A Proven Technique Applying Brief Therapy to Difficult and Challenging Disorders

Changing the Unchangeable is a myth shattering book that reveals how short-term therapy can be used as a powerful tool for treating clients who present a range of complex psychological disorders including severe depression, delusions and paranoia, anorexia, alcoholism, obsessive-compulsive behavior, and borderline personality disorder.

"Fisch and Schlanger have done an admirable job of addressing the difficult. They have done this with detailed description of cases and of step-by-step explanations for dealing with the 'unchangeable' briefly."--Paul Watzlawick, emeritus clinical professor, Department of Psychiatry and Behavioral Sciences, Stanford University

"Filled with rich examples, this is an incisive, carefully analyzed exploration of the pioneering practices created at MRI's Brief Therapy Center."-Carlos E. Sluzki, clinical professor of psychiatry, University of California Los Angeles

Published in Open Access with the support of the Swiss National Science Foundation Historical criticism of the Bible emerged in the context of protestant theology and is confronted in every aspect of its study with otherness: the Jewish people and their writings. However, despite some important exceptions, there has been little sustained reflection on the ways in which scholarship has engaged, and continues to engage, its most significant Other. This volume offers reflections on anti-Semitism, philo-Semitism and anti-Judaism in biblical scholarship from the 19th century to the present. The essays in this volume reflect on the past and prepare a pathway for future scholarship that is mindful of its susceptibility to violence and hatred.

Because arrhythmias can present in so many different forms, the only way to be certain of an interpretation is to understand the underlying ECG mechanism of the arrhythmia. This is especially important in choosing a management strategy, as similar arrhythmias of differing origin may have vastly different therapies/treatments. Unfortunately, standard teaching methods can seem to divorce the theoretical knowledge required for diagnosis from the hands-on reading of ECGs.

To achieve a balance of practicality and competency, the two parts of this book are equally divided between concrete example and didactic theory. Section I provides multiple ECG readings of the most commonly encountered simple and complex arrhythmias, and includes differential diagnoses where appropriate. These readings are presented with a minimum of theory, and are repetitively presented in multiple permutations, as they would be encountered in the ECG reading room or on the wards. Section II provides a more in-depth discussion of ECG mechanisms and arrhythmogenesis. Attention is focused on the relevant underlying electrophysiology and the deductive processes used to reach the diagnoses of complex arrhythmias.

This book can serve as a quick and handy reference for systematic, rule-based arrhythmic diagnoses, as well as an authoritative teaching text for learning the underlying theory and mechanics. It will be of great interest to students and clinicians at all levels, including cardiologists, electrophysiologists, and others who care for patients with cardiovascular disease, ICU and ER staff, emergency physicians, anesthesiologist, and surgeons.

It is now well established that all living systems emit a weak but permanent photon flux in the visible and ultraviolet range. This biophoton emission is correlated with many, if not all, biological and physiological functions. There are indications of a hitherto-overlooked information channel within the living system. Biophotons may trigger chemical reactivity in cells, growth control, differentiation and intercellular communication, i.e. biological rhythms. The basic experimental and theoretical framework, the technical problems and the wide field of applications in the food industry, medicine, pharmacology, environmental science and basic sciences are presented in this book, which also includes the rapidly growing literature. This book is written by the most outstanding international scientists familiar with this topic who have been working in this field for many years.

Although Frankenstein has now been canonized in the Romantic classroom, less attention then ever has been paid to the considerable corpus of Mary Shelley's other works - in fact, until now the excitement of the last decade over feminist themes found in Frankenstein has helped to obscure the actual persona of its author. By analysing a previously neglected body of reviews, essays, novellas, letters, biographies, sketches, and tales, and in locating Mary Shelley as a shrewd critic of the Romantic zeitgeist, the essays in this volume offer a ground-breaking, complete evaluation of one of the foremost thinkers of the 19th century.

In 1845, John Franklin's Northwest Passage expedition disappeared. The expedition left an archive of performative remains that entice one to consider the tension between material remains and memory and reflect on how substitution and surrogation work alongside mourning and melancholia as responses to loss.

A best-selling, seminal manual on treating a wide range of clinical problems briefly and effectively. Explores the principles of brief therapy and discusses the basic elements of treatment. Examines common situations in therapy and what therapists can do to initiate change.

In this up-to-date survey and critical assessment of transgenic and knockout models in neuropsychiatry and behavior, a panel of leading researchers comprehensively assesses how and whether the genetic abnormalities produced from these models manifest the neuropsychiatric disorders to which they correspond. The authors focus on transgenic and knockout models of neurocognitive dysfunction and neuropsychiatric dysfunction. The discussion of neurobiological problems covers mental retardation, polyglutamate, and speech disorders, as well as disorders that involve cognitive, social, speech, and language dysfunction. The neuropsychiatric dysfunctions examined include psychosis and schizophrenia, anxiety, depression, and bipolar disorder.

This text explores the biblical influence on the style and structure of works by Fielding, Defoe, Eliot, Kafka, Dostoevsky and others. Kafka's "The Trial" has been termed a "midrash" on the book of Job (Northrop Frye). But this book concludes that it is also a debate with Job. Whilst other novelists could not manage without the Bible, at the same time "it would not do". The book concludes with two chapters on the Israeli novelists, S.Y. Agnon and A.B. Yehoshua. The study of theology and religion calls upon a wide range of interdisciplinary skills and cultural perspectives to illuminate the concerns at the heart of religious faith. Books in this series variously explore the contributions made by literature, philosophy and science in forming our historical and contemporary understanding of religious issues and theological perspectives.

Organized to serve as a resource for those just beginning to learn EEG as well as those who are already experienced, it contains concise presentations of the fundamentals of EEG technology and interpretation as well as an up-to-date review of the latest digital EEG technology and EEG clinical correlations. Unlike other EEG textbooks, the second half of this book is uniquely organized according to EEG findings rather than individual disorders. This is the best practical approach to learning interpretation because it mirrors the actual practice of EEG, the EEGer is confronted by EEG patterns, not diagnoses. All other textbooks organize findings according to clinical disorder. The book contains sufficient information to serve as a laboratory manual. The appendices contain the American Clinical Neurophysiology Society guidelines for EEG and the International Federation of Clinical Neurophysiology glossary. Each chapter begins with a summary of major concepts. An overview of EEG can be quickly obtained by those beginning the study of EEG by simply reading the introductory summaries of all chapters before reading the contents of the chapters.

Bridging Cultures Between Home and School: A Guide for Teachers is intended to stimulate broad thinking about how to meet the challenges of education in a pluralistic society. It is a powerful resource for in-service and preservice multicultural education and professional development. The Guide presents a framework for understanding differences and conflicts that arise in situations where school culture is more individualistic than the value system of the home. It shares what researchers and teachers of the Bridging Cultures Project have learned from the experimentation of teacher-researchers in their own classrooms of largely immigrant Latino students and explores other research on promoting improved home-school relationships across cultures. The framework leads to specific suggestions for supporting teachers to cross-cultural communication; organization parent-teacher conferences that work; use strategies that increase parent involvement in schooling; increase their skills as researchers; and employ ethnographic techniques to learn about home cultures. Although the research underlying the Bridging Cultures Project and this Guide focuses on immigrant Latino families, since this is the primary population with which the framework was originally used, it is a potent tool for learning about other cultures as well because many face similar discrepancies between their own more collectivistic approaches to childrearing and schooling and the more individualistic approach of the dominant culture.

A clear and comprehensive account of how genetic abnormalities, neurobiology, and neuropsychology work together to manifest cognitive-behavioral dysfunction. The authors review the current status of research in autosomal disorders that produce cognitive-behavioral dysfunction and syndromal and nonsyndromal disorders that produce mental retardation. Comprehensive and up-to-date, Genetics and Genomics of Neurobehavioral Disorders integrates the molecular, genomic, neuropsychological, and neurobehavioral factors that produce learning disabilities and mental retardation into a coherent framework for the understanding and assessment of neurobehavioral disorders.

"Bridging Cultures in Early Care and Education: A Training Module" is a resource designed to help pre-service and in-service early childhood educators, including infant-toddler caregivers, understand the role of culture in their programs. It is also intended for professionals who work with children and their families in a variety of other roles, such as social workers, special educators, and early interventionists, and for use in college courses focused on early childhood education and child development.
The module explains and illustrates how early childhood educators can use the organizing concepts of "individualism" and "collectivism" as a means of understanding cultural conflict and difference. These concepts have been shown to be highly useful in improving home-school understanding across cultures. Based on real-life examples of cultural dilemmas in early care and education settings, participants engage the concepts of individualism and collectivism to solve a variety of scenarios in a dynamic and engaging manner.
*Chapter 1 introduces the Bridging Cultures for Early Care and Education approach, provides a brief history, and explains the training module. It presents the conceptual framework of individualism and collectivism, which is at the heart of the training.
*Chapter 2 provides the information needed for a two-hour workshop, including a script and notes to the facilitator. The script is not meant to be read word for word. Rather, it is offered as a guide, based on a pilot-tested approach. Appendices at the end of the book contain transparency masters for the overheads referenced in the script, and masters for suggested handouts.
*Chapter 3 offers ideas foraugmenting the basic two-hour training by expanding it over a longer time period. It also identifies additional diversity resources that can complement the Bridging Cultures training.
*Appendices providing additional information, data, and bibliographic resources are included.
This module originated as part of the Bridging Cultures Project at WestEd--a nonprofit research, development, and service agency working with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults.

At its best, educational television can provide children with enormous opportunities and can serve as a window to new experiences, enrich academic knowledge, enhance attitudes and motivation, and nurture social skills. This volume documents the impact of educational television in a variety of subject areas and proposes mechanisms to explain its effects. Drawing from a wide variety of research spanning several disciplines, author Shalom M. Fisch analyzes the literature on the impact of educational resources. He focuses on television programs designed for children rather than for adults, although adult literature is included when it is particularly relevant. In addition, much of the discussion concerns the effects of unaided viewing by children, rather than viewing in the context of adult-led follow-up activities. The role of parent-child co-viewing and issues relevant to the use of television in school or child care also receives consideration. This volume is intended to make the disparate literature on educational television's impact more accessible, by bringing it together into a centralized resource. To that end, the volume draws together empirical data on the impact of educational television programs--both academic and prosocial--on children's knowledge, skills, attitudes, and behavior. In addition to its emphasis on positive effects, this volume addresses a gap in the existing research literature regarding children's learning from exposure to educational television. Acknowledging that little theoretical work has been done to explain why or how these effects occur, Fisch takes a step toward correcting this situation by proposing theoretical models to explore aspects of the mental processing that underlies children's learning from educational television. With its unique perspective on children's educational television and comprehensive approach to studying the topic, this volume is required reading for scholars, researchers, and students working in the area of children and television. It offers crucial insights to scholars in developmental psychology, family studies, educational psychology, and related areas.

At its best, educational television can provide children with enormous opportunities and can serve as a window to new experiences, enrich academic knowledge, enhance attitudes and motivation, and nurture social skills. This volume documents the impact of educational television in a variety of subject areas and proposes mechanisms to explain its effects. Drawing from a wide variety of research spanning several disciplines, author Shalom M. Fisch analyzes the literature on the impact of educational resources. He focuses on television programs designed for children rather than for adults, although adult literature is included when it is particularly relevant. In addition, much of the discussion concerns the effects of unaided viewing by children, rather than viewing in the context of adult-led follow-up activities. The role of parent-child co-viewing and issues relevant to the use of television in school or child care also receives consideration. This volume is intended to make the disparate literature on educational television's impact more accessible, by bringing it together into a centralized resource. To that end, the volume draws together empirical data on the impact of educational television programs--both academic and prosocial--on children's knowledge, skills, attitudes, and behavior. In addition to its emphasis on positive effects, this volume addresses a gap in the existing research literature regarding children's learning from exposure to educational television. Acknowledging that little theoretical work has been done to explain why or how these effects occur, Fisch takes a step toward correcting this situation by proposing theoretical models to explore aspects of the mental processing that underlies children's learning from educational television. With its unique perspective on children's educational television and comprehensive approach to studying the topic, this volume is required reading for scholars, researchers, and students working in the area of children and television. It offers crucial insights to scholars in developmental psychology, family studies, educational psychology, and related areas.

Bridging Cultures: Teacher Education Module is a professional development resource for teacher educators and staff developers to help preservice and in-service teachers become knowledgeable about cultural differences and understand ways of bridging the expectations of school settings with those of the home. In a nonthreatening, cognitively meaningful way, the Module is based on teacher-constructed and tested strategies to improve home-school communication and parent involvement. These innovations were developed as part of the Bridging Cultures Project, which explores the cultural value differences between the individualistic orientation of mainstream U.S. schools and the collectivistic orientation of many immigrant families. The goal of the Bridging Cultures Project is to support and help teachers in their work with students and families from immigrant cultures. The centerpiece of the Module is training resources, including an outline, an agenda, and a well-tested three-hour script designed as a lecture-discussion with structured opportunities for guided dialogue and small-group discussion. Throughout the script, "Facilitators Notes" annotate presentation suggestions and oversized margins encourage integration of the facilitator's personal experiences in presenting and adapting the Module. Ideas for using the Readings for Bridging Cultures are provided. A section of overhead transparencies and handout masters is included. The Module also provides a discussion of the role of culture in education and the constructs of individualism and collectivism, an overview of the effects of the Bridging Cultures Project, and evaluation results of the author's use of the Module in two sections of a preservice teacher education course. Bridging Cultures: Teacher Education Module brings the successful processes and practices of the Bridging Cultures Project to a larger audience in college courses and in professional development arenas. Designed for use in one or two class sessions, the Module can be incorporated in courses on educational psychology, child development, counseling psychology, and any others that deal with culture in education.

While the Common Core has made informational text a focal point in English/language arts classrooms around the country, it has also made literacy a key concern in other subjects. Teaching literacy in the disciplines and navigating informational texts are challenging prospects. How can content-area teachers find high-quality informational texts that will enhance their curriculum? How do they go about working with these new texts? Most importantly, how do teachers balance their responsibility towards their subject matter with the new charge to incorporate disciplinary literacy? The key is to connect, communicate, and collaborate. Teachers can meet these challenges together and enhance student literacy, engagement, and motivation along the way. This volume offers a practical model that teachers in any discipline can use to incorporate informational texts into their classrooms on their own or in collaboration with colleagues in other content areas. We also share suggestions and ideas for initiating and implementing collaboration between teachers of any discipline, even those working at the secondary level with complex schedules and curricula.

This volume--a collection and synthesis of key research studies since the program's inception over three decades ago--serves as a marker of the significant role that "Sesame Street" plays in the education and socialization of young children. Editors Shalom M. Fisch and Rosemarie T. Truglio have included contributions from both academics and researchers directly associated with "Sesame Street, " creating a resource that describes the processes by which educational content and research are integrated into production, reviews major studies on the impact of "Sesame Street" on children, and examines the extension of "Sesame Street" into other cultures and media. In the course of this discussion, the volume also explores broader topics, including methodological issues in conducting media-based research with young children, the longitudinal impact of preschoolers' viewing of educational versus non-educational television, and crosscultural differences in the treatment of educational content.
As the first substantive book on "Sesame Street" research in more than two decades, ""G" is for Growing" provides insight into the research process that has informed the development of the program and offers valuable guidelines for the integration of research into future educational endeavors. Intended for readers in media studies, children and the media, developmental studies, and education, this work is an exceptional chronicle of the growth and processes behind what is arguably the most influential program in children's educational television.