Originally published in 1972, there were many 'classics' dealing with assessment and testing on the market at the time, but most of these left the inexperienced reader bewildered in the early stages, because of their size and insufficient explanation of the many technical terms used. There were a distinct lack of books which gave students in Colleges of Education dealing with psychology for the first time a simple explanation of basic terms in assessment and testing, and which introduced them briefly to the different types of tests available. Assessment and Testing aimed to fill this large gap. It looks at such key psychological terms as 'sample', 'objectivity', 'subjectivity', and such basic statistical terms such as 'mean', 'standard deviation', and 'normal curve of distribution'. Because it assumes that the reader has no knowledge of such terms, it gives careful and simply illustrated explanations of each. In the same way, in simple language, with any technical terms explained and illustrated, it explains intelligence and personality tests, questionnaires, sociometric measures, projection techniques, and other areas of assessment and testing which every practising teacher will meet. The book aims to be essentially practical. It is appreciated all the time that the readers are those who will teach children. It is designed to provide a solid foundation upon which the reader can build later to augment his own experience of identifying children's particular needs.

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.

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 brings together 40 creativity coaches from around the world to offer coaches, therapists, creatives, and clients accessible and practical tools to get their creative work done. Curated by two leading creativity coaches, these chapters seek to help coaches and clients alike tackle common challenges that all creatives face when finishing a project. Chapters cover topics such as procrastination, failure, accountability, perfection, mindfulness, the importance of support, perseverance, and more, with each section finishing with tips for both clients and coaches that can be used in sessions. Filled with rich case studies and true stories from creativity coaches throughout, this book addresses the current issues of our times, such as the distractions of social media, remote working, and the effects of COVID-19. Applicable to a range of creative disciplines, this book is essential reading for coaches, therapists, and their creative clients looking to complete their creative work efficiently and effectively.

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."

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.

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.

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.

Ivan P. Pavlov was a pioneering Russian physiologist whose influence on Russian psychology was politically emphasized in 1930s to 1950s. He was a brilliant experimenter who received 1904 Nobel Prize in Physiology or Medicine for his work on the digestive system. Less is known about his epistemology of generalization that made it possible to study one individual for the sake of obtaining generalized knowledge. In this volume we analyze the major contributions of Pavlov from the standpoint of idiographic science, and demonstrate how generalizations in science are possible from single specimens.

This text introduces underlying principles of the endocrine regulation of behavior in animals and humans. Every chapter begins by stating a principle, followed by specific examples of hormone actions derived from scientific experiments and clinical observations, and concludes with a few challenging unanswered questions. The reference source Hormones, Brain & Behavior identified this field as rapidly expanding within neurobiology and endocrinology. Now, this well-illustrated and referenced text will serve students from undergraduate school to medical school as they learn this new discipline.
* Uniform presentation of material across all chapter, with each chapter addressing a key principle, illustrated by basic experimental and clinical examples
* Includes user-friendly features such as boxed figures with extended captions and references, numerous clinical notes, and a comprehensive list of abbreviations
* Illustrations highlight both the clinical and basic science information

This book approaches the field of positive psychology from a post-modern perspective. It explores the consequences of combining current trends and models with supplementary participatory and transformative methods. The book brings a more collective, qualitative, culturally sensitive and transformative approach to the processes of making sense and implementing the science of positive psychology. It moves beyond the individual level towards a "knowledge community" and "knowledge of the communities." The book is an invitation to more participatory and polyphonic dialogues in the field of positive psychology.

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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.

Linda Spear provides a detailed and illuminating overview of the genetic, hormonal, and neurological developments that take place during adolescence, and shows how these changes, along with influential sociocultural factors, interact to produce distinctly adolescent behaviors and thought processes. The tension between taking risks, impulsivity, and self-control a struggle evinced by many adolescents, especially those in therapeutic treatment is also examined for its sources within the brain. The result is a fascinating overview of the adolescent brain, with profound implications for the clinical treatment of adolescents."

Human Performance in Complex Systems introduces readers to the theory of complex systems, examining the role of humans within larger systems and the factors that affect human performance. Sections review the history of one particularly fruitful approach to complexity, providing an overview of complexity science that also discusses our current understanding of complex systems in a variety of domains, including physical, biological, mechanical and organizational. The author also introduces the idea that there are similarities between the successful architecture and control of both biological and organizational systems. Case studies concerning failures and successes within complex systems are also included. The book concludes by using the preceding material to develop principles that can be applied for successful design and control of complex systems.

This book introduces key issues and historical contexts in critical discursive research in psychology. It sets out methodological steps for critical readings of texts, arguments that can be made for qualitative research in academic settings, and arguments that could be made against it by critical psychologists.

C. G. Jung's psychology was based on an authentic notion of soul, but this notion was only intuitive, implicit, not conceptually worked out. His followers forfeit his heritage, often turning psychology either into pop psychology or into a scientific, clinical enterprise. It is the merit of James Hillman's archetypal psychology to have brought back the question of soul to psychology. But as imaginal psychology it cannot truly overcome psychology's positivistic, personalistic bias that it set out to overcome. Its «Gods can be shown to be virtual-reality type gods because it avoids the question of Truth. Through what logically is the movement of an «absolute-negative interiorization, alchemically a «fermenting corruption, and mythologically a Dionysian dismemberment, one has to go beyond the imaginal to a notion of soul as logical life, logical movement. Only then can psychology be freed from its positivism and cease being a subdivision of anthropology, and can the notion of soul be logically released from its attachment to the notion of the human being.

Archetypal images, Carl Jung believed, when elaborated in tales and ceremonies, shape culture's imagination and behavior. Unfortunately, such cultural images can become stale and lose their power over the mind. But an artist or mystic can refresh and revive a culture's imagination by exploring his personal dream-images and connecting them to the past. Dante Alighieri presents his Divine Comedy as a dream-vision, carefully establishing the date at which it came to him (Good Friday, 1300), and maintaining the perspective of that time and place, throughout the work, upon unfolding history. Modern readers will therefore welcome a Jungian psychoanalytical approach, which can trace both instinctual and spiritual impulses in the human psyche. Some of Dante's innovations (admission of virtuous pagans to Limbo) and individualized scenes (meeting personal friends in the afterlife) more likely spring from unconscious inspiration than conscious didactic intent. For modern readers, a focus on Dante's personal dream-journey may offer the best way into his poem.

In 1968, Stanley Kubrick completed and released his magnum opus motion picture 2001: A Space Odyssey; a time that was also tremendously important in the formation of the psychoanalytic theory of Jacques Lacan. Bringing these figures together, Bristow offers a study that goes beyond, as the film did. He extends Lacan's late topological insights, delves into conceptualisations of desire, in G. W. F. Hegel, Alexandre Kojeve, and Lacan himself, and deals with the major themes of cuts (filmic and psychoanalytic); space; silence; surreality; and 'das Ding', in relation to the movie's enigmatic monolith. This book is a tour de force of psychoanalytic theory and space odyssey that will appeal to academics and practitioners of psychoanalysis and film studies, as well as to any fan of Kubrick's work.

"Personal Peacefulness" examines the existing theories and knowledge about the peacefulness of individuals, including inner peace, interpersonal peacefulness, and peaceful attitudes towards groups and nations. It uses the term "personal peacefulness" to refer to the peaceful states, attitudes, and behaviors of individuals, and it discusses the phenomena and determinants of personal peacefulness in the intrapersonal, interpersonal, and intergroup domains. Also addressed is the relationship between personal peacefulness and well-being, describing various methods for enhancing the peacefulness of individuals. Within the framework of a scholarly and scientific approach to the study of personal peacefulness, various psychological perspectives are represented: personality, social, clinical, and positive psychology perspectives, peacefulness as nonviolence, attachment theory and the development of affect regulation, a human needs theory approach, Buddhist conceptions of compassion and mindfulness, a natural science perspective describing physiological foundations for personal peacefulness, phenomenological perspectives, and peacefulness as the promotion of conflict resolution. The book is an important resource for scholars, researchers, and educators in psychology, political science and in a variety of other areas who study and teach topics such as empathy, prosocial behavior, personality, psychological well-being, mental health, personal development, peace and conflict and conflict resolution.

This innovative work offers a new approach to the study of self-representation, drawing on both the older "study of lives" tradition in personality psychology and recent work in "narrative psychology." Gary S. Gregg presents a generative theory of self-representation, applying methods of symbolic analysis developed by cultural anthropologists to the texts of life-historical interviews. This model accounts for the continual shifting of identity among contradictory "surface" discourses about the self, as it shows how each discourse is defined as a reconfiguration of a stable cluster of "deep" structurally-ambigious elements. Gregg not only examines the nature of narrative, but also addresses more mainstream issues in cognitive science, such as: How is knowledge of the self and its social world represented? What are the elementary units of self-cognition? How are cognition and affect linked? After a brief introduction, the book raises critical questions about self-representation by presenting re-analyses of two famous case studies--Freud's "Rat Man" and "Mack and Larry" from The Authoritarian Personality--and initial observations from Gregg's fieldwork in Morocco. A theoretical chapter then introduces the notion of structured ambiguity, which enables a person to shift between identities by figure or ground-like reversals of key symbols and metaphors. Three original life-narrative analyses follow, which, with increasing complexity, develop the model via analogies to basic structures of tonal music. The work concludes with a theoretical chapter that reexamines the ideas of William James, George Herbert Mead, and Erik Erikson about the self's unity and multiplicity, and then summarizes agenerative model. The book presents a compelling alternative to prevailing views of self-cognition and identity, and will be a valuable resource for courses in psychology, anthropology, and sociology, as well as an important tool for researchers and professionals in these fields.