After decades of stagnation during the reign of his father, the 'Barracks King', the performing arts began to flourish in Berlin under Frederick the Great. Even before his coronation in 1740, the crown prince commenced recruitment of a group of musician-composers who were to form the basis of a brilliant court ensemble. Several composers, including C.P.E. Bach and the Graun brothers, wrote music for the viola da gamba, an instrument which was already becoming obsolete elsewhere. They were encouraged in this endeavour by the presence in the orchestra from 1741 of Ludwig Christian Hesse, one of the last gamba virtuosi, who was described in 1766 as 'unquestionably the finest gambist in Europe'. This study shows how the unique situation in Berlin produced the last major corpus of music written for the viola da gamba, and how the more virtuosic works were probably the result of close collaboration between Hesse and the Berlin School composers. The reader is also introduced to the more approachable pieces which were written and arranged for amateur viol players, including the king's nephew and ultimate successor, Frederick William II. O'Loghlin argues that the aesthetic circumstances which prevailed in Berlin brought forth a specific style that is reflected not only in the music for viola da gamba. Characteristics of this Berlin style are identified with reference to a broad selection of original written sources, many of which are hardly accessible to English-speaking readers. There is also a discussion of the rather contradictory reception history of the Berlin School and some of its composers. The book concludes with a complete thematic catalogue of the Berlin gamba music, with a listing of original manuscript sources and modern publications. The book will appeal to professional and amateur viola da gamba players as well as to scholars of eighteenth-century German music.

After decades of stagnation during the reign of his father, the 'Barracks King', the performing arts began to flourish in Berlin under Frederick the Great. Even before his coronation in 1740, the crown prince commenced recruitment of a group of musician-composers who were to form the basis of a brilliant court ensemble. Several composers, including C.P.E. Bach and the Graun brothers, wrote music for the viola da gamba, an instrument which was already becoming obsolete elsewhere. They were encouraged in this endeavour by the presence in the orchestra from 1741 of Ludwig Christian Hesse, one of the last gamba virtuosi, who was described in 1766 as 'unquestionably the finest gambist in Europe'. This study shows how the unique situation in Berlin produced the last major corpus of music written for the viola da gamba, and how the more virtuosic works were probably the result of close collaboration between Hesse and the Berlin School composers. The reader is also introduced to the more approachable pieces which were written and arranged for amateur viol players, including the king's nephew and ultimate successor, Frederick William II. O'Loghlin argues that the aesthetic circumstances which prevailed in Berlin brought forth a specific style that is reflected not only in the music for viola da gamba. Characteristics of this Berlin style are identified with reference to a broad selection of original written sources, many of which are hardly accessible to English-speaking readers. There is also a discussion of the rather contradictory reception history of the Berlin School and some of its composers. The book concludes with a complete thematic catalogue of the Berlin gamba music, with a listing of original manuscript sources and modern publications. The book will appeal to professional and amateur viola da gamba players as well as to scholars of eighteenth-century German music.

Offering a fresh and innovative perspective on psychodynamic psychotherapy, this book captures the possibilities of using psychodynamic theory in service of progressive and socially relevant application. It takes the reader on a journey through the sensitive and often painful realities of contemporary South African life. Psychoanalysis as a long-term modality is inaccessible to the average South African, and in this book the authors describe how psychoanalytically orientated or psychodynamic psychotherapy can be practiced as a short-term endeavor and applied to contemporary issues facing the country. Psychodynamic work is currently undertaken by clinical psychologists, therapists, clinicians, trainers, teachers, clinical supervisors, consultants, and researchers working in university settings, state hospitals, community projects, private practice, and research. The debates, clinical issues, therapeutic practice, and nature of research covered in the book are widely representative of the work being done in the country. The need for shorter term therapy models and evidence-based interventions is as acute in global practice as it is locally. The lessons learned in South Africa have broader implications for international practitioners, and the authors stress the potential inherent in psychoanalytic theory and technique to tackle the complex problems faced in all places and settings characterized by increasing globalization and dislocation.

Framed by America's enemies for a crime she didn't commit. Fifteen-year-old Colleen Lee "Collie" Knight is on trial for her life in a foreign land. If she's found guilty, then the Monarchy of The Kingdom's Realm will off the American teen a blindfold as she stands in front of their military firing squad. Will Collie be spared from sitting in her prison cell waiting in fearful anticipation for her execution day to arrive? Can the efforts of her friends and family and American President Virgina Watker save Collie if she's found guilty by the Grand Council of the Realm and sentenced to Death?

Framed by America's enemies for a crime she didn't commit. Fifteen-year-old Colleen Lee "Collie" Knight is on trial for her life in a foreign land. If she's found guilty, then the Monarchy of The Kingdom's Realm will off the American teen a blindfold as she stands in front of their military firing squad. Will Collie be spared from sitting in her prison cell waiting in fearful anticipation for her execution day to arrive? Can the efforts of her friends and family and American President Virgina Watker save Collie if she's found guilty by the Grand Council of the Realm and sentenced to Death?

This book locates internally focused, critical perspectives regarding the social, political, emotional, and mental growth of children. Through the radical openness afforded by psychoanalytic and related frameworks, the goal of this volume is to illuminate, promote, and help situate subjectivities that are often blotted out for both the child and society. Developmental and linear assumptions and hegemonies are called into question. Chapters address the challenges involved in working with children who have experienced traumas of dis-location that do not fit neatly into normative theories of development The emphasis is on motifs of lostness and foundness, in terms of the geographies of the psycho-social, and how such motifs govern and regulate what have come to count as the normative indexes of childhood as well as how they exclude other real childhoods. What is 'lost' in childhood finds its way into narratives of loss in adult functioning and these narratives are of interest since they allow us to re-theorize ideas of child, family, and society. To that end, these essays focus in and on dissociated places and moments across varied childhood(s).

Women and the Psychosocial Construction of Madness focuses on the question of madness as it is experienced by women within gendered socio-political contexts. Chapter themes include diverse topics such as: black and ethnic minority women's experiences of psychosis; psychosis in transwomen; sexual trauma and psychosis; the doctor-patient relationship; and women's experiences of mental health treatment and recovery. Chapters span the disciplines of psychoanalysis, sociology, feminism / women's studies, critical theory, and mad studies. As a companion volume to Women and Psychosis: Multidisciplinary Perspectives, the overarching goal of this book is to provide an exploration of the unique interaction between the social and the psyche as it relates to marginalized women's mental health.

Women and the Psychosocial Construction of Madness focuses on the question of madness as it is experienced by women within gendered sociopolitical contexts. Contributors to this edited collection engage with a diverse range of topics, including black and ethnic minority women's experiences of psychosis, psychosis in transwomen, sexual trauma and psychosis, the doctor-patient relationship, and women's experiences of mental health treatment and recovery. Chapters span the disciplines of psychoanalysis, sociology, women's studies, critical theory, and madness studies.

Lives Interrupted: Psychiatric Narratives of Struggle and Resilience provides insight into the everyday experiences of individuals struggling with severe psychic distress during a six-month immersion program at the Fountain House headquarters, a New York-based organization that works to address the effects of serious mental illness. These narratives add complexity and objectivity to the expanding discussion of psychiatric treatment plans. Contributors to this collection argue that narratives are vital to treatment and should not be treated as secondary options to standard diagnosis and treatment practices that rely heavily on pharmaceuticals and often result in short-term revolving-door interventions for complex forms of human suffering.

The Ethics of Remembering and the Consequences of Forgetting: Essays on Trauma, History, and Memory brings together scholars from a variety of disciplines that draw on multiple perspectives to address issues that arise at the intersection of trauma, history, and memory. Contributors include critical theorists, critical historians, psychoanalysts, psychotherapists, and a working artist. The authors use intergenerational trauma theory while also pushing and pulling at the edges of conventional understandings of how trauma is defined. This book respects the importance of the recuperation of memory and the creation of interstitial spaces where trauma might be voiced. The writers are consistent in showing a deep respect for the sociohistorical context of subjective formation and the political importance of recuperating dangerous memory-the kind of memory that some authorities go to great lengths to erase. The Ethics of Remembering and the Consequences of Forgetting is of interest to critical historians, critical social theorists, psychotherapists, psychosocial theorists, and to those exploring the possibilities of life as the practice of freedom.

Fragments of Trauma and the Social Production of Suffering: Trauma, History, and Memory offers a kaleidoscope of perspectives that highlight the problem of traumatic memory. Because trauma fragments memory, storytelling is impeded by what is unknowable and what is unspeakable. Each of the contributors tackles the problem of narrativizing memory that is constructed from fragments that have been passed along the generations. When trauma is cultural as well as personal, it becomes even more invisible, as each generation's attempts at coping push the pain further below the surface. Consequently, that pain becomes increasingly ineffable, haunting succeeding generations. In each story the contributors offer, there emerges the theme of difference, a difference that turns back on itself and makes an accusation. Themes of knowing and unknowing show the terrible toll that trauma takes when there is no one with whom the trauma can be acknowledged and worked through. In the face of utter lack of recognition, what might be known together becomes hidden. Our failure to speak to these unaspirated truths becomes a betrayal of self and also of others. In the case of intergenerational and cultural trauma, we betray not only our ancestors but also the future generations to come. In the face of unacknowledged trauma, this book reveals that we are confronted with the perennial choice of speaking or becoming complicit in our silence.

With the push toward accountability and test performance in schools there has been a decline in emphasis on creativity, imagination, and feelings in schools. Psychodynamic Perspectives on Working with Children, Families, and Schools is designed for students and professionals who are interested in restoring such values to their work with children. There is an absence of psychoanalytic ways of thinking in conventional professional discourses of schooling. With a few notable exceptions, the discourses of child development, classroom management, early childhood education, special education, school psychology, and school counseling have constructed notions of children and schooling that are often behaviorist, instrumental, and symptom-focused. Curriculum too often focuses on acquisition of knowledge and behaviors; discipline is conceptualized as compliance, and symptoms such as anger, school resistance, etc., are pathologized and reacted to out of context; children's special needs are often conceptualized instrumentally; and children with complex psychological symptoms are delimited, depersonalized, or simply removed. Professionals who work with children psychodynamically draw on diverse frameworks including the work of Anna Freud, the long tradition of the Tavistock Clinic in London [e.g., Anne Alvarez, Susan Reid, Margaret Rustin, Frances Tustin, etc.], the writings of Klein, Winnicott, and their colleagues, French analysts [e.g., Piera Aulagnier, Didier Anzieu, Laurent Danon-Boileau, Francoise Dolto, Maud Mannoni, and Catherine Mathelin] and Italian infant/child analyst Alessandro Piontelli. This work is valuable but often inaccessible to school professionals because the writing is somewhat specialized, and because there is no tradition of teaching such work in professional preparation in those fields. This collection is theoretically grounded in that the authors share a commitment to valuing children's emotions and understand the usefulness of psychoanalytic approaches for enhancing children's lives. It is laden with examples to invite into this discussion those students and professionals who value these ideas but for whom this book may be their first introduction to progressive educational ideals and psychodynamic ways of working with children. Psychodynamic Perspectives on Working with Children, Families, and Schools provides an introductory volume to open the door to the possibility of introducing psychodynamic frameworks to education and human service professors and school professionals and professionals working with children.

With the push toward accountability and test performance in schools there has been a decline in emphasis on creativity, imagination, and feelings in schools. Psychodynamic Perspectives on Working with Children, Families, and Schools is designed for students and professionals who are interested in restoring such values to their work with children. There is an absence of psychoanalytic ways of thinking in conventional professional discourses of schooling. With a few notable exceptions, the discourses of child development, classroom management, early childhood education, special education, school psychology, and school counseling have constructed notions of children and schooling that are often behaviorist, instrumental, and symptom-focused. Curriculum too often focuses on acquisition of knowledge and behaviors; discipline is conceptualized as compliance, and symptoms such as anger, school resistance, etc., are pathologized and reacted to out of context; children's special needs are often conceptualized instrumentally; and children with complex psychological symptoms are delimited, depersonalized, or simply removed. Professionals who work with children psychodynamically draw on diverse frameworks including the work of Anna Freud, the long tradition of the Tavistock Clinic in London [e.g., Anne Alvarez, Susan Reid, Margaret Rustin, Frances Tustin, etc.], the writings of Klein, Winnicott, and their colleagues, French analysts [e.g., Piera Aulagnier, Didier Anzieu, Laurent Danon-Boileau, Francoise Dolto, Maud Mannoni, and Catherine Mathelin] and Italian infant/child analyst Alessandro Piontelli. This work is valuable but often inaccessible to school professionals because the writing is somewhat specialized, and because there is no tradition of teaching such work in professional preparation in those fields. This collection is theoretically grounded in that the authors share a commitment to valuing children's emotions and understand the usefulness of psychoanalytic approaches for enhancing children's lives. It is laden with examples to invite into this discussion those students and professionals who value these ideas but for whom this book may be their first introduction to progressive educational ideals and psychodynamic ways of working with children. Psychodynamic Perspectives on Working with Children, Families, and Schools provides an introductory volume to open the door to the possibility of introducing psychodynamic frameworks to education and human service professors and school professionals and professionals working with children.

This volume offers very specific illustrations of psychoanalytic ways of thinking and working in both clinical and pedagogical contexts with children. It is designed for professionals who work with infants, children, and adolescents, and who are seeking modes of working that respects emotions, that embrace context, and that privilege imagination and possibility. For professionals who already practice in ways that are sympathetic to these modes of working, the scholarly underpinning of this work offers a rationale for taking a stand in favor of emotionally focused, child-centered work and in opposition to systems that negate the lives of children. This book is for caring professionals who devote their lives to creating spaces for children to find their own paths and is intended to serve as a source of sustenance and support for such work.

How is existing knowledge reconciled with new information in the mind of a young child, as compared to that of a more sophisticated thinker?
Development of Scientific Thinking Skills explores a new framework for the conceptualization of changes in the strategies of inductive reasoning from middle childhood to adulthood.
Key Features
* Cognitive development
* Thinking skills
* Scientific thinking
* Evidence evaluation
* Theory Revision