In the closing chapters of The Origins and History of Consciousness Erich Neumann spoke of the importance of demonstrating 'how the basic laws of the psychic history of mankind are recapitulated in the ontogenetic life history of the individual in our culture.' Implicit in his words was the promise that an exploration of the detailed psychology of the various stages of life would follow. The Child - an examination of the structure and dynamics of the earliest developments of ego and individuality - is the first of these explorations. In it we progress from the primal relationship of child and mother through to the emergence of the ego-Self constellation, via the child's relationship to its own body, its Self, the thou and being-in-the-world. We move from the matriarchate to the patriarchate; from participation mystique to the 'standpoint of the Self around which the ego revolves as around the sun'.

In today's world, children's development is increasingly under threat. Basic experiences (such as joy, tenderness, learning how to love, well-being etc.) which are crucial for healthy development are often deficient or tainted. As a result, more and more children show signs of restlessness, anxiety and relational problems. This study examines the profound functioning at the root of human life and analyses the characteristics of these functional processes - the forms they present at different stages of development, how they may be supported by adults, what dysfunctions can occur and how such imbalances can be cared for or healed. The individual as a whole is considered in the light of all its Functions: emotional, cognitive, physical and postural. This text provides numerous case histories, through which the author illustrates various modalities of prevention, cure and therapeutic intervention for children and adolescents. This work is based on the theory that only a truly comprehensive outlook can help us understand what really happens during human development and devise truly effective treatments, avoiding the error of fragmenting the mind and the body, which are seen here as inseparable elements of a unified whole.

"Like pesky wasps buzzing circles around us, people who act as if they were the sole expert on a subject put us on edge. In halls of learning where we least expect to find it, in governments, in religious temples, in businesses, in marriages and families, dogmatism is the arrogant voice of certainty that closes the mind, damages relationships, and threatens peaceful coexistence on this planet." --From chapter 1
In this incisive analysis of an increasingly pervasive problem, clinical psychologist Dr. Judy J. Johnson presents a landmark theory that probes the psychological channels of dogmatism. While other books describe the effects of specific types of ideological extremism, a wide-angle theory of dogmatism--in all its manifestations--has been lacking until now.
Drawing from traditional and contemporary personality theories, biopsychology, social learning theory, Buddhism, and evolutionary psychology, Johnson explores major influences that shape the personality trait of dogmatism. She uses lively case studies to illustrate twelve characteristics of dogmatism, and suggests strategies for minimizing its harmful effects in our personal lives as well as our educational, political, and other social institutions.
Written in a clear, engaging style that is professional in tone yet accessible to a wide audience, Johnson's insightful work will enlighten readers on one of the most important issues of our time.

Mother love is often seen as sacred, but for many children the relationship is a painful struggle. Using the newest research on human attachment and brain development, Terri Apter, an internationally acclaimed psychologist and writer, unlocks the mysteries of this complicated bond. She showcases the five different types of difficult mother-the angry mother, the controlling mother, the narcissistic mother, the envious mother, and the emotionally neglectful mother-and explains the patterns of behavior seen in each type. Apter also explores the dilemma at the heart of a difficult relationship: why a mother has such a powerful impact on us and why we continue to care about her responses long after we have outgrown our dependence. She then shows how we can conduct an "emotional audit" on ourselves to overcome the power of the complex feelings a difficult mother inflicts. In the end this book celebrates the great resilience of sons and daughters of difficult mothers as well as acknowledging their special challenges.

This edited volume brings together work from leading scholars and new voices in the field of emotional intelligence. It examines emotional intelligence from the perspectives of educational psychology and positive psychology, with integrations across the two disciplines. Viewing emotional intelligence through these frameworks allows and illuminates the exploration of its positive potential and of emotional processing in contexts such as schools and workplaces. Readers will find leading empirical and theoretical views on emotional intelligence presented in this comprehensive collection, as well as inspiration for future research.

All mental health clinicians and professionals, in practice and training, will welcome this concise and practical book which provides

• a detailed account of cognitive models, including new perspectives
• state-of-the-art applications of cognitive therapy
• case examples demonstrating the real world application of techniques
• specific coverage of major categories of anxiety disorders
• knowledge based on very substantial treatment and outcome experience

This book emphasises the design and implementation of ‘pure’ cognitive therapy interventions. There are general sections on assessment and basic cognitive therapy skills, as well as practical advice on designing and executing behavioural experiments, homework tasks, and verbal re-attribution methods. A useful appendix includes questionnaires and outcome measures, and a selection of material that can be copied for patients. "Adrian Wells provides here a comprehensive overview of the cognitive model of anxiety disorders and illustrates how detailed, disorder-specific cognitive conceptualizations inform the choice of therapeutic interventions. The book incorporates the most up-to-date theory of anxiety disorders, much of it originated by the author. Dr Wells provides an array of effective, user-friendly cognitive techniques and vivid case examples. Students and seasoned therapists will find this volume valuable." Aaron T. Beck

This book brings together a selection of theoretical reflections, empirical researches and professional experiences to showcase the increasing production of psychological studies in rural contexts developed in Latin America in recent years. Psychology's tradition of science and eminently urban profession has produced a void of reflections and approaches on important actors of the societies that constitute their existence in rural contexts and in relation - whether of integration, conflicts and contradictions - with urban agents. But a new generation of psychologists are turning their attention to rural contexts, especially in Latin America. This volume aims to present a selection of these psychological studies and interventions developed in rural contexts from a psychosocial and interdisciplinary perspective, developed together with various social actors who live and work in rural spaces, that have an important relationship with land and nature both in terms of the elaboration of their history, the production of their subjectivities and identity ties with the territory, and the engagement in struggles for the right to land and for public policies that guarantee access to education and health services, technical assistance and infrastructure for its working activities. The book is divided in five parts, each one dedicated to a dimension of psychosocial studies and interventions in rural contexts: theoretical approaches; mental health and rural populations; social movements, communities and resistance practices; gender relations and subjectivation processes; and environment and sustainability. Chapters in each axis prioritize reports of experiences and research conducted with participatory approaches, producing new perspectives and reflections that contribute to the advancement of knowledge in the field of psychology, both regionally and globally.

This book argues that identity as a term needs to be problematized, not taken for granted--for both the risks and the potential that the concept offers to educators for understanding issues of social inequality and how social inequality is being reproduced, and for exploring possible alternative ways educators can work with identity de/formation processes to seek to break the social reproduction structures mediated through identity fixing and essentialization. It provides some of the meta-language and theoretical, analytical tools to embark on such a practice of making the familiar strange, problematizing the taken-for-granted, and uncovering the linguistic, discursive, and cultural processes that serve to subordinate some people while privileging others.
The chapters are organized around three themes: Identity, Class, and Difference; Gender, Ethnicity, and Education; and Gender, Ethnicity, and Language. The diverse sociocultural contexts in which the data and analyses are situated helpto illustrate symbolic struggles and identity politics that are being engaged in by peoples in different cultures, languages, and societies of the world, offering insights from multidisciplinary, trans-cultural, and trans-local perspectives.
By offering a comprehensive integration and clarification/delineation of the different ways identity has been thought about and used in different theoretical traditions, and discussing the implications of different theoretical senses of "identity" for language educators, this volume will be useful to undergraduate and graduate students, researchers, and educators in sociolinguistics, applied linguistics, discourse analysis, sociology, education, genderstudies, and cultural and media studies.

Debate about "self," "person," or "individuality" has come to be recognized as a crisis of modern times. Since it is our fashion to call problems that are either poorly formulated or inadequately resolved by empirical investigation "philosophic," a would-be "science of personality" may be labelled philosophic, though they could as easily be called logical or empirical.

This work represents a fruitful integration of the many approaches that have been taken by investigators of individual behavior within the social milieu in which it occurs. The author points out that while psychologists and sociologists in the past have each endorsed their own formulations of the relation between the individual and society, their influence on the heartland between the two disciplines, social psychology, has not been conspicuous. In setting forth the sociological side of contemporary social psychology by examining its research and its literature, all of which bear upon the "problem of personality," this book fills the vital need of showing the links of the individual with society along the perimeter of personality theory. Heine presents a summary of the positions on personality theory taken by psychologists and sociologists, with particular emphasis devoted to role theory and research. She offers systematic coverage of speculations about the influence of the individual on the various groups of which he is a part as they have been introduced in psychological literature. The author puts into historical perspective the significant contributions of theorists such as Allport, Mead, LeBon, Goffman, McDougall, Sherif, and Shibutani and analyzes and integrates psychological and sociological theory.

This book is for everyone interested in personality from a social/psychological viewpoint. It is well suited for courses in personality theory, social psychology, and sociological theory and will be a useful reference for both psychologists and sociologists.

This volume provides a cutting-edge exposition to research on the self. Sixteen authoritative overviews highlight the role of the self around four themes. The first theme is Brain and Cognition, which includes a social neuroscience perspective on the self, implicit self-cognition, the structure of the self and autobiographical memory. The next theme is Motivation, in which chapters include social comparison, self-regulation, narcissism, and modesty. The third theme is Self-esteem and Emotions, covered by chapters on the measurement of self-esteem, terror management theory, sociometer theory, and self-conscious emotions. The final theme concerns the Interpersonal, Intergroup and Cultural Context, containing chapters on intimate relationships, social exclusion, the collective self, and culture.

Throughout the volume, the exposition is both scholarly and accessible. It also offers critical assessments along with thoughtful discussions of challenges and problems ahead, as well as the generation of novel hypotheses. As such, the book aspires to influence the research agenda for several years to come.

The Self will serve as an essential reference volume for active researchers in the field, while also being appropriate for use as a textbook in advanced courses on the self.

This wide-ranging and ground-breaking book, especially relevant given Brexit and renewed Scottish independence campaigning, provides in-depth analysis of ways Scottishness has been performed and modified over the centuries. Alongside theatre, television, comedy, and film, it explores performativity in public events, Anglo-Scottish relations, language and literary practice, the Scottish diaspora and concepts of nation, borders and hybridity. Following discussion of the 1320 Declaration of Arbroath and the real meanings of the 1706/7 Treaty of Union, it examines the differing perceptions of what the 'United Kingdom' means to Scots and English. It contrasts the treatment of Shakespeare and Burns as 'national bards' and considers the implications of Scottish scholars' invention of 'English Literature'. It engages with Scotland's language politics -rebutting claims of a 'Gaelic Gestapo' - and how borders within Scotland interact. It replaces myths about 'tartan monsters' with level-headed evidence before discussing in detail representations of Scottishness in domestic and international media.

Originally published in 1960, this study was rooted in the conviction that a close cooperation between the disciplines of psychology and history opened new and fruitful perspectives for the understanding of both fields. The title is an investigation of the connection between history and psychology, discussing how a society shapes and conditions the minds of those born into it. The author takes a close look at Greek society at the time of Pericles, and English society of the Elizabethan era. Though presented in the idiom of psychology, the problems with which this book is concerned, should appeal to historian and psychologist alike.

The Messy Self challenges the idea?and the ideal?of a coherent, harmonious self. The essays and poems illustrate how a flourishing self is inevitably divided, ambivalent, fractured?messy?and how the self triumphs through disorder. Written in accessible language by award-winning writers and scholars, the book offers a diversity of perspectives on the complexities of the self. With chapters on creativity, love, self-understanding, self-deception, identity, responsibility, and well-being, The Messy Self gives a range of voices to the ordinary and extraordinary divisions, fragmentations, and uncertainties that mark our everyday experience. Contributors include Martha Nussbaum, Steven Pinker, Jennifer Rosner, Oliver Sacks, Wendy Wasserstein, Robin West, C.K. Williams, and others.

The Psychodynamic Image is the first selection of John D. Sutherland's major papers. It provides an overview of the development of his thought on self and society and reveals the extent of his contribution to the field of mental health.

Jill Savege Scharff introduces Sutherland's most important and influential essays. These reflect his range as a theoretician, moving easily from the intrapsychic to the interpersonal level, building bridges between points of view and integrating psychoanalytic and social theories. Sutherland's work calls for changes at the individual level through understanding conflicts and unconscious processes as aspects of parts of the self in interaction. He inspires respect and understanding of the self and its drive toward autonomy.

These papers push the boundaries of psychoanalytic thinking and succeed in demonstrating the relevance of psychoanalysis to the wider society. They will be of great interest to psychoanalysts, psychotherapists, counsellors and social workers.

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.

The re-issuing of the four volumes of the author's writings is a major publishing event for psychoanalysts who are interested in both the theoretical and the therapeutic aspects of psychoanalysis. These volumes contain the author's pre-self psychology essays as well as those he wrote in order to continue to expand on his groundbreaking ideas, which he presented in The Analysis of the Self; the Restoration of the Self; and in How Does Analysis Cure? These volumes of The Search for the Self permit the reader to understand not only the above three basic texts of psychoanalytic self psychology more profoundly, but also to appreciate Kohut's sustained openness to further changes - to dare to present his self psychology as in continued flux, influenced by newly emerging empirical data of actual clinical practice. The current re-issue of the four volumes of The Search for the Self would assure that the younger generation of psychoanalysts would be exposed to a clinical theory that could contribute greatly to solving the therapeutic dilemmas facing psychoanalysis today. This is volume four.

The Messy Self challenges the idea -- and the ideal -- of a coherent, harmonious self. Taken together, the essays illustrate how a flourishing self is inevitably divided, ambivalent, fractured, messy -- and how the self triumphs through disorder. Written in accessible language by award-winning writers and scholars, the book offers a diversity of perspectives on the complexities of the self. With chapters on creativity, love, self-understanding, self-deception, identity, responsibility, and well-being, The Messy Self gives a range of voices to the ordinary and extraordinary divisions, fragmentations, and uncertainties that mark our everyday experience.

The work of 47 contributors from the U.S., Canada, and Israel, the Sourcebook gives special attention to the complexity of the social support construct, expanding the field's theoretical base by seriously reappraising social support research in the context of findings from other fields of psychology and related disciplines. Personality processes are specified to account for observed associations between social support and physical well-being. Several new studies are included which illustrate empirical approaches to exploring these processes. And key contributions highlight the great strides made in understanding the links among personal dispositions, situational contexts, and potentially supportive transactions.

In this, the first sociology book to consider the important issue of how children identify with place and nation, the authors use original research and international case studies to explore this topic in depth. The book is rooted in original qualitative research the authors conducted with a diverse sample of children (aged eight to eleven) across Wales, but this data is also located in the context of existing international research on place identity. The book features analysis of lively exchanges between children on their local, national and global identities, politics, language and race. It engages with important social and political questions such as whether cultural distinctiveness can be preserved in a context of globalization, whether we are destined to passively receive dominant representations of the nation or can creatively construct our own versions; and whether national identities are necessarily exclusive. Most importantly, the book focuses on what local and national identities mean to children in an era of cultural and economic globalization. Including material on racialization, language, politics, class and gender, Children, Place and Identity will be a valuable resource to students and researchers of childhood studies and the sociology of childhood.

This ethnography of personhood in post-genocide Rwanda investigates how residents of a small town grapple with what kinds of persons they ought to become in the wake of violence. Based on fieldwork carried out over the course of a decade, it uncovers how conflicting moral demands emerge from the 1994 genocide, from cultural contradictions around "good" personhood, and from both state and popular visions for the future. What emerges is a profound dissonance in town residents' selfhood. While they strive to be agents of change who can catalyze a new era of modern Rwandan nationhood, they are also devastated by the genocide and struggle to recover a sense of selfhood and belonging in the absence of kin, friends, and neighbors. In drawing out the contradictions at the heart of self-making and social life in contemporary Rwanda, this book asserts a novel argument about the ordinary lives caught in global post-conflict imperatives to remember and to forget, to mourn and to prosper.

How does his social environment change an individual, and why do these changes occur? Can social institutions be shaped and molded profoundly enough to afford each member of a society his maximum potential for happiness, effective functioning, and complete development? In this new work a distinguished psychologist evolves a theory of personality and society designed to help guide the work of institutions responsible for individual growth and development. Drawing on his vast experience--as an educator, a prison psychologist, a practicing psychoanalyst, and as the director of major studies in child development, personality assessment, the social psychology of higher education, and alcoholism and related problems--Professor Sanford has designed a developmental model intended to guide work in institutions which mold the individual: from family through schools, colleges, child guidance clinics, and mental hospitals. With exceptional lucidity, he examines the central issues in furthering desirable change through intervention in individual and group processes. He achieves notable advances in integrating personality theory and sociological theory: he joins psychoanalytic "ego psychologists" and other personality theorists in developing a dynamic-organismic theory broader than that of classical psychoanalysis and more in keeping with contemporary social theory. The author's clear style and firm grasp of his subject add further to the significance of Self and Society. It will be a stimulating textbook in social psychology, personality, and culture, and personality, and will make indispensable reading for behavioral scientists, psychiatrists, and educators, as well as for all professionals who work to promote mental health, education and social welfare. Nevitt Sanford (1909-1995) was professor of psychology and education at Stanford University and director of the Institute for the Study of Human Problems. After leaving Stanford in 1968, he founded the Wright Institute. He has been president of the Society for the Psychological Study of Social Issues, and president of the Division of Personality and Social Psychology of the American Psychological Association. He has been author or coauthor of close to 200 scholarly journals as well as more than a dozen books.

In this, the first sociology book to consider the important issue of how children identify with place and nation, the authors use original research and international case studies to explore this topic in depth. The book is rooted in original qualitative research the authors conducted with a diverse sample of children (aged eight to eleven) across Wales, but this data is also located in the context of existing international research on place identity. The book features analysis of lively exchanges between children on their local, national and global identities, politics, language and race. It engages with important social and political questions such as whether cultural distinctiveness can be preserved in a context of globalization, whether we are destined to passively receive dominant representations of the nation or can creatively construct our own versions; and whether national identities are necessarily exclusive. Most importantly, the book focuses on what local and national identities mean to children in an era of cultural and economic globalization. Including material on racialization, language, politics, class and gender, Children, Place and Identity will be a valuable resource to students and researchers of childhood studies and the sociology of childhood.

This classic is one of the most cited and novel approaches to psychology ever written. Hans Eysenck presents a descriptive and causal model of human personality in accord with the major concepts of experimental psychology and the physiological and neurological mechanisms that form the biological basis of behavior patterns. His proposal for an alliance between personality and physiology represented a major innovation in the field of psychology, distinguished his research from his contemporaries, and set the stage for a wealth of research to come.

Before this foundational work, Eysenck had initially constructed a model of personality in such works as Dimensions of Personality and The Experimental Study of Personality, but these were primarily descriptive in nature. A second phase of research included his Dynamics of Anxiety and Hysteria and Experiments with Drugs, where he provided causal analysis by reference to concepts then current in experimental psychology. The Biological Basis of Personality represents Eysenck's third phase, when he dug deeper to find biological causes underlying the psychological concepts of emotion, excitation, and inhibition--which had formed the building blocks of his earlier efforts. In this work, the causal links he postulates between personality variables and neurological and physiological discoveries establish a realistic model that takes theory out of the field of mere speculation.

As Sybil Eysenck makes clear in her new preface, this book paved the way for a "marriage" of the experimental and individual difference approach in personality psychology.

As Sybil Eysenck makes clear in her new preface, this book paved the way for a "marriage" of the experimental and individual difference approach in personality psychology.

The concept of chronotopicity is increasingly used in sociolinguistic theorizing as a new way of looking at context and scale in studies of language, culture and identity. This volume brings together empirical work that puts flesh on the bones of this rather abstract chronotopical theorizing, especially focusing on the discursive construction of chronotopic identities. The case studies in this volume address chronotopic identity work in several sites (in Denmark, Indonesia, Mongolia, China, Belgium and The Netherlands). The book will be of interest to students and researchers in applied linguistics and sociolinguistics, as well as related fields such as anthropology, sociology and cultural studies.

The two central emotions of pride and jealousy have long been held to have no role in moral judgements, and have been a source of controversy in both ethics and moral psychology. Kristjan Kristjansson challenges this common view and argues that emotions are central to moral excellence and that both pride and jealousy are indeed ingredients of a well-rounded virtuous life.