Ian Thomas Patrick was born on May 3, 1924, in Dennistoun, Glasgow. His father was a senior member of staff in the Glasgow Corporation Rates Department. Before his parents were married, his mother also worked there. When Ian was four, the family bought a semidetached house in Kelvindale, a new estate in the west end of Glasgow. He and his younger sister attended Hillhead High School until war broke out in 1939, when they both became evacuees. Ian was resident in the hostel attached to Dumfries Academy. He spent two happy years there obtaining his Higher Leaving Certificate in 1941. He spent his sixth year back in Hillhead, then entered Glasgow University Medical School, graduating in 1948. His parents were churchgoers; Ian became a Sunday school teacher in his local church, Westbourne Church of Scotland. His call to the mission field developed over his student years. Two of his close undergraduate friends had grown up as children of medical missionaries, one in China and the other in Africa. He read several books about missionary lives. During his final year as an undergraduate, he volunteered to the Church of Scotland. He had felt attracted to China, but the communists were spreading throughout the country, and Christian missions were sending home overseas staff. India seemed more possible. However, the only vacancy was in the Punjab. Partition occurred in 1947, so a more experienced candidate was needed. However, the Church of Scotland referred him to the Presbyterian Church of England. After graduation, Dr. Patrick's first job was to spend six months as house surgeon in Dumfries and Galloway Royal Infirmary. He applied during this time and was interviewed and accepted to serve in Rajshahi, the third-largest city in the new state of East Pakistan. He was making plans for further posts to gain experience, but the mission board instead arranged for him to spend his first year training in the Welsh Mission Hospital in Shillong, the capital of the hill state of Assam in India, under a very experienced missionary, Arthur Hughes. After the first year, which included a three-month Bengali language study course in Darjeeling, he began work in September 1949 in Rajshahi, supervising the conversion of a former student hostel into a hospital.

Ulysses S Grant, besides being the General-in-Chief of the Union armies at the time of the Union victory in the American Civil War, was also President, 1869-1878, at a time when the United States was undergoing significant transformations, both economically and strategically, and growing in confidence as a world power. At the same time, Japan, following the Meiji Restoration of 1868, was seeking to join the ranks of the developed, read exclusively Western, states. This book explores the interaction of Grant with Meiji Japan, compares and contrasts developments in the two countries and assesses the impact each country had on the other. It discusses the travels of the Iwakura Mission in the United States, considers Grant's 1879 visit to Japan and examines the personal relationship between Grant, the Meiji emperor and the other leaders of the Meiji government. The book argues that Grant's thoughtful consideration of the key issues of the day, issues common to many countries at the time, and his suggested policy responses had a huge impact on Meiji Japan.

Accessible and practical, Deconstructing Psychopathology provides a critical perspective on the institutions, practices, and presuppositions that underlie the study of psychopathology. The authors, who come from such areas as clinical psychology, psychiatric social work, psychoanalysis, and action research, challenge the traditions of the field in three ways: First, they analyze the notion of psychopathology as a conventional term in psychology and psychiatry, through the language and institutions that keep it in place. Next, they explore the deconstructive responses and resources and their implications for the theoretical practices that sustain clinical treatments. And finally, they offer an alternative way of seeing psychopathology along with practical models for critical professional work and good practice. This practical and well-written book will be an invaluable text for students and practitioners working to understand mental health.

Ulysses S Grant, besides being the General-in-Chief of the Union armies at the time of the Union victory in the American Civil War, was also President, 1869-1878, at a time when the United States was undergoing significant transformations, both economically and strategically, and growing in confidence as a world power. At the same time, Japan, following the Meiji Restoration of 1868, was seeking to join the ranks of the developed, read exclusively Western, states. This book explores the interaction of Grant with Meiji Japan, compares and contrasts developments in the two countries and assesses the impact each country had on the other. It discusses the travels of the Iwakura Mission in the United States, considers Grant's 1879 visit to Japan and examines the personal relationship between Grant, the Meiji emperor and the other leaders of the Meiji government. The book argues that Grant's thoughtful consideration of the key issues of the day, issues common to many countries at the time, and his suggested policy responses had a huge impact on Meiji Japan.

This practical book provides clear, step-by-step guidance on how to develop a monitoring and evaluation framework in a participatory, logical, systematic, and integrated way. The authors outline the key stages and steps involved, including: scoping the framework; identifying planned results; using program theory and program logic; developing evaluation questions; identifying processes for ongoing data collection and analysis; determining means to promote learning; reporting; and dissemination of results. A final chapter focuses on planning for implementation of the framework, with reference to the broader program and organizational context. The authors draw on their extensive experience in developing monitoring and evaluation frameworks to provide examples of good practice that inform organizational learning and decision making, while offering tips and guidelines that can be used to address common pitfalls.

Ian Thomas Patrick was born on May 3, 1924, in Dennistoun, Glasgow. His father was a senior member of staff in the Glasgow Corporation Rates Department. Before his parents were married, his mother also worked there. When Ian was four, the family bought a semidetached house in Kelvindale, a new estate in the west end of Glasgow. He and his younger sister attended Hillhead High School until war broke out in 1939, when they both became evacuees. Ian was resident in the hostel attached to Dumfries Academy. He spent two happy years there obtaining his Higher Leaving Certificate in 1941. He spent his sixth year back in Hillhead, then entered Glasgow University Medical School, graduating in 1948. His parents were churchgoers; Ian became a Sunday school teacher in his local church, Westbourne Church of Scotland. His call to the mission field developed over his student years. Two of his close undergraduate friends had grown up as children of medical missionaries, one in China and the other in Africa. He read several books about missionary lives. During his final year as an undergraduate, he volunteered to the Church of Scotland. He had felt attracted to China, but the communists were spreading throughout the country, and Christian missions were sending home overseas staff. India seemed more possible. However, the only vacancy was in the Punjab. Partition occurred in 1947, so a more experienced candidate was needed. However, the Church of Scotland referred him to the Presbyterian Church of England. After graduation, Dr. Patrick's first job was to spend six months as house surgeon in Dumfries and Galloway Royal Infirmary. He applied during this time and was interviewed and accepted to serve in Rajshahi, the third-largest city in the new state of East Pakistan. He was making plans for further posts to gain experience, but the mission board instead arranged for him to spend his first year training in the Welsh Mission Hospital in Shillong, the capital of the hill state of Assam in India, under a very experienced missionary, Arthur Hughes. After the first year, which included a three-month Bengali language study course in Darjeeling, he began work in September 1949 in Rajshahi, supervising the conversion of a former student hostel into a hospital.

`I enjoyed this book, and think that it should find a grateful and attentive readership in the practical field as well as being a central text in academic settings. It will also be well received by those, like myself, for whom the interest is more in deconstructing than psychotherapy' - Dialogues This book takes the discursive and postmodern turn in psychotherapy a significant step forward and will be of interest to all those working in mental health who are concerned with challenges to oppression and processes of emancipation. It achieves this by: reflecting on the role of psychotherapy in contemporary culture; developing critiques of language in psychotherapy that unravel its claims to personal truth; and the reworking of a place in the transformative therapeutic practice. Deconstruction is brought to bear on the key conceptual and pragmatic issues that therapists and clinical psychologists face, and the project of therapy is opened up to critical attention and reconstruction. The book provides clear reviews of different viewpoints and will help readers to understand the complex terrain of debates.

The language of psychoanalysis has irrevocably shaped 20th Century culture in countless ways. In this major book, Ian Parker provides a fascinating and accessible overview of the place of this extraordinary intellectual movement in our culture today. Parker systematically reviews the key psychoanalytic theories while exploring throughout their significance to modern life. Freud and object relations theory is directed toward group processes, religion, and war; the Frankfurt School is used to examine modern individuality, authoritarianism and changes in culture, and the Lacanian tradition to account for language, representation and self-improvement. The theoretical analysis incorporates throughout the work of key figures ranging from Adorno, Habermas, and Fromm to Klein, Kristeva, Winnicott, and Zizek. Psychoanalytic Culture is a magnificent exploration of themes that lie at the heart of contemporary society. It will be essential reading for students and academics in psychoanalysis, psychotherapy, psychology, sociology and cultural studies.

Accessible and practical, Deconstructing Psychopathology provides a critical perspective on the institutions, practices, and presuppositions that underlie the study of psychopathology. The authors, who come from such areas as clinical psychology, psychiatric social work, psychoanalysis, and action research, challenge the traditions of the field in three ways: First, they analyze the notion of psychopathology as a conventional term in psychology and psychiatry, through the language and institutions that keep it in place. Next, they explore the deconstructive responses and resources and their implications for the theoretical practices that sustain clinical treatments. And finally, they offer an alternative way of seeing psychopathology along with practical models for critical professional work and good practice. This practical and well-written book will be an invaluable text for students and practitioners working to understand mental health.

This book charts a clear and accessible path through some of the key debates in contemporary psychology. Drawing upon the wider critical and discursive turn in the human sciences, Social Constructionism, Discourse and Realism explores comprehensively the many claims about what we can know of `reality' in social constructionist and discursive research in psychology. Relativist versus realist tensions go to the heart of current theoretical and methodological issues, not only within psychology but across the social and human sciences. By mapping the connections between theory, method and politics in social research and placing these within the context of the broader social constructionist and discursive debates, the internationally renowned contributors offer the reader an invaluable survey of the debates.