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Books > Social sciences > Psychology > The self, ego, identity, personality
Why are jokes funny? Why do we laugh? In Funny Peculiar, Mikita Brottman demurs from recent scholarship that takes laughter-- and the broader domain of humor and the comical--as a liberating social force and an endearing aspect of self-expression. For Brottman, there is nothing funny about laughter, which is less connected to mirth and feelings of good will than to a nexus of darker emotions: fear, aggression, shame, anxiety. Brottman rethinks not only the mechanisms of humor but also the relation of humor to the body and the senses. To this end, she provides an engrossing account of the life and work of Gershon Legman, exiled author, publisher, and sexologist, Alfred Kinsey's first bibliographer, and legendary compiler of the dirty joke. Like Freud, Legman was convinced of the impossibility of understanding humor apart from sex, and Brottman shows how his two massive works on the subject, Rationale of the Dirty Joke and No Laughing Matter, provide a framework for understanding the ambivalent and often hostile impulses that underlie the comic impulse in its various guises. In lively and enlivening chapters, she traverses dirty jokes, the figure of the "evil clown" in popular culture, the current popularity of "humor therapy," changing fashions in stand-up comedy, and the connection between humor and horror. Brottman's sparkling prose, laced with wit, does not obscure the seriousness of Funny Peculiar. It is a thoughtful and wide-ranging elaboration of the Freudian claim that joking, in point of fact, is no laughing matter.
This book constitutes a collection of articles that were written
for, and recently published as, special sections in three
consecutive issues of the Journal of Personality Assessment.
This work examines the way in which personality and identity of the pupil is shaped by his or her experiences in school. The text considers the way in which teachers in secondary schools are working, and to some extent living, with adolescent pupils for the majority of time in their weekday waking lives. The book examines: to what extent teachers provide both positive and negative role models for pupils to follow; the factors restricting the ability of teachers to teach effectively; and conversely, what factors work to their advantage.; The text provides an overview of the debates and research into areas of: teaching children about controversial subjects such as sex and drugs; gender differences; identities; peer groups; relations with adults; and beliefs and values.
Offering a social scientific look at humor's role in medical
transactions, this volume is based on extensive field study in
seven medical settings. It includes excerpts from dozens of actual
conversations between patients and caregivers. Analysis of these
episodes reveals that humor is a practical tool used to meet many
medical objectives. It is used by patients to good-naturedly
complain and to campaign for more personal attention, and by
caregivers to get attention, make amends, insist on unpleasant
routines, and establish rapport.
This milestone text provides a comprehensive and state-of-the art overview of perfectionism theory, research, and treatment from the past 25 years, with contributions from the leading researchers in the field. The book examines new theories and perspectives including the social disconnection model of perfectionism and the 2 x 2 model of perfectionism. It also reviews empirical findings, with a special focus on stress, vulnerability, and resilience, and examines perfectionism in specific populations. Finally, it considers how perfectionism relates to physical health and psychophysiological processes and introduces new approaches to effective prevention and treatment. By increasing our understanding of perfectionism as a complex personality disposition and providing a framework for future explorations, this landmark publication aims to promote further research in this field. It will be invaluable reading for academics, students, and professionals in personality psychology, clinical and counseling psychology, applied psychology, and related disciplines.
This book challenges the assumptions of the event-dominated DSM
model of posttraumatic stress disorder. Bowmam examines a series of
questions directed at the current mental health model, reviewing
the empirical literature. She finds that the dose-response
assumptions are not supported; the severity of events is not
reliable associated with PTSD, but is more reliably associated with
important pre-event risk factors. She reviews evidence showing the
greater role of individual differences including trait negative
affectivity, belief systems, and other risk factors, in comparison
with event characteristics, in predicting the disorder. The
implications for treatment are significant, as treatment protocols
reflect the DSM assertion that event exposure is the cause of the
disorder, implying it should be the focus of treatment. Bowman also
suggests that an event focus in diagnosis anad treatment risks
increases the disorder because it does not provide sufficient
attention to important pre-exisiting risk factors.
Electronic Inspection Copy available for instructors here Test Yourself: Personality and Individual Differences provides essential learning and practice through assessment for your psychology students. It enables year 1 and 2 undergraduates to assess their confidence and competence and prepare for the questions featured in their formal university assessments. The book includes over 200 multiple-choice and extended multiple-choice questions, carefully designed to assess depth of knowledge. At the end of each chapter sample essay questions are provided, along with further guidance, to complement the multiple-choice questions and further test understanding. In addition, information is provided to help students make sense of their results and identify strengths and weaknesses.
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.
Presenting a collection of classic and recent papers reprinted from the "Journal of Individual Psychology" and "Individual Psychology" that represent the purpose, methods and spirit of techniques in Adlerian psychology. The editors have prefaced the text with a statement of the goasl of Alderian theory, as well as the goals of the techniques presented.
No two learners are the same, yet the current emphasis in education is on what is common to learners, from a common curriculum to a common teaching method. "Individual Learners" reviews and discusses recent research that shows that differences in personality contribute significantly to children's and adults' experiences of success and failure in education. It considers fundamental issues in the study of personality, and provides an up-to-date review and evaluation of the continuing nature-nurture debate. It then examines traits that can have an impact upon learning: aggressiveness, anxiety, achievement, motivation, self-confidence and shyness. It includes an account of the recent research into the links between personality and education and its implications for educational practice.
Morrison provides a critical history of analytic and psychiatric attempts to make sense of shame, beginning with Freud and culminating in Kohut's understanding of shame in terms of narcissistic phenomena. The clinical section of the book clarifies both the theoretical status and treatment implications of shame in relation to narcissistic personality disorder, neurosis and higher-level character pathology, and manic-depressive illness.
Appreciation of the beauty and complexity of the human mind when
perceiving an ambiguous stimulus led Dr. Hermann Rorschach to
develop his scientific method eighty years ago. Full of gratitude
for his brief life and work, the editors hope this volume will
stand as an idiographic testament to his brilliance for the
Rorschach students of the future. The contributors are clearly the
most notable Rorschach clinicians in practice, and their work
integrates the Comprehensive System and psychoanalytic methods.
In Volume 3, Eliot R. Smith of Purdue University proposes that social cognition theorists have placed excessive emphasis on the role of schemata, prototypes, and various other types of abstractions. This has affected both the methodologies they use and the type of theories they construct. What has not been adequately appreciated is the storage and retrieval of specific episodes, especially those with idiosyncratic features. This volume s designed as a required text for those studying personality, experimental and consumer psychology, cognitive science, and communications.
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.
Signs of Identity presents an interdisciplinary introduction to collective identity, using insights from social psychology, anthropology, sociology and the humanities. It takes the basic concept of semiotics - the sign - as its central notion, and specifies in detail in what ways identity can be seen as a sign, how it functions as a sign, and how signs of identity are related to those who have that identity. Recognizing that the sense of belonging is both the source of solidarity and discrimination, the book argues for the importance of emotional attachment to collective identity. The argument is supported by a large number of real-life examples of how collective emotions affect group formation, collective action and inter-group relations. By addressing the current issues of authenticity and the Self, multiculturalism, intersectionality and social justice, the book helps to stimulate discussion of the contested topics of identity in contemporary society.
Identity as a concept is as elusive as everyone's sense of his own personal identity. It is connected with appraisals made by oneself and by others. Each person sees himself mirrored in the judgments of others. The masks he presents to the world are fashioned upon his anticipations of judgments. In "Mirrors and Masks, "Anselm Strauss uses the notion of identity to organize materials and thoughts about certain aspects of problems traditionally intriguing to social psychologists. The problems Strauss considers to be intriguing traditionally are those encountered when studying group membership, motivation, personality development, and social interaction. The topics covered include: the basic importance of language for human action and identity; the perpetual indeterminacy of identities in constantly changing social contexts; the symbolic and developmental character of human interaction; the theme of identity as it affects adult behaviqr; relations between generations and their role in personality development; and the symbolic character of membership in groups. By focusing on symbolic behavior with an emphasis on social organization, Strauss presents a fruitful, systematic perspective from which to view traditional problems of social psychology. He opens up new areas of thought and associates matters that are not ordinarily considered to be related. Strauss believes that psychiatrists* and psychologists underestimate immensely the influence of social organization upon individual behavior and individual structure, and that sociologists, whose major concern is with social organization, should employ some kind of social psychology in their research. "Mirrors and Masks "shows that the fusion of theoretical approaches benefits the analyses of many scholars. This fascinating work should be read by sociologists, anthropologists, psychologists, and psychiatrists.
Originally published in 1983 and written in the tradition of the British School of Psychology, Spearman, Burt, Eysenck, Cattell, this book from a well-known author was exceptional at the time in its attempt to wed quantification and psychological theory in the study of personality. The student is presented with a discussion of the different methods of measuring personality and the various findings which have been made. The results are then discussed in the light of psychological theories of personality and here the author stresses the need for a theory with a properly quantified bias. However, the emphasis on findings from measurement and not the measurement itself makes the book psychological, truly about personality and not simply another text on psychological measurement.
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