Originally published in 1983, this title is a determined attack on personality theories current at the time. It critically examines their basic motivational constructs and rejects any that invoke goal-seeking as being inescapably teleological and therefore unacceptable as natural science. Dr Maze argues the necessity for an unqualified determinism in psychology, yet one that incorporates the role of cognitive processes in the formation of behaviour. However, action theories which profess to offer a causal account of apparently goal-seeking or voluntarist behaviour by reference to the internal states of desire for a goal and a belief about how to get it are also dismissed. For the concept of belief as an internal state is argued to be a relativistic one, defined as being intrinsically related to its object. This is an incoherent notion and one which cannot specify anything acceptable as a causal state. The one motivational theory in dynamic psychology which offered a solution to these problems was Sigmund Freud's formulation of his instinctual drive concept, defined as an innate physiological driving mechanism with preformed consummatory behaviours: his 'specific actions'. But his hydraulic models have been patronisingly dismissed by modern neurologists, arguing that there are no 'flush-toilets' in the central nervous system. This book argues that such a glib dismissal is shallow minded, and that a reformulation of Freud's concept in terms of modern neuroscience is readily available, though the problem of identifying the relevant structures remains formidable. The book is of immediate interest to all those seriously concerned with the springs and meanings of human behaviour, whether they be psychologists, psychoanalysts, philosophers or those generally interested in social and ethical theory.

'Psychologists have mapped out developmental stages for the first fifteen to twenty years; but thereafter life is a blank. Half a century of adult life remains, psychologically speaking, an unchartered waste.' Frank Musgrove focuses on the question 'Can adults change?' and challenges the still widely-held view that adult life is static. Originally published in 1977, the author examines change principally in terms of a modification of consciousness through the experience of marginality. With the help of interviews, he discusses seven groups in contemporary Britain at the time, found in the 'margins' of society. Three of the selected groups are involuntary and stigmatized: men and women who have gone blind as adults; handicapped people in a home for the incurably disabled; and homosexuals. The other four groups enjoy high-status and voluntary marginality: late-entrants to the Anglican ministry; self-employed artists; a Sufi commune of Islamic mystics; and a Hare Krishna commune. Frank Musgrove's lively study of adult resocialization will be of interest to sociologists, anthropologists and anyone concerned with the general problem of adjustment to rapid social change. It also relates marginality to the issue of life-long learning and points to some of the creative possibilities of the marginal situation.

For over thirty years G. N. M. Tyrrell devoted himself to the study of psychical phenomena. Originally published in 1954, in his last book, written just before his death, he probes as deeply as possible into the meaning of the results of psychical research. He believes that paranormal phenomena are not isolated occurrences due to the exceptional gifts of a few unusual persons but the result of capacities which all human beings possess, though in widely varying degrees. After an introductory chapter on Psychology and Psychiatry, the chief psychical phenomena - extra-sensory perception, mediumship, apparitions, etc. - are discussed and illustrated. Then follows a general criticism of current attitudes towards the subject. The book ends with two chapters arguing that the normal and paranormal are one and suggesting a pathway to religion.

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.

Through analysis of the lives and theories of the three major exponents of humanism, Allport, Maslow, and Murray, the authors have marshaled some compelling arguments for an alternative to the extreme behaviorism of Skinner and the logical positivism of Freud. This work is a concise, clear synthesis of both broad theoretical positions and specific concepts that underlie humanistic psychology.

The "Third Force" (humanism) suggests that man possesses both freedom and dignity and that he possesses them in the face of an often hostile and coercive society. Thus, exponents of humanism conducted their personality experiments in a natural environment, imposing few, if any, external controls.

A compact example of critical evaluation at its best, "Humanism in Personology" stands alone in its successful attempt to correlate the theory of humanism as it exists today with an incisive study of the men who shaped its course. Maddi and Costa proceed from the level of metatheory to a lucid presentation of the specific constructs of three personality psychologists.

The book contains an extensive theoretical summary table explaining the theoretical differences between Allport, Maslow, and Murray. Also featured is a comprehensive glossary of personality terms which is exceedingly valuable for new students in the field. Intended as a supplementary text for undergraduate courses in personality, social psychology, human development, human socialization, or philosophy, this work is also a valuable resource for clinicians, teachers, guidance counselors, graduates, and undergraduates in psychology.

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.

This book has a practical purpose. It seeks to help the reader to understand himself and his problems, that he may increase his successes, his fruit, and his satisfactions. The discussion centers about the conditions that shape personality, but the attempt of the book is not to rehearse the findings and theories of science but to provide the means by which the reader can come to a better understanding of himself.

This title was first published in 2000: This text contributes to the development of communicative theory by advancing a theory of the self-sufficient to support intersubjectivity and meet the conditions required for communicative rationality and communicative reason. The conclusion supports theories advanced by Habermas, Apel and Wittgenstein, evaluated against the background of later works from Immanuel Kant. The origins of communicative theory in the writings of Kant and Charles Sanders Peirce are sketched, followed by an outline of the development of the theory by Apel and Habermas. In this discussion a central issues is identified as the failure of communicative theory to produce an adequate theory of the self as the subject of communicative transactions. It is argued that both Mead and Habermas fail to fully establish intersubjectivity as they retain elements of a Cartesian introspective subjectivity. An alternative approach, developed by Charles Taylor, is then discussed. Finally, it is argued that freedom and imagination, understood in the context of Kant and the late Wittgenstein are the key elements to a self capable of supporting the intersubjectivity required by communicative theory.

How do we make sense of people? Human behaviour is complex, so that understanding ourselves and others calls for both objective and subjective viewpoints, as well as a flexible appreciation of human development over time. Dr Sula Wolff believes that knowledge about personality development is essential in three important domains: in the appraisal of deviant behaviour at all ages; in the development of social policy for children; and in therapeutic interventions for children and their families. In this book, originally published in 1989, Dr Wolff gives a comprehensive account of the major aspects of personality development in childhood. She reports research findings and presents developmental theories in their historical context, stressing the interplay between biological and cultural influences on development. Her account includes a wealth of illustrative case histories, with children and parents speaking for themselves; these provide fascinating reading and give substance to statistical results and theoretical propositions. Clearly and simply written, the book will be of interest to many people, and will still be of value to medical students, psychiatrists in training, students in social work and psychology, and teachers in special education.

My Father's Glass Eye is Jeannie's struggle to honour her father, her larger-than-life hero, but also the man who named her after his daughter from a previous marriage, a daughter who died. After his funeral, Jeannie spends the next decade in escalating mania, in and out of hospitals - increasingly obsessed with the other Jeanne. Obsession turns to investigation as she plumbs her childhood awareness of her dead half-sibling and hunts for clues into the mysterious circumstances of her death. It becomes a puzzle she she must solve to better understand herself and her father. Jeannie pulls us into her unravelling with such intimacy that her insanity becomes palpable, even logical. A brilliant exploration of the human psyche, My Father's Glass Eye deepens our definitions of love, sanity, grief, and recovery.

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.

Macrostructures are higher-level semantic or conceptual structures that organize the 'local' microstructures of discourse, interaction, and their cognitive processing. They are distinguished from other global structures of a more schematic nature, which we call superstructures. Originally published in 1980, the theory of macrostructures outlined in this book is the result of research carried out during the previous 10 years in the domains of literary theory, text grammar, the general theory of discourse, pragmatics, and the cognitive psychology of discourse processing. The presentation of the theory is systematic but informal and at this stage was not intended to be fully formalized.

This book has a practical purpose. It seeks to help the reader to understand himself and his problems, that he may increase his successes, his fruit, and his satisfactions. The discussion centers about the conditions that shape personality, but the attempt of the book is not to rehearse the findings and theories of science but to provide the means by which the reader can come to a better understanding of himself.

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.

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.

This book introduces psychosocial studies of idol worship in Chinese societies. It reviews how idol worship is perceived in Chinese culture, history, and philosophy as well as how it differs from the concept of celebrity worship that is more dominant in Western literature. Using a pioneering hexagonal model of idol worship, this book explains how idol worship is affected by various demographic and dispositional variables as well as the cognitive and social functions of idols and idol worship. Finally, it discusses idol worship from a contemporary Chinese perspective, including emotional, interpersonal, and social learning aspects, and ends with a discussion of moral development perspective.

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.

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.

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.

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 second volume in the Advances in Personality Psychology series, this book presents an authoritative collection of works by leading experts in the field. It focuses on three of the major issues in personality psychology: personality, affect and arousal, personality and intelligence, and personality structure.
The first part of the book seeks to analyse cognitive biases dependent on anxiety and the biological foundations of thought and action. It also looks at the influence of temperamental traits on reaction to traumatic events. In the second part, contributions consider the mutual relations between personality and intelligence, the similarities and differences between personality and intelligence, and the cognitive mechanisms of human intelligence and personality. The final part analyses personality structure across cultures and presents a model of personality relevant to situational descriptions.
All the authors are experienced and renowned experts in the field of personality psychology. The volume incorporates critical reviews, bringing the reader up-to-date with key issues, and unique data from contemporary empirical research projects, reflecting the diversity and vigour of current work on personality psychology.

The ways in which people's values, beliefs, emotional states, and behavior preferences influence their perceptions of others is one of the most actively researched areas in the psychology of the self. However, The Self in Social Judgment is the first volume to integrate this diverse research into a single presentation that identifies common themes and problems.
The volume begins with a historical overview of the self in social judgment and outlines the major issues. Subsequent chapters, all written by leading experts in their respective areas, identify and elaborate four major themes regarding the self in social judgment:
- the role of the self as an information source for evaluating others, or what has been called 'social projection'
- the assumption of personal superiority as reflected in the pervasive tendency for people to view their characteristics more favorably than those of others
- the role of the self as a comparison standard from or toward which other people's behaviors and attributes are assimilated or contrasted
- the relative weight people place on the individual and collective selves in defining their attributes and comparing them to those of other people
A concluding chapter summarizes the various approaches and identifies important avenues for future research.
The Self in Social Judgment is essential reading for senior undergraduate and graduate courses on the self, and an invaluable resource for researchers and professionals interested in the relationship between the self and judgment of others.

For decades, The Rorschach Inkblot Method (RIM)--the most popular of the projective tests--has been routinely employed for personality assessment and treatment planning. But in recent years, it has not been free from controversy. Criticisms of its validity and empirical support are catalyzing new efforts to strengthen its foundations and document its broad utility. Among the most common--yet also most confusing and challenging--categories of clinical disorders is the personality disorders. However, minimal data have been available on the RIM evaluation of most of those found in DSM-IV. This welcomed book constitutes the first research-grounded, comprehensive guide to the use of the RIM in assessing personality disorders. The first section offers a theoretical overview of personality disorders and constructs a framework and compelling rationale for the legitimate role of the RIM in their assessment. The second, third, and fourth sections present Cluster A disorders--paranoid, schizoid, and schizotypal; Cluster B disorders--antisocial and psychopathic, borderline, histrionic, and narcissistic; and Cluster C disorders--avoidant, dependent, and obsessive-compulsive. The fifth section presents passive aggressive and depressive personality disorders, currently being proposed for DSM inclusion. Each chapter in these four sections includes an extensive description of the disorder, a review of empirical studies of the use of the RIM to assess it, an analysis of the Rorschach variables that may characterize patients diagnosed with it, and a depiction of a real case and discussion of the ways in which the RIM contributed to its formulation. The sixth and final section explores the relationship between psychoanalytic theory and the RIM. Rorschach Assessment of the Personality Disorders brings practical help for clinicians and clinicians-in-training, and suggests new paths for researchers seeking to advance our understanding of the complexities of these disorders.