Philosophers have usually argued that the right way to explain people's actions is in terms of their beliefs and intentions rather than in terms of objective facts. Rowland Stout takes the opposite line in his account of action. Appeal to teleology is widely regarded with suspicion, but Dr Stout argues that there are things in nature, namely actions, which can be teleologically explained: they happen because they serve some end. Moreover, this teleological explanation is externalist: it cites facts about the world, not beliefs and intentions which only represent the world. Such externalism about the explanation of action is a natural partner to externalism about knowledge and about reference, but has hardly ever been considered seriously before. One dramatic consequence of such a position is that it opens up the possibility of a behaviourist account of beliefs and intentions.

In recent years, music theorists have been increasingly eager to incorporate findings from the science of human cognition and linguistics into their methodology. In the culmination of a vast body of research undertaken since his influential and award-winning Conceptualizing Music (OUP 2002), Lawrence M. Zbikowski puts forward Foundations of Musical Grammar, an ambitious and broadly encompassing account on the foundations of musical grammar based on our current understanding of human cognitive capacities. Musical grammar is conceived of as a species of construction grammar, in which grammatical elements are form-function pairs. Zbikowski proposes that the basic function of music is to provide sonic analogs for dynamic processes that are important in human cultural interactions. He focuses on three such processes: those concerned with the emotions, the spontaneous gestures that accompany speech, and the patterned movement of dance. Throughout the book, Zbikowski connects cognitive research with music theory for an interdisciplinary audience, presenting detailed musical analyses and summaries of the basic elements of musical grammar.

Totem and Taboo is work employing the application of psychoanalysis to the fields of archaeology, anthropology, and the study of religion. The four chapters are entitled: The Horror of Incest; Taboo and Emotional Ambivalence; Animism, Magic and the Omnipotence of Thoughts; and The Return of Totemism in Childhood.

How do people change? Longing for personal growth and transformation is a central theme of our times. Psychotherapy seeks to change the dynamics behind people's symptoms and conflicts. Writers, too, are fascinated by this theme, and have explored it frequently in their stories and characters. In this book, Barbara and Richard Almond, both psychoanalysts, explore a variety of novels that describe internal, personal change. They discover that there are fascinating parallels between the processes that lead to change in literary characters and the mechanisms observed in psychotherapeutic change.

From Jane Austen's "Pride and Prejudice" to Frances Hodgson Burnett's "The Secret Garden" to Anne Tyler's "IThe Accidental Tourist," the plot begins with a character struggling with personality limitations. A new person appears in the story; a bond is formed with the central character. In the relationship that follows, the two struggle. Confrontational and loving interactions lead the protagonist through a process of gradual change. The authors delineate a therapeutic narrative: the plot of change in both psychotherapy and literature. By comparing a variety of novels, they elaborate the elements of this therapeutic narrative and draw provocative conclusions about the mechanisms of psychotherapy and psychoanalysis.

'Few people would be better qualified than the author to write this innovative and eagerly anticipated post-Kleinian book. Deeply versed in the opus of Bion and Meltzer, the author enhances the concept of "catastrophic change". The analyst who "eschews memory and desire" observes the subtle interplay of transference and countertransference (Meltzer's "counter dreaming") as it works through aesthetic conflicts. The ensuing reciprocity of the patients and analysts unconscious is revealed as the aesthetical and ethical basis of psychoanalysis. In that sense the psychoanalytical process parallels that of poetic and artistic inspiration. They are all generated by creative internal objects. Harris Williams' intellectual tour de force demonstrates convincingly the human capacity for symbolic thinking that underlies literary, artistic and psychoanalytic creativity. Her encyclopaedic understanding of literature, art and psychoanalysis contributes to this book's virtuosity.'- Irene Freeden, Senior Member of the British Association of Psychotherapists

An ambitious trainee therapist, determined to make her mark in the therapy world, seeks supervision and guidance. In her meetings with the 3-Point Therapist, she gains much more than she had bargained for. "The 3-Point Therapist" is the charming story of one trainee s journey in search of professional success and recognition. What she learns is unexpected and changes her predicted path. The characters and situations in this book are purely fictional but the principles, the learning and the practice points are drawn from the author s thirty years experience working with families in different paediatric and mental health settings. The book s style is light, very readable and at times humorous--but the messages are strong with far-reaching effect. The trainee and her professional practice are profoundly changed forever."

This book shows us how rather than abandoning psychology once he liberated phenomenology from the psychologism of the philosophy of arithmetic, Edmund Husserl remained concerned with the ways in which phenomenology held important implications for a radical reform of psychology throughout his intellectual career. The author fleshes out what such a radical reform actually entails, and proposes that it can only be accomplished by following the trail of the transcendental reduction described in Husserl's later works. In order to appreciate the need for the transcendental even for psychology, the book tracks Husserl's thinking on the nature of this relationship between phenomenology as a philosophy and psychology as a positive science as it evolved over time. The text covers Husserl's definition of phenomenology as "descriptive psychology" in the Logical Investigations, rejecting the hybrid form of "phenomenological psychology" described in the lectures by that name, and ends with his proposal for a "fundamental refashioning" of psychology by situating it within the transcendental framework of The Crisis of European Sciences and Transcendental Phenomenology. The Author argues for a re-grounding of psychology by virtue of a "return to positivity" after having performed the reduction to transcendental intersubjectivity. What results is a phenomenological approach to a transcendentally-grounded psychology which, while having returned to the life-world, no longer remains transcendentally naive. A phenomenologically-grounded psychology thus empowers researchers, clinicians, and clients alike to engage in social actions that move the world closer to achieving social justice for all. This text appeals to students and researchers working in phenomenology and psychology.

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"

Biosociology is an emerging paradigm seeking to understand human behavior by integrating relevant insights from the natural sciences into traditional sociological thinking. Biosociology posits no ultimate causes of human behavior, rather it seeks to understand how biological factors interact with other factors to produce observed behavior. The book presents a brief introduction to biophysical systems that are important to the understanding of human behavior - genetics, neurophysiology, and the autonomic and endocrine systems. These systems are explored in the contexts of sociological importance, such as socialization, learning, gender roles, gender differences, sexuality, the family, deviance, and criminality.

This book explores the evolution of the mental competence for self-reflection: why it evolved, under what selection pressures, in what environments, out of what precursors, and with what mental resources. Integrating evolutionary, psychological, and philosophical perspectives, Radu J. Bogdan argues that the competence for self-reflection, uniquely human and initially autobiographical, evolved under strong and persistent sociocultural and political (collaborative and competitive) pressures on the developing minds of older children and later adults. Self-reflection originated in a basic propensity of the human brain to rehearse anticipatively mental states, speech acts, actions, and states of the world in order to service one's elaborate goal policies. These goal policies integrate offline representations of one's own mental states and actions and those of others in order to handle the challenges of a complex and dynamic sociopolitical and sociocultural life, calling for an adaptive intramental self-regulation: that intramental adaptation is self-reflection.

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 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.

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.

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 book is aimed at an introductory level, reviews relevant research literature about outcomes and has a clear clinical emphasis. It covers both working with adolescents and adults and adopts a broadly object-relational approach.

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

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