues empathy for others, a sense of fairness, and a resolute integrity who are best able to engage in the reciprocal selfobject relations that are necessary to maintain self-cohesion and who are most likely to extend empathic ethical concern to those beyond their selfobject matrixes. Riker also explores how Kohut's concept of the self incorporates a number of the most important insights about the self in the history of philosophy, constructs an original meta-psychology that differentiates the ego from the self, re-envisions ethical life on the basis of a psychoanalytically informed view of human nature, explores how pe"

This timely study examines the emotional and behavioral reactions to mergers and acquisitions. Astrachan's central focus is on separation anxiety-the cognitive and emotional state caused by cues of impending departures. He used a simulation of a merger situation to examine the effects of anxiety about employee departures on individuals and work groups in an existing company. Specific questions addressed include: Is separation anxiety stimulated by the anticipated termination of work group members? Does the number of people who are leaving a group affect anxiety? How do the experiences of those who are leaving differ from those who are staying?

Astrachan begins with two chapters that explore the relationship between mergers, acquisitions, and separation anxiety at the individual and group levels and look at the specific patterns of behaviors and emotions that result from separation anxiety. He then describes the design of the mergers and ecquisitions simulation that served as the study's primary method. The fourth and fifth chapters describe, quantitatively and in the participants' own words, the results of the simulation exercise and the study's findings. Exploring work group members' behaviors and emotions during the simulation, Astrachan addresses such issues as the similarities among groups within the company and the effects of mergers on various employee groups. Finally, the author addresses the implications of his research for a greater understanding of separation anxiety in everyday life. In an era of recurrent corporate mergers and acquisitions, their effects on the employees who are let go, on those who stay, and on the organization are important issues for human resources executives, organizational consultants, and stress management specialists. Astrachan's study marks an important beginning to the examination of these critical issues.

This book consists of a focused and systematic analysis of Freud's implicit argument for unconscious mental states. The author employs the unique approach of applying contemporary philosophical methods, especially Kripke-Putnam essentialism, in analyzing Freud's argument. The book elaborates how Freud transformed the intentionality theory of his Cartesian teacher Franz Brentano into what is essentially a sophisticated modern view of the mind. Indeed, Freud redirected Brentano's analysis of consciousness as intentionality into a view of consciousness-independent intentionalism about the mental that in effect set the agenda for latter-twentieth-century philosophy of mind.

Drawing on their extensive teaching experience, the authors bring the content to life using humorous and engaging language and show students how the principles of behavior relate to their everyday lives. The text's tried-and-true pedagogy make the content as clear as possible without oversimplifying the concepts. Each chapter includes study objectives, key terms, and review questions that encourage students to check their understanding before moving on, and incorporated throughout the text are real-world examples and case studies to illustrate key concepts and principles.This edition also features a new full-color design and nearly 400 color figures, tables, and graphs. The text is carefully tailored to the length of a standard academic semester and how behavior analysis courses are taught, with each section corresponding to a week's worth of coursework, and each chapter is integrated with the task list for Behavior Analyst Certification Board (BACB) certifications.

A collection of the most important writings on understanding and treating PTSD Essential Papers on Post Traumatic Stress Disorder collects the most important writings on the comprehension and treatment of Post Traumatic Stress Disorder. Editor Mardi J. Horowitz provides a concise and illuminating introductory essay on the evolution of our understanding of Post Traumatic Stress Disorder, and establishes the conceptual framework and terminology necessary to understand the disorder. The collected essays which follow provide a rich and comprehensive take on the complexity of Post Traumatic Stress Disorder, illuminating such issues as the variety of individual and cultural responses, the roles of pre- and post-traumatic causative forces, and the fluctuating complexities of diagnostic categories. Divided into sections addressing the broad topics of diagnosis, etiology, and treatment, Essential Papers on Post Traumatic Stress Disorder combines classic essays with more challenging and controversial approaches. Contributors include Sigmund Freud, Erich Lindemann, Leo Eitinger, Carol C. Nadelson, Malkah T. Notman, Hannah Zackson, Janet Gornick, Bonnie L. Green, Mary C. Grace, Jacob D. Lindy, James L. Titchener, Joanne G. Lindy, Lenore C. Terr, Rosemarie Galante, Dario Foa, Edna B. Foa, Barbara Olasov Rothbaum, David S. Riggs, Tamara B. Murdock, James H. Shore, Ellie L. Tatum, William M. Vollmer, Roger K. Pittman, Scott P. Orr, Dennis F. Forgue, Bruce Altman, Jacob B. de Jong, Lawrence R. Herz, Judith Lewis Herman, Rachel Yehuda, Alexander McFarlane, Frank W. Putnam, Robert Jay Lifton, Eric Olson, Nancy Wilner, Nancy Kaltrider, William Alvarez, Michael R. Trimble, Epstein, Terence M. Keane, Rose T. Zinering, Juesta M. Caddell, John H. Krystal, Thomas R. Kosten, Steven Southwick, John W. Mason, Bruce D. Perry, Earl L. Giller, David Spiegel, Thurman Hunt, Harvey E. Dondershire, Bessel A. van der Kolk, Peter J. Lang, Robert S. Pynoos, Spencer Eth, Matthew J. Friedman, Francine Shapiro, John P. Wilson, Jacob D. Lindy, I. Lisa McCann, and Laurie Anne Pearlman.

What are we exactly, when we are said to be our brain? This question leads Jan De Vos to examine the different metamorphoses of the brain: the educated brain, the material brain, the iconographic brain, the sexual brain, the celebrated brain and, finally, the political brain. This first, protracted and sustained argument on neurologisation, which lays bare its lineage with psychologisation, should be taken seriously by psychologists, educationalists, sociologists, students of cultural studies, policy makers and, above all, neuroscientists themselves.

History and Theory; H.V. Rappard, P.J. van Strien. Psychological Objects, Practice, and History; K. Danziger, et al. History and the Psychological Imagination; I. Staeuble, et al. The Historical Practice of Theory Construction; P.J. van Strien, et al. History and System; H.V. Rappard, et al. Toward a New Understanding of Scientific Change; W.R. Woodward, et al. Preliminary Observations on the History and Theory of Psychology from a Structuralist Point of View; C. Toegel, et al. Index.

Joining two usually distinct areas of psychoanalytic treatment, this volume explores the psychoanalytic theory of object relations and its application to the study of marital and family interaction. Freud's object relations model lends itself well to the study of internalized object relations and external personal relations. Integrating various psychoanalytic approaches as well as contributions of Piagetian scholars, this essay also incorporates general systems theory. The study covers the breakdown of marital relationships, narcissism of partners, separation and individuation of adolescent offspring, role typing, family communication, defense mechanisms, entrapping, and emotional processes. It concludes with a synthesis of marital and family object relations models.

"Object Relations and the Family ProcesS" introduces the reader to the object relations model. It describes the process of acquiring object concepts of both permanence and libidinal strivings. The concept of libidinal object is then defined. An overview of the psychoanalytic theory of object relations is given and the intrapersonal and interpersonal spheres of object relations are described. The remainder of the book is devoted to the author's presentation of his hypothetical model. Both psychoanalysts and therapists will find this model a useful one.

With a foreword by Slavoj Zizek, this book explores the Father Function in the East in the process of 'Modernisation', arguing that 'Modernisation' and 'Westernisation' are euphemisms for the advent of capitalism in Asiatic and African societies which lead to fatal transformations of the cultural and political incarnatations of the Oriental Father.

This book offers fresh critical insights to the field of children's literature translation studies by applying the concept of transcreation, established in the creative industries of the globalized world, to bring to the fore the transformative, transgressional and creative aspects of rewriting for children and young audiences. This socially situated and culturally dependent practice involves ongoing complex negotiations between creativity and normativity, balancing text-related problems and genre conventions with readers' expectations, constraints imposed by established, canonical translations and publishers' demands. Focussing on the translator's strategies and decision-making process, the book investigates phenomena where transcreation is especially at play in children's literature, such as dual address, ambiguity, nonsense, humour, play on words and other creative language use; these also involve genre-specific requirements, for example, rhyme and rhythm in poetry. The book draws on a wide range of mostly Anglophone texts for children and their translations into languages of limited diffusion to demonstrate the numerous ways in which information, meaning and emotions are transferred to new linguistic and cultural contexts. While focussing mostly on interlingual transfer, the volume analyses a variety of translation types from established, canonical renditions by celebrity translators to non-professional translations and intralingual rewritings. It also examines iconotextual dynamics of text and image. The book employs a number of innovative methodologies, from cognitive linguistics and ethnolinguistics to semiotics and autoethnographic approaches, going beyond text analysis to include empirical research on children's reactions to translation strategies. Highlighting the complex dynamics at work in the process of transcreating for children, this volume is essential reading for students and researchers in translation studies, children's fiction and adaptation studies.

This welcome resource traces the evolution of self-concept clarity and brings together diverse strands of research on this important and still-developing construct. Locating self-concept clarity within current models of personality, identity, and the self, expert contributors define the construct and its critical roles in both individual and collective identity and functioning. The book examines commonly-used measures for assessing clarity, particularly in relation to the more widely understood concept of self-esteem, with recommendations for best practices in assessment. In addition, a wealth of current data highlights the links between self-concept clarity and major areas of mental wellness and dysfunction, from adaptation and leadership to body image issues and schizophrenia. Along the way, it outlines important future directions in research on self-concept clarity. Included in the coverage: Situating self-concept clarity in the landscape of personality. Development of self-concept clarity across the lifespan. Self-concept clarity and romantic relationships. Who am I and why does it matter? Linking personal identity and self-concept clarity. Consequences of self-concept clarity for well-being and motivation. Self-concept clarity and psychopathology. Self-Concept Clarity fills varied theoretical, empirical, and practical needs across mental health fields, and will enhance the work of academics, psychologists interested in the construct as an area of research, and clinicians working with clients struggling with developing and improving their self-concept clarity.

This book shares the theoretical advancements that have been made regarding psychological ownership since the development of the construct and specifically the practical applications within multi-cultural and cross-cultural environments. Enriched by empirical data and case studies by subject specialists in the field, this book serves as a cutting-edge benchmark for human resource management specialists, industrial psychologists, as well as students in positive organizational psychology and professionals in other fields. This book follows an in-depth view of the most recent research trends in psychological ownership. Offering practical tools of how the psychological ownership of employees could be developed in the workplace to not only enhance the performance of organisations, but to increase the commitment of employees and influence the intentions of skilled employees to remain with their organisations.

The Psychology of Teaching and Learning provides a thorough and comprehensive introduction to the psychology of instruction in the schools and colleges.The book divides the theory into three stages (the "three steps" in the subtitle): (i) work by the teacher prior to engagement with the student (e.g. needs assessment; diagnosis; mental ability including emotional intelligence); (ii) work by the teacher with the student (e.g. module delivery, formative assessment); and (iii) work done by the teacher after engagement with the student (e.g. summative assessment, remedial planning). The subject matter is wide-ranging including, for example, parental influence, behavioral factors and a consideration of different kinds of intelligence. Martinez-Pons has developed models of instruction in the form of flow charts, reports research (including plentiful quantitative studies) and includes boxed material explaining techniques and concepts (e.g. correlational analysis).It was written with graduate students of education in mind, especially for courses for educational psychology and pedagogy. Because the book develops out of general educational psychology, it is applicable to all stages of education from elementary school to college teaching as well as in-service professionals, including educational psychologists.

This volume addresses how we can find happiness and well-being in the material world. It builds on previous works that find that materialism is associated with lowered well-being (materialists are less happy) and that consumerism, in all its profusion, is harmful to environmental well-being. How can we use the money and possessions in our lives in the service of well-being? Apparently not by being materialistic. Can we benefit from the many wonders of the marketplace -- in technology, convenience and aesthetics -- without falling prey to the lures and dangers of excessive material preoccupation? Can we meet our material needs in ways that nourish growth and well-being? The authors of the chapters in this volume are on-going researchers into such questions. Herein you can learn about the hedonic benefits of thrift and of spending on experiences; how possessions can be beneficial; how different types of consumers spend money; cultural variations in conceptions of the "good life;" how we might reconcile environmental and consumer well-being; and how to measure the whole of human, economic, and environmental well-being. Taken all together, this collection finds grounds for compatibility between what's good for the consumer and what's good for the environment.

This volume appeals to academics, professionals, students and others interested in materialism and consumer well-being."

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Clinical and philosophical perspectives on key issues and debates in Lacanian psychoanalysis.

Scientists no longer accept the existence of a distinct moral organ as phrenologists once did. A generation of young neurologists is using advanced technological medical equipment to unravel specific brain processes enabling moral cognition. In addition, evolutionary psychologists have formulated hypotheses about the origins and nature of our moral architecture. Little by little, the concept of a 'moral brain' is reinstated.

As the crossover between disciplines focusing on moral cognition was rather limited up to now, this book aims at filling the gap. Which evolutionary biological hypotheses provide a useful framework for starting new neurological research? How can brain imaging be used to corroborate hypotheses concerning the evolutionary background of our species?

In this reader, a broad range of prominent scientists and philosophers shed their expert view on the current accomplishments and future challenges in the field of moral cognition and assess how cooperation between neurology and evolutionary psychology can boost research into the field of the moral brain.

This collection of cutting-edge chapters contributes to the psychology of personhood especially (but not only) as applied in psychotherapy. The chapters are written from Jungian, dialogical-self, or both perspectives and give insights into the history of ideas, and clinical and research applications of these perspectives in the East and West.

Here, leading international scholars present novel dialogues between different psychoanalytic orientations as well as between the particularities of diverse socio-cultural and historical contexts in order to offer critical insights which are highly relevant to the current intellectual debates and social praxis.

As both an early disciple of and influence on Freud, Wilhelm Stekel enjoyed a unique position within the analytic movement. More recently, he has been notable more for his ostracism from Freud's sphere and little else. The Self-Marginalization of Wilhelm Stekel brings a fresh perspective on Stekel, revealing the complex, symbiotic bond between mentor and follower in its many social, interpersonal, and psychological forms. In addition to shedding light on a famous outsider, this biography is set in a dual context of the formative years of psychoanalysis and Freud's relationships with his colleagues: comparisons and contrasts abound with Adler, Jung, and other, revered exiles from Freudian circles. At the same time, each chapter defines and identifies a particular aspect of the marginalization process, including self-marginalization, the relationship of marginals to the mainstream, and the value of marginalization in the construction of identity. psychoanalysis; an informed re-thinking of Stekel's contributions as theorist and clinician; a new view of marginalization as differentiated from similar social phenomena; previously unpublished correspondence between Freud and Stekel; a new translation of Stekel's 1926 essay, On the History of the Analytical Movement. The Self-Marginalization of Wilhelm Stekel peels back layers of history to create a singular addition to our knowledge of the origins of psychoanalysis. Psychologists, social scientists, and readers interested in the history of science will find this book an illuminating glimpse into the lives and legacies of the first psychoanalysts.