Stephen A. Mitchell was one of the founders of Relational Psychoanalysis and his work remains key in the area * Draws on key theorists such as Bowlby and Fairbairn * Charts the clear formation of Mitchell's view of the relational paradigm.

The medieval northern world consisted of a vast and culturally diverse region, both geographically, from roughly Greenland to Novgorod and culturally, as one of the last areas of Europe to be converted to Christianity. Old Norse Folklore explores the complexities of this fascinating world in a series of case studies and theoretical essays to connect orality and performance theory to memory studies and from myths relating to pre-Christian Nordic religion to innovations within late medieval pilgrimage song culture. Old Norse Folklore provides critical new perspectives on the Old Norse world, some of which appear in this volume for the first time in English. Stephen A. Mitchell presents emerging methodologies by analyzing Old Norse materials to offer new and better understandings of this kind of evidence. He examines, interprets, and re-interprets the medieval data bequeathed to us by posterity—myths, legends, riddles, charms, court culture, conversion narratives, landscapes, and mindscapes—targeting largely overlooked, yet important sources of cultural insights.

Stephen A. Mitchell was one of the founders of Relational Psychoanalysis and his work remains key in the area * Draws on key theorists such as Bowlby and Fairbairn * Charts the clear formation of Mitchell's view of the relational paradigm.

"A beautiful and brilliant reexamination of love and its perils."—Barbara Fisher, Boston Globe

Common wisdom has it that love is fragile, but leading psychoanalyst Stephen A. Mitchell argues that romance doesn't actually diminish in long-term relationships—it becomes increasingly dangerous. What we regard as the transience of love is really risk management. Mitchell shows that love can endure, if only we become aware of our self-destructive efforts to protect ourselves from its risks.

"Those who read this book will love more wisely because of it."—Andrew Solomon, author of The Noonday Demon

"[A] work on romance that is rich and multi-layered."—Publishers Weekly

"Cheerful, open, and humane—you'd definitely have wanted him as your analyst."—Judith Shulevitz, New York Times Book Review

"[T]houghtful, compassionate, and profoundly optimistic."—JoAnn Gutin, Salon.com

The Essentials of Teaching Physical Education, Second Edition, offers what every future physical educator wants: the opportunity to hit the ground running on day one of their career, ready to deliver an effective program. In this new edition, future K-12 physical educators will find an accessible and effective approach to delivering vital content to students. The book takes a standards-based approach that is fully integrated with SHAPE America assessments, and its teaching for learning approach to curriculum development takes the guesswork out of translating the text's information into action. The Essentials of Teaching Physical Education is fully updated from its successful first edition and is augmented by new material. A new chapter on social-emotional learning and trauma-informed practices helps prepare readers in areas that are crucial in today's educational landscape. A new special element, Critical Perspective on Teaching and Learning, helps future and current teachers understand the importance of critical analysis and equity issues in all aspects of teaching and learning, including the learning context, the student body, the curriculum, and what and how content is taught. This new edition also features expanded instructor ancillaries. This comprehensive text covers what future teachers need to know about teaching K-12 physical education, offering a flexible, individualized approach to enhance student learning and acquisition of skills. As readers work their way through the text, they can acquire the following: A strong working knowledge of standards and standards-based learning outcomes that will help students achieve those outcomes The ability to plan for learning in both the short and long term The management and teaching skills they need to ensure an equitable environment that fosters student learning in the psychomotor, cognitive, and affective domains for all students The means to assess student learning and program effectiveness To assist students using the text, the second edition of The Essentials of Teaching Physical Education has related online learning activities delivered through HKPropel. This includes supplemental activities for each chapter and key figures from the text. With advice, tips, and success stories from top physical educators, The Essentials of Teaching Physical Education offers readers an inside look at how to motivate students while focusing on what teachers really need to know to succeed. It delivers practical and essential information and guidance on the most relevant topics for today's physical educators, including physical literacy, accountability, social justice, social-emotional learning, and trauma-informed practices. Everything a physical educator needs to know to succeed is found here, delivered in a straightforward and highly readable manner. Note: A code for accessing HKPropel is included with all new print books.

Over the course of the past 15 years, there has been a vast sea change in American psychoanalysis. It takes the form of a broad movement away from classical psychoanalytic theorizing grounded in Freud's drive theory toward models of mind and development grounded in object relations concepts. In clinical practice, there has been a corresponding movement away from the classical principles of neutrality, abstinence and anonymity toward an interactive vision of the analytic situation that places the analytic relationship, with its powerful, reciprocal affective currents, in the foreground. These developments have been evident in virtually all schools of psychoanalysis in America, from the most traditional to the most radical. The wellspring of these innovations is the work of a group of psychoanalysts who have struggled to integrate aspects of interpersonal psychoanalysis, various British object relations theories, and psychoanalytic feminism. Although not self-selected as a school, these theorists have generated a distinct tradition of psychoanalytic thought and clinical practice that has become extremely influential within psychoanalysis in the United States. Relational Psychoanalysis: The Emergence of a Tradition brings together for the first time the seminal papers of the major authors within this tradition. Each paper is accompanied by an introduction, in which the editors place it in its historical context, and a new afterward, in which the author suggests subsequent developments in his or her thinking. This book is an invaluable resource for any clinical practitioner, teacher or student of psychoanalysis interested in exploring the exciting developments of recent years.

In the European Union (EU), competition policy occupies a central place amongst other EU public policies and is the first truly supranational public policy regulating market competition. One of the stated objectives of EU competition policy is to prevent excessive concentration of economic power in the hands of a few. This book investigates the political economy of EU competition policy by taking the European telecommunications industry as a case study. Baskoy argues that the EU competition policy has failed to achieve its objectives of preventing excessive market concentration in the telecommunications industry over the past quarter-century. He takes the controversial view that EU competition policy foremost promotes an industrial policy that fosters the profitability of European firms. Moreover, Baskoy argues that EU competition policy is short of adequate theoretical and conceptual capacities to comprehend the working dynamics of market competition and the market behavior of firms. This exceptional book will be of interest to scholars of Politics, Economics, Business, and International Relations and Policies.

This worldwide top-selling text on the tactical games approach is stronger than ever. The fourth edition of Teaching Sport Concepts and Skills: A Tactical Games Approach adds four new chapters, more lesson and unit plans, and more detailed guidance in addressing broad ranges of student abilities than ever before. It offers the same stellar foundation for understanding the principles behind the approach, and instruction in applying the approach, to help students learn the concepts and develop the skills involved in a variety of sports. Elementary school teachers will use games to teach the basic concepts and tactics of invasion sports, net and wall sports, striking and fielding sports, and target sports. Middle school and high school instructors will guide students in developing sport-specific technical skills for 12 sports, including soccer, lacrosse, flag football, tennis, basketball, and volleyball. The book has four new chapters that will help you do the following: Align the tactical games approach to content standards in the United States and other countries Use technology in tactical games teaching and assessment Use the games to teach social justice Develop approaches to teaching social and emotional learning (SEL) through tactical games Teaching Sport Concepts and Skills offers more than 350 detailed lesson and unit plans that can be used as is or be easily modified and incorporated into an existing curriculum. More than 240 diagrams throughout the lessons make it easy to set up and execute the games. There are 14 video clips, delivered on HKPropel, that show some lessons in action-for example, the volleyball segments show complete question-and-answer sessions, highlighting an effective way to make sure students are understanding the lesson. Also available on HKPropel are reproducible forms, including a team contract, assessments, and game scenario worksheets for tactical problem solving. (For each thumbnail reproducible worksheet shown in the book, readers can download the full-size versions from HKPropel.) These resources will help teachers put concepts from the text into use with their students. Teaching Sport Concepts and Skills is organized into three parts: Part I offers a thorough understanding of the tactical games approach-preparing and teaching students, transferring tactical knowledge, planning the curriculum, assessing learner performance, using games to teach social justice and to take social emotional learning into account, and more. Part II provides lesson plans for varying levels of complexity-with modifications and progressions-for invasion games, net and wall games, striking and fielding games, and target games, all at the elementary school level. The authors take great care in helping readers understand how to individualize instruction for novice, developing, and advanced performers by either reducing or increasing the challenges involved with the tasks. In part III, secondary-level teachers can choose from lesson plans for various levels of play in 12 sports. Teaching Sport Concepts and Skills offers expert instruction and an array of multilevel games that provide an exciting and interactive environment for learning in all domains. Current and future teachers will learn how to structure positive and engaging learning experiences that set the stage for students to improve their performance, develop problem-solving skills, and enhance their lifelong enjoyment of sport. Note: A code for accessing HKPropel is included with all new print books.

Within the psychoanalytic literature, the past several decades have witnessed an explosion of new data, concepts, and theories bearing on the myriad ways in which people relate to, interact with, and, in their interior structures, are even composed of, each other. These contributions have emerged from various traditions and have been cast in different terminologies. Attachment, object-seeking, intersubjectivity, field theory, systems theory, the interpersonal field, now moments, and relational moves figure prominently among the terms that have been invoked to describe different facets of the relational matrix within which human experience transpires. been little systematic effort at critical synthesis. It is the need for just such synthesis that animates Stephen A. Mitchell, a major architect of what has come to be known as relational psychoanalysis. In previous books, Mitchell has contributed to naming, defining, and elaborating the relational turn in psychoanalysis both in theory and in clinical practice. Now, in this study, Mitchell provides a broad integrative framework for understanding the relationships among recent psychoanalytic concepts that delineate various aspects of human relatedness.

Stephen A. Mitchell has been at the forefront of the broad paradigmatic shift in contemporary psychoanalysis from the traditional one-person model to a two-person, interactive, relational perspective. In Influence and Autonomy in Psychoanalysis, Mitchell provides a critical, comparative framework for exploring the broad array of concepts newly developed for understanding interactive processes between analysand and analyst. Drawing on the broad traditions of Kleinian theory and interpersonal psychoanalysis, as well as object relations and progressive Freudian thought, he considers in depth the therapeutic action of psychoanalysis, anachronistic ideals like anonymity and neutrality, the nature of analytic knowledge and authority, and the problems of gender and sexual orientation in the age of postmodernism. The problem of influence guides his discussion of these and other topics. How, Mitchell asks, can analytic clinicians best protect the patient's autonomy and integrity in the context of our growing appreciation of the enormous personal impact of the analyst on the process?

Although Mitchell explores many facets of the complexity of the psychoanalytic process, he presents his ideas in his customarily lucid, jargon-free style, making this book appealing not only to clinicians with various backgrounds and degrees of experience, but also to lay readers interested in the achievements of, and challenges before, contemporary psychoanalysis. A splendid effort to relate parallel lines of theorizing and derivative changes in clinical practice and informed by mature clinical judgment and broad scholarship into the history of psychoanalytic ideas, Influence and Autonomy in Psychoanalysis takes a well-deserved place alongside Mitchell's previous books. It is a brilliant synthesis of converging insights that have transformed psychoanalysis in our time, and a touchstone for enlightened dialogue as psychoanalysis approaches the millennium.

Conversing with Uncertainty is a unique chronicle of why therapists must use theory while resisting the allure of theory, maintaining a double vision that allows them to appropriate theory only to break it open to enlarge the interactive and interpretive possibilities of therapy. But McCleary offers far more than a vivid experiential rendering of this insight. She argues persuasively, here in conversation with the writings of Irwin Hoffman and Lawrence Friedman, that a narrative case study - such as her case study of Kay - offers a unique window to comprehending the type of reflection that culminates in psychotherapeutic knowing. It follows, for McCleary, that case narratives are especially relevant to psychotherapeutic training, and by implication, to the way in which therapists acquire expertise. Framed by a foreword by Stephen Mitchell and an afterword by Glen Gabbard, Conversing with Uncertainty is the premier volume of the Relational Perspectives Book Series. It also introduces a gifted writer of rare therapeutic sensibility. For it is McCleary's achievement, finally, not merely to convey with arresting candor the stress and uncertainty of clinical training, but to use her encounter with Kay to probe with fresh insight perennial questions about the narrative structure of therapeutic knowledge, the experiential foundations of theory choice, and the use and abuse of theory in clinical practice.

Conversing with Uncertainty is a unique chronicle of why therapists must use theory while resisting the allure of theory, maintaining a double vision that allows them to appropriate theory only to break it open to enlarge the interactive and interpretive possibilities of therapy. But McCleary offers far more than a vivid experiential rendering of this insight. She argues persuasively, here in conversation with the writings of Irwin Hoffman and Lawrence Friedman, that a narrative case study - such as her case study of Kay - offers a unique window to comprehending the type of reflection that culminates in psychotherapeutic knowing. It follows, for McCleary, that case narratives are especially relevant to psychotherapeutic training, and by implication, to the way in which therapists acquire expertise. Framed by a foreword by Stephen Mitchell and an afterword by Glen Gabbard, Conversing with Uncertainty is the premier volume of the Relational Perspectives Book Series. It also introduces a gifted writer of rare therapeutic sensibility. For it is McCleary's achievement, finally, not merely to convey with arresting candor the stress and uncertainty of clinical training, but to use her encounter with Kay to probe with fresh insight perennial questions about the narrative structure of therapeutic knowledge, the experiential foundations of theory choice, and the use and abuse of theory in clinical practice.

Stephen A. Mitchell here offers the fullest examination available of witchcraft in late medieval Scandinavia. He focuses on those people believed to be able-and who in some instances thought themselves able-to manipulate the world around them through magical practices, and on the responses to these beliefs in the legal, literary, and popular cultures of the Nordic Middle Ages. His sources range from the Icelandic sagas to cultural monuments much less familiar to the nonspecialist, including legal cases, church art, law codes, ecclesiastical records, and runic spells. Mitchell's starting point is the year 1100, by which time Christianity was well established in elite circles throughout Scandinavia, even as some pre-Christian practices and beliefs persisted in various forms. The book's endpoint coincides with the coming of the Reformation and the onset of the early modern Scandinavian witch hunts. The terrain covered is complex, home to the Germanic Scandinavians as well as their non-Indo-European neighbors, the Sami and Finns, and it encompasses such diverse areas as the important trade cities of Copenhagen, Bergen, and Stockholm, with their large foreign populations; the rural hinterlands; and the insular outposts of Iceland and Greenland. By examining witches, wizards, and seeresses in literature, lore, and law, as well as surviving charm magic directed toward love, prophecy, health, and weather, Mitchell provides a portrait of both the practitioners of medieval Nordic magic and its performance. With an understanding of mythology as a living system of cultural signs (not just ancient sacred narratives), this study also focuses on such powerful evolving myths as those of "the milk-stealing witch," the diabolical pact, and the witches' journey to Blakulla. Court cases involving witchcraft, charm magic, and apostasy demonstrate that witchcraft ideologies played a key role in conceptualizing gender and were themselves an important means of exercising social control.

The medieval northern world consisted of a vast and culturally diverse region, both geographically, from roughly Greenland to Novgorod and culturally, as one of the last areas of Europe to be converted to Christianity. Old Norse Folklore explores the complexities of this fascinating world in a series of case studies and theoretical essays to connect orality and performance theory to memory studies and from myths relating to pre-Christian Nordic religion to innovations within late medieval pilgrimage song culture. Old Norse Folklore provides critical new perspectives on the Old Norse world, some of which appear in this volume for the first time in English. Stephen A. Mitchell presents emerging methodologies by analyzing Old Norse materials to offer new and better understandings of this kind of evidence. He examines, interprets, and re-interprets the medieval data bequeathed to us by posterity—myths, legends, riddles, charms, court culture, conversion narratives, landscapes, and mindscapes—targeting largely overlooked, yet important sources of cultural insights.

A dazzling presentation of the life and teachings of Jesus by the eminent scholar and translator Stephen Mitchell.

Old Norse mythology is elusive: it is the label used to describe the religious stories of the pre-Christian North, featuring such well-known gods as Odin and Thor, yet most of the narratives have come down to us in manuscripts from the Middle Ages mainly written by Christians. Our view of the stories as they were transmitted in oral form in the pre-Christian era is obscured. To overcome these limitations, this book assembles comparisons from a range of theoretical and analytical perspectives-across media, cultures, and disciplines. Fifteen scholars from a wide range of fields examine the similarities of and differences of the Old Norse mythologies with the myths of other cultures. The differences and similarities within the Old Norse corpus itself are examined to tease out the hidden clues to the original stories.

In Heroic Sagas and Ballads, Stephen A. Mitchell examines the world of the medieval Icelandic legendary sagas and their legacy in Scandinavia. Central to his argument is the view that these heroic texts should be studied in the light of the later Icelandic Middle Ages rather than that of the Viking age, although the stories, the tellers, and the audiences are clearly concerned with exactly this period of Scandinavian history. Viewing these sagas as the products of highly diverse forms of inspiration and creation-some oral, some written-Mitchell explores their aesthetic and social dimensions, demonstrating their function both as entertainment and as a literature with a more serious purpose, one with deep roots in Nordic literary consciousness. The traditions that these sagas relate possessed an importance beyond the temporal and geographical confines of medieval Iceland, and Heroic Sagas and Ballads considers the process by which these heroic materials were subsequently recast as metrical romances in Iceland and as ballads throughout the rest of Scandinavia. It is ultimately concerned with much more than just those stories that inspired such modern writers as Richard Wagner and H. Rider Haggard; its anthropological and folkloric approach to the legendary sagas shows how the extraliterary dimensions of medieval texts can be explored. Heroic Sagas and Ballads addresses issues of central importance to medievalists, folklorists, comparatists, Scandinavianists, and students of the ballad.

There are more psychoanalytic theories today than anyone knows what to do with, and the heterogeneity and complexity of the entire body of psychoanalytic though have become staggering. In Relational Concepts in Psychoanalysis, Stephen A. Mitchell weaves strands from the principal relational-model traditions (interpersonal psychoanalysis, British school object-relations theories, self psychology, and existential psychoanalysis) into a comprehensive approach to many of the knottiest problems and controversies in theoretical and clinical psychoanalysis. Mitchell's earlier book, Object Relations in Psychoanalytic Theory, co-authored with Jay Greenberg, set the stage for this current integration by providing a broad comparative analysis of important thinking on the nature of human relationships. In that classic study Greenberg and Mitchell distinguished between two basic paradigms: the drive model, in which relations with others are generated and shaped by the need for drive gratifications, and various relational models, in which relations themselves are taken as primary and irreducible. In Relational Concepts in Psychoanalysis, Mitchell argues that the drive model has since outlived its usefulness. The relational model, on the other hand, has been developed piecemeal by different authors who rarely acknowledge and explore the commonality of their assumptions or the rich complementarity of their perspectives. In this bold effort at integrative theorizing, Mitchell draws together major lines of relational-model traditions into a unified framework for psychoanalytic thought, more economical than the anachronistic drive model and more inclusive than any of the singular relational approaches to the core significance of sexuality, the impact of early experience, the relation of the past to the present, the interpenetration of illusion and actuality, the centrality of the will, the repetition of painful experience, the nature of analytic situation, and the process of analytic change. As such, his book will be required reading for psychoanalytic scholars, practitioners, candidates in psychoanalysis, and students in the field.

Over the course of the past 15 years, there has been a vast sea change in American psychoanalysis. It takes the form of a broad movement away from classical psychoanalytic theorizing grounded in Freud's drive theory toward models of mind and development grounded in object relations concepts. In clinical practice, there has been a corresponding movement away from the classical principles of neutrality, abstinence and anonymity toward an interactive vision of the analytic situation that places the analytic relationship, with its powerful, reciprocal affective currents, in the foreground. These developments have been evident in virtually all schools of psychoanalysis in America, from the most traditional to the most radical.

The wellspring of these innovations is the work of a group of psychoanalysts who have struggled to integrate aspects of interpersonal psychoanalysis, various British object relations theories, and psychoanalytic feminism. Although not self-selected as a school, these theorists have generated a distinct tradition of psychoanalytic thought and clinical practice that has become extremely influential within psychoanalysis in the United States.

Relational Psychoanalysis: The Emergence of a Tradition brings together for the first time the seminal papers of the major authors within this tradition. Each paper is accompanied by an introduction, in which the editors place it in its historical context, and a new afterward, in which the author suggests subsequent developments in his or her thinking. This book is an invaluable resource for any clinical practitioner, teacher or student of psychoanalysis interested in exploring the exciting developments of recent years.

Object Relations in Psychoanalytic Theory provides a masterful overview of the central issue concerning psychoanalysts today: finding a way to deal in theoretical terms with the importance of the patient's relationships with other people. Just as disturbed and distorted relationships lie at the core of the patient's distress, so too does the relation between analyst and patient play a key role in the analytic process. All psychoanalytic theories recognize the clinical centrality of "object relations," but much else about the concept is in dispute. In their ground-breaking exercise in comparative psychoanalysis, the authors offer a new way to understand the dramatic and confusing proliferation of approaches to object relations. The result is major clarification of the history of psychoanalysis and a reliable guide to the fundamental issues that unite and divide the field. Greenberg and Mitchell, both psychoanalysts in private practice in New York, locate much of the variation in the concept of object relations between two deeply divergent models of psychoanalysis: Freud's model, in which relations with others are determined by the individual's need to satisfy primary instinctual drives, and an alternative model, in which relationships are taken as primary. The authors then diagnose the history of disagreement about object relations as a product of competition between these disparate paradigms. Within this framework, Sullivan's interpersonal psychiatry and the British tradition of object relations theory, led by Klein, Fairbairn, Winnicott, and Guntrip, are shown to be united by their rejection of significant aspects of Freud's drive theory. In contrast, the American ego psychology of Hartmann, Jacobson, and Kernberg appears as an effort to enlarge the classical drive theory to accommodate information derived from the study of object relations. Object Relations in Psychoanalytic Theory offers a conceptual map of the most difficult terrain in psychoanalysis and a history of its most complex disputes. In exploring the counterpoint between different psychoanalytic schools and traditions, it provides a synthetic perspective that is a major contribution to the advance of psychoanalytic thought.

This volume consists of articles about terms for, concepts of and functions of memory. The articles deal with medieval Norse texts, such as sagas, myths, skaldic poems, laws and historiographical writings, and they refer to theoretical insights from international memory studies that have developed recently. In recent years, various branches of memory studies have provided useful tools of analysis that offer new ways of understanding medieval cultures. The articles in this collection draw on these new theoretical tools for studying - and conceptualizing - memory, in order to reassess the function of memory in medieval Nordic culture. Despite its interdisciplinary and comparative basis, the volume remains very much an empirical study of memory and memory-dependent issues as these took form in the Nordic world. In addition, the articles deal with a variety of theoretical concepts and areas of investigation which are of relevance when dealing with memory studies in general, such as transmission and media, preservation and storage, forgetting and erasure, and authenticity and falsity. The articles cover a wide range of medieval texts, such as saga, myth, poetry, law, historiography, learned literature, and other forms of verbal expression, such as runic inscriptions.