Originally published in 1969, Dr Charlotte Wolff was the author of three books of psychology: The Human Hand, A Psychology of Gesture and The Hand in Psychological Diagnosis. This book, though it contains much psychology, is not of the same scientific kind as these. It is an autobiography, but not one of the normal kind. It is the history of a mind, not the chronicle of a life. For this reason it is not arranged chronologically but it is constructed round what the author called the creative shock experiences of her life, some of which belong with their consequences rather than with events adjacent in time. The resulting book is one of imaginative psychology. In the course of a life which began on the borders of Poland and carried her to Germany, France, Russia and England, Dr Wolff had met and known many of the most famous writers, artists and thinkers of the time. In Germany she studied under the founding Existentialists, Husserl and Heidegger; in France she carried out psychological research under Professor Henri Wallon and was also assisted by the Surrealists, Andre Breton, St. Exupery, Paul Eluard; in England she was aided in her work by Sir Julian Huxley, Aldous Huxley and his wife, Dr William Stephenson, Dr Earle and others. But Dr Wolff's earliest creative work was as a poet, and though she turned to psychology, her interest in art brought her into touch at different times with Ravel, Virginia Woolf, Bernard Shaw, Lady Ottoline Morrell, Thomas and Heinrich Mann, Baladine Klossowska and many more. Dr Earle wrote of her that she is 'an artist of psychology', and it is thus that she appears in this odd and fascinating book. Today it is an interesting glimpse in to the life of an early feminist psychologist. Her later research focused on sexology, her writing on lesbianism and bisexuality were influential early works in the field.

This is the third book in a series of Across the Life Span volumes that has come from the Biennial Life Span Development Conferences. The authors--well known in their fields--present theoretical and research issues important for the understanding of temperament in infancy and childhood, as well as personality in adolescence and adulthood. Current findings placed within theoretical and historical contexts make each chapter distinctive. The chapter authors focus on their work and its implications for temperament and personality issues across the life span. In addition, they include summaries of research by other investigators and theorists, placing their work and that of others in a lifespan perspective.

Originally published in 1942, this book was very different from anything else written about the psychology of hands. The author had worked amongst apes and monkeys at the zoo, patients in what at the time were called 'mental hospitals', and amongst all manner of men, women and children. The results of her research are found here where she looks at how the hands link to the brain and ultimately our personality. A pioneer in this field the author continued her research in this area for a number of years. A fascinating glimpse into early personality psychology.

This book explores the relationships between intellectual development, self and personality, and proposes a comprehensive theory which answers such fundamental questions as: how do humans become aware of themselves? How do people come to know and influence each other? These questions are answered on the basis of four empirical studies, highlighting the development of self-awareness in those aged from 10 to 20 years.

Epidemiological surveys have provided key information about the prevalence and degree of seriousness at different ages of a wide array of problem behaviors such as delinquency, substance use, early sexual involvement, and mental health disorders. Knowledge of the extent of these problems and changes in their course over time is important. In its absence, interventions and health planning in general can be difficult. Understanding which risk and protective factors are relevant to which problem behaviors is also essential for the formulation of theories that constitute the basis of intervention. This book draws on the results of the major Pittsburgh Youth Study complemented by follow-up tracking of juvenile court records for more than six years, to address the following questions: *What is the prevalence and age of onset of delinquency, substance use, and early sexual behavior for three samples of boys age 8, 11, and 14? What are the average mental health problems for these ages? How strong are the relationships among these problem behaviors in each of the samples? *Which variables best explain individual differences among the boys in their manifestations of delinquency, substance use, early sexual behavior, and mental health problems? To what extent do explanatory factors vary with age? How accurately can boys with different outcomes be identified by risk scores based on hierarchical multiple regressions? *To what extent are explanatory factors associated with one outcome that are also associated with other outcomes? Are explanatory factors that are especially characteristic of a multiproblem group of boys--who display many different problem behaviors--different from explanatory factors associated with boys with few problems? *Do the results fit a general theory of juvenile problem behaviors, or is a differentiated theory more applicable?

This unique volume presents the results of a study of 200 German families over a period of 16 years from 1976 to 1992. This study--the findings of which yield a host of new insights into the dynamics of cross-generational personality and family development--is based on an ecopsychological framework comprising four levels of developmental analyses: * individual level--personality development, critical life events, and corresponding coping strategies; * dyadic relationships level--changes in parent-child relationships across time and development of marital relationships; * family relationship level--development of family climate and its impact on current dyadic relationships; and * contextual/ecological level--perceived changes in societal conditions, corresponding patterns of personality and coping strategies. The authors focus on the important ideas and keep methodological details to a minimum in the text. Technical issues having to do with data analysis, etc., are discussed in an appendix.

"Subjects in Process" investigates the human subject in the first decade of the twenty-first century in relation to changing social circumstances and belongings. The concept of subjectivity in the Western tradition has focused on the figure of the individual, knowing and acting human subject often thought to be autonomous, self-conscious, and rooted. This book calls into question the traditional view of the subject, and offers a new framework that emphasizes the subject in process. Written from a perspective that takes account of globalization and the pressures that it places upon individuals and communities this book draws upon Nietzsche and the post-modern thinkers that follow him, and develops a conception of the subject that is nomadic, fluid, and migratory, rather than grounded and complete. Arguing that a modern conception of the subject must be one based on cultural exchanges and transformations, this book is sure to provide new insights, suggestions, and developments for anyone concerned with or interested in the identity of the individual now and in the future.

Erik Erikson, best known for his life-cycle theory and concept of the identity crisis, proposed that we are comprised of a number of selves. In several earlier books, including 'At Home in the World', Donald Capps has suggested that the emotional separation of young children - especially boys - from their mothers results in the development of a melancholy self. In this book, Capps employs Erikson's assignment of an inherent strength to each stage of the life cycle and proposes that the life-enhancing strengths of the childhood years (hope, will, purpose, and competence) are central to the development of a resourceful self, and that this self counters the life-diminishing qualities of the melancholy self. Focusing on Erikson's own writings, Capps identifies the four primordial resources that Erikson associates with childhood - humor, play, dreams, and hope - and shows how these resources assist children in confronting life's difficulties and challenges. Capps further suggests that the resourceful self that develops in childhood is central to Jesus' own vision of what we as adults may become if we follow the lead of little children.

Archetype: A Natural History of the Self, first published in 1982, was a ground-breaking book; the first to explore the connections between Jung's archetypes and evolutionary disciplines such as ethology and sociobiology, and an excellent introduction to the archetypes in theory and practical application as well. C.G. Jung's 'archetypes of the collective unconscious' have traditionally remained the property of analytical psychology, and have commonly been dismissed as 'mystical' by scientists. But Jung himself described them as biological entities, which, if they exist at all, must be amenable to empirical study. In the work of Bowlby and Lorenz, and in studies of the bilateral brain, Anthony Stevens has discovered the key to opening up this long-ignored scientific approach to the archetypes, originally envisaged by Jung. At last, in a creative leap made possible by the cross-fertilisation of several specialist disciplines, psychiatry can be integrated with psychology, with ethology and biology. The result is an immensely enriched science of human behaviour. In Archetype Revisited, Stevens considers the enormous cultural, social and intellectual changes that have taken place since the publication of the original edition, and includes: - An updated chapter on The Archetypal Masculine and Feminine, reflecting recent research findings and developments in feminist thinking; - Commentary on the intrusion of neo-Darwinian thinking into psychology and psychiatry; - Analysis of what has happened to the archetype in terms of our understanding of it and our responses to it. This Classic Edition of the book includes a new introduction by the author.

This book reports the first attempt in the child development literature to examine the structure of early personality based on parents' free-descriptions of their children. It is an important piece of research because of its cross-national focus on personality development. The authors present a data set that reveals considerable consistency in the parental descriptions of child personality in both western and nonwestern countries. This consistency supports the cultural universality of the "Big Five" personality factors. The authors' findings lay the foundation for an examination of how these major dimensions of childhood personality structure evolve into adult personality structure.

'I don't know what's the matter with me - everything's upside down; the whole world seems chaotic' Chaos may erupt in our lives in many different ways - through death, divorce, conflict with family, friends or colleagues. It is a frightening and negative experience, destabilizing the individual and provoking feelings of insecurity. Originally published in English in 1992, the author, through her work as a Jungian analyst, frequently acted as a companion, support and guide to those whose lives were in chaotic turmoil. She describes how therapy helps people to meet chaos, to accept and see it in a different way - as a starting point for a new kind of order in their lives. This 'organic' order is better suited to their own personal needs and personality and provides the strong and flexible basis necessary to meet the chaos that belongs to life. Drawing upon the myths, tales and rites of ancient cultures, upon modern chaos theory, and upon her experience as an analyst the author shows the way through the chaos to a fuller, happier and more satisfying life.

The first part of the book offers a survey of current approaches to the development of moral reasoning: those of Freud, ego psychology, Piaget and Kohlberg. The approach of Kohlberg has been popular because he was able to give an impressive account of findings from the key method of interviews, the other crucial method being naturalistic observation of moral discourse. The accounts of interview evidence given by ego psychology and Piaget were less comprehensive and less impressive. Naturalistic studies have either been impressionistic or less detailed in their methods of analysis. The second part of the book argues that the impressive nature of Kohlberg's later evidence for his view that moral reasoning passes through a sequence of stages is in part illusory, because his theory predicts that specific types of reply will show specific developmental patterns. However, as data are always reported in terms of stages, which amalgamate very disparate types of reply, it is impossible to know whether the specific types of reply follow their predicted developmental courses or not. Reasons given for assigning given types of reply to a stage are also often doubtful. This leads to discussion of studies that have reported findings in terms of specific types of reply (weakly interpretive methods), as opposed to Kohlberg's stage-based and strongly interpretive methods. Findings from these disconfirm Kohlberg's theory at several crucial points. The second and third parts of the book also examine findings from non-Kohlbergian interviews and other methods, again advocating that weakly interpretive and largely descriptive presentation of findings is preferable to strongly interpretive techniques. It is argued that a wide variety of mechanisms suggested by the theories outlined in the first part of the book, as well as others drawn from general theories of personality development, are able to explain existing descriptive developmental findings. The task for the future is to assess the relative importance of these mechanisms.

In recent years, reported racial disparities in IQ scores have been the subject of raging debates in the behavioral and social sciences and education. What can be made of these test results in the context of current scientific knowledge about human evolution and cognition? Unfortunately, discussion of these issues has tended to generate more heat than light. Now, the distinguished authors of this book offer powerful new illumination. Representing a range of disciplines--psychology, anthropology, biology, economics, history, philosophy, sociology, and statistics--the authors review the concept of race and then the concept of intelligence. Presenting a wide range of findings, they put the experience of the United States--so frequently the only focus of attention--in global perspective. They also show that the human species has no "races" in the biological sense (though cultures have a variety of folk concepts of "race"), that there is no single form of intelligence, and that formal education helps individuals to develop a variety of cognitive abilities. Race and Intelligence offers the most comprehensive and definitive response thus far to claims of innate differences in intelligence among races.

The powerful thesis of this book is that in order to achieve full selfhood we must all repeatedly and endlessly kill the phantasmatic image of ourselves instilled in us by our parents. We must all combat what the author calls "primary narcissism," a projection of the child our parents wanted. This idea--that each of us carries as a burden an unconscious secret of our parents, a hidden desire that we are made to live out but that we must kill in order to "be born"--touches on some of the fundamental issues of psychoanalytic theory. Around it, the author builds an intricate analysis of the relation between primary narcissism and the death drive.
Each of the book's five chapters begins with one or more case studies drawn from the author's clinical experience as a psychoanalyst. In these studies he links his central concern--the image of the child created by the unconscious desire of the parents--to other issues, such as the question of love, the concept of the subject, and the death drive. In the penultimate chapter, on transference, the author challenges the commonplace understanding of the analyst's impassivity. What does such impassivity imply, especially in the context of a "transferential love" between a female patient and a male analyst? In replying to this question, the author forcefully reassesses the relation of psychoanalysis to femininity, to the question "What does a woman want?"
Serge Leclaire's overarching thesis leads to a provocative rereading of the Oedipal configuration. Leclaire suggests that he is inhabited, pursued, haunted, and debilitated by the child who should have died in order that Oedipus might have been born into life.

As long as clinicians write "increase self-esteem" on treatment plans without knowing precisely what that means, there is a need for information on the construct of self-esteem and how its many components can have an effect on outcomes. This text defines self-esteem, describes its history and evolution, discusses its controversies, and presents information on intervention strategies that can make a difference when it receives clinical attention. Principles and concepts are applied to various clinical concerns faced by clients in each of the five developmental life stages: childhood, adolescence, young adulthood, midlife, and late life. Book chapters discuss a variety of specific issues- such as child trauma and abuse, ADHD, body image and eating disorders, at-risk adolescents, African American youth, sexuality in young adulthood, alcohol and other drugs issues, lesbians and gay men at midlife, career development, intergenerational conflict in Asian Americans, and loss in late life - and offer detailed strategies for the development and enhancement of self-esteem. Also included is an example of an 8-week self-esteem enhancement program.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1999. This is Volume III of twenty-eight in the Psychoanalysis series. Written in 1923, this study looks at self-deception and self-cure with the hope that it will be of some assistance in suggesting to parents a few of the many things to be avoided in the early training of the child.

Originally published in 1960 these two volumes report a number of experiments in psychogenetics, psychopharmacology, psychodiagnostics, psychometrics and psychodynamics, all of which formed part of the programme of research which had been developing from the late 1940s at the Maudsley Hospital. Presenting the studies together in a book, rather than the more usual route of journal articles, was itself felt to be an experiment at the time, especially given the wide area covered. The decision was deliberate because all the studies reported formed part of a larger whole, which would have been lost if published separately.

Volume I looks at psychogenetics and psychopharmacology.

How does a person's way of thinking influence their personality, their values and their choice of career? In this important study, originally published in 1985, Susan Aylwin uses such questions as a starting point for elucidating the relationship between thought and feeling. Three modes of thought are compared in detail: inner speech, visual imagery and enactive imagery - the last being an important addition to our understanding of mental representations. The structural characteristics of all three types are analysed using an association technique. Their affective aspects are then explored through a variety of means, including the analysis of daydreams, an examination of the evaluative complements of categorizing, the study of cognitive style, an exploration of such social feelings as embarrassment, and the experiential study of strong emotion. The author ends by integrating her findings, showing how thought and feeling are related aspects of the temporal organization of consciousness. Structure in Thought and Feeling is written in a lively and accessible style, and brings a refreshing perspective to many issues of central concern to psychologists interested in cognition, emotion, personality and psychotherapy.

Originally published in 1969, this book deals extensively with the description and measurement of personality.

Beginning with a statement of the principles of typological research in psychology, set against the background of general taxonomic principles in biology, the study discusses in detail results and generalisations from the Eysencks previous work. The second part of the book describes several large-scale studies using personality questionnaires prepared by the authors, as well as the standard ones of Cattell and Guilford. There is a comparative study of the Eysenck, Cattell and Guilford inventories, which analyses the degree to which similar factors can be found in these three instruments and discusses areas of agreement and disagreement between the three authors. The third part deals with personality studies in children, and includes a chapter on personality structure in subnormal subjects. These studies are concerned with discovering the extent to which personality structure changes with increasing age, and to what extent it is possible to measure personality in younger children. They also examine sex differences in personality structure, and show quite marked differences between the sexes on a number of primary personality traits.

The results of the Eysencks work in this field directed new light on the structure of personality and cast doubt on many widely accepted findings of the time."

The volume represents the continuing of the Yearbook of Idiographic Science project, born in 2009 and developed through an annual series of volumes collecting contributes aimed at developing the integration of idiographic and nomothetic approaches in psychology and more in general social science. This year's YIS project received many positive feedbacks and signals of interest, as well as several submissions, from many parts of the world. This fifth volume directs attention to relevant and actual psycho-social phenomena as the development of identity in terms of self identity, social identity and local identity. The volume is directed to students, researchers and clinicians, interested in deepening theoretical and methodological issues and improve clinical practices and research cultures.

The volume represents the continuing of the Yearbook of Idiographic Science project, born in 2009 and developed through an annual series of volumes collecting contributes aimed at developing the integration of idiographic and nomothetic approaches in psychology and more in general social science. This year's YIS project received many positive feedbacks and signals of interest, as well as several submissions, from many parts of the world. This fifth volume directs attention to relevant and actual psycho-social phenomena as the development of identity in terms of self identity, social identity and local identity. The volume is directed to students, researchers and clinicians, interested in deepening theoretical and methodological issues and improve clinical practices and research cultures.