The essential guide on how to teach about dreaming.Dreaming in the Classroom provides teachers from virtually all fields with a uniquely informative guidebook for introducing their students to the universal human phenomenon of dreaming. Although dreaming may not be held in high esteem in mainstream Western society, students at all education levels consistently enjoy learning about dreams and rank classes on dreaming among their favorite, most significant educational experiences. Covering a wide variety of academic disciplines such as psychology, anthropology, film studies, philosophy, and religious studies, the book explains in clear and practical language the most effective methods for teaching accurate, useful information about dreams to students in colleges and universities, graduate programs, psychotherapy institutes, seminaries, primary and secondary schools, and nonacademic settings. Included are detailed discussions of how to create an appropriate syllabus, integrate material from multiple disciplines, nurture skills in writing and critical reasoning, propose courses to skeptical administrators, and facilitate a responsible process for sharing dreams in a classroom setting. The book draws on interviews with dozens of accomplished teachers, along with the authors’ many years of pedagogical practice, to present proven strategies for using this perennially fascinating topic to promote successful student learning.

Cet ouvrage collectif, dirigé par deux professeurs-chercheurs engagés dans le domaine de la réadaptation au travail, propose de passer en revue les éléments essentiels à une bonne compréhension du retour et de la réintégration au travail de personnes aux prises avec un trouble mental. Au sein de notre société moderne, notamment dans les organisations, les troubles mentaux constituent désormais une problématique qui préoccupe les acteurs concernés par le retour et la réintégration au travail, tels que l’employeur, le supérieur immédiat, le représentant syndical, le représentant du système d’assurance, le professionnel de la santé et l’intervenant qui facilite le retour au travail, sans oublier les personnes significatives de l’environnement immédiat de l’individu souffrant d’un trouble mental.Tous ces acteurs clés, mais aussi les chercheurs, les planificateurs et les décideurs des instances gouvernementales qui souhaitent mieux saisir cette problématique et tenter d’y faire face adéquatement trouveront dans cet ouvrage des pistes à explorer selon leurs besoins respectifs. Les outils et les interventions abordés dans cet ouvrage, dont on a reconnu l’efficacité, sont sans conteste des leviers qui permettront de faire progresser cette problématique en plein essor. Aussi, doté d’une approche transdisciplinaire, il pourra offrir aux étudiants de diverses formations un portrait holistique de ce domaine de recherche sur la santé: vivre ou avoir vécu un trouble mental tout en participant de façon active au marché du travail ordinaire. Cet ouvrage a donc l’ambition d’aller au-delà de l’incapacité au travail chez une personne souffrant d’un trouble mental.

Using Freud’s correspondence, this book argues that his Jewishness was in fact a source of energy and pride for him and that he identified with both Jewish and humanist traditions. Gresser presents an extended analysis of Freud’s personal correspondence. Arranged in chronological order, the material conveys a vivid sense of Freud’s personal and psychological development. Close reading of Freud’s letters, with frequent attention to the original German and its cultural context, allows Gresser to weave a fascinating story of Freud’s life and Jewish commitments, as seen through the words of the master himself. The book culminates in an extended discussion of Freud’s last and most deliberately Jewish work, Moses and Monotheism. Gresser thus initiates a discussion about modern Jewish identity that will be of interest to anyone concerned about questions of the relationship between tradition and modernity, and between the particular and the universal, that moderns struggle with in the search for authenticity.

This timely volume reviews current data on the effects of estrogen on the central nervous system, highlighting clinical aspects of this topic. Experts from the fields of psychiatry, pharmacology, neurology, and geriatrics collaborate to clarify the known risks and benefits of hormone therapy and explore questions that remain to be elucidated. Among the topics discussed: " Preclinical data on estrogen's effects on cognitive performance " The short-lived effects of hormone replacement therapy on cognitive function " Structural and functional brain imaging data regarding estrogen's effects on the central nervous system " Preclinical efforts to develop effective NeuroSERMs for the brain " The effects of estrogen on mood Citing the ongoing confusion over the risks and benefits of estrogen therapy, the contributors emphasize the need for additional research on medication, doses, preparations, methods of administration, alternative therapies, and supplements. This volume educates researchers, clinicians, and students on the current knowledge—including the effects of estrogen on mood, cognition, and brain metabolism—and provides guidelines for clinical practice and future research. Contributors: Roberta Diaz Brinton, Ph.D., University of Southern California; Cheri L. Geist, B.A., David Geffen School of Medicine, University of California at Los Angeles; Robert B. Gibbs, Ph.D., University of Pittsburgh School of Pharmacy; Eva Hogervorst, Ph.D., University of Loughborough and University of Oxford; Pauline M. Maki, Ph.D., Neuropsychiatric Institute, University of Illinois–Chicago; Peter J. Schmidt, M.D., National Institute of Mental Health; Daniel H. S. Silverman, M.D., Ph.D., David Geffen School of Medicine, University of California at Los Angeles; Katherine E. Williams, M.D., Stanford University School of Medicine; Kristine Yaffe, M.D., University of California, San Francisco, and San Francisco VA Medical Center; Laurel N. Zappert, B.A., Stanford University School of Medicine; Liqin Zhao, Ph.D., University of Southern California

This biography details the life of Elizabeth Packard, who in 1860 was committed to an insane asylum by her husband, a strong-willed Calvinist minister. Upon her release three years later, Packard obtained a jury trial and was declared sane, but her husband had already sold their home and left for Massachusetts with their young children and her personal property._x000B__x000B_This experience launched Packard into a career as an advocate for the civil rights of married women and the mentally ill. She wrote numerous books and lobbied legislatures literally from coast to coast advocating more stringent commitment laws, protections for the rights of asylum patients, and laws to give married women equal rights in matters of child custody, property, and earnings. Despite strong opposition from the psychiatric community, Packard's laws were passed in state after state, with lasting impact on commitment and care of the mentally ill in the United States.

The Empathic Ground explores the experience of nondual consciousness as the basis of human connection, and describes its importance for psychological healing. It looks at the therapeutic relationship from the perspectives of psychoanalytic intersubjectivity theory and Asian nondual philosophy, finding practical meeting points between them that illuminate crucial issues in psychotherapy, such as transference and counter-transference, the nature of subjectivity, and the role of the body. The book also includes a series of exercises developed by the author for realizing nondual consciousness in the clinical setting. Access to this subtle, unified dimension of consciousness develops both our individual human capacities—perception, understanding, love, and physical pleasure—and our relationships with other people. It thus has profound significance for both psychological healing and development, and for the relationship of psychotherapist and client.

Des initiatives communautaires novatrices : service d'accompagnement à la naissance et rencontres de groupes de parents ; développement d'un nouveau modèle de fonctionnement afin d'améliorer le taux de réussite de jeunes en difficulté ; développement des enfants de 0-3 ans dans les communautés défavorisées ; mission, valeurs, principes et actions auprès des personnes et des familles à faibles revenus.

Les auteurs, après avoir décrit les problèmes neurologiques, biologiques et environnementaux des enfants de parents alcooliques, toxicomanes ou joueurs pathologiques, présentent les caractéristiques et les expériences qui semblent soutenir une saine adaptation en dépit de situations personnelles et sociofamiliales défavorables. De l'analyse des facteurs de résilience inventoriés, ils dégagent certaines leçons pour l'intervention préventive et font état de quelques programmes de prévention ou d'intervention déjà mis en application et dûment évalués. Pour conclure, ils proposent des recommandations en matière de recherche et de politiques sociales.

The United States was founded on the principle of equal opportunity for all, and this ethos continues to inform the nation’s collective identity. In reality, however, absolute equality is elusive. The gap between rich and poor has widened in recent decades, and the United States has the highest level of economic inequality of any developed country. Social class and other differences in status reverberate throughout American life, and prejudice based on another’s perceived status persists among individuals and groups. In Envy Up, Scorn Down, noted social psychologist Susan Fiske examines the psychological underpinnings of interpersonal and intergroup comparisons, exploring why we compare ourselves to those both above and below us and analyzing the social consequences of such comparisons in day-to-day life. What motivates individuals, groups, and cultures to envy the status of some and scorn the status of others? Who experiences envy and scorn most? Envy Up, Scorn Down marshals a wealth of recent psychological studies as well as findings based on years of Fiske’s own research to address such questions. She shows that both envy and scorn have distinctive biological, emotional, cognitive, and behavioral characteristics. And though we are all “wired” for comparison, some individuals are more vulnerable to these motives than others. Dominant personalities, for example, express envy toward high-status groups such as the wealthy and well-educated, and insecurity can lead others to scorn those perceived to have lower status, such as women, minorities, or the disabled. Fiske shows that one’s race or ethnicity, gender, and education all correlate with perceived status. Regardless of whether one is accorded higher or lower status, however, all groups rank their members, and all societies rank the various groups within them. We rate each group as either friend or foe, able or unable, and accordingly assign them the traits of warmth or competence. The majority of groups in the United States are ranked either warm or competent but not both, with extreme exceptions: the homeless or the very poor are considered neither warm nor competent. Societies across the globe view older people as warm but incompetent. Conversely, the very rich are generally considered cold but highly competent. Envy Up, Scorn Down explores the nuances of status hierarchies and their consequences and shows that such prejudice in its most virulent form dehumanizes and can lead to devastating outcomes—from the scornful neglect of the homeless to the envious anger historically directed at Tutsis in Rwanda or Jews in Europe. Individuals, groups, and even cultures will always make comparisons between and among themselves. Envy Up, Scorn Down is an accessible and insightful examination of drives we all share and the prejudice that can accompany comparison. The book deftly shows that understanding envy and scorn—and seeking to mitigate their effects—can prove invaluable to our lives, our relationships, and our society.

Addressing the common ground between ethics and psychoanalysis, W. W. Meissner asks “Does psychoanalysis have anything to contribute to ethical understanding and reflection?” and conversely, “Does ethics have anything to offer analytic understanding of the complexities of human behavior and decision-making?” Both disciplines focus their interest and concern not only on the inner well-being of the individual, but also on questions of his or her adaptation to the outside world, including both intimate personal relations as well as broader societal and communal relations. This book explores and explicates areas of interaction and common interest between these two disciplines in the hope of opening the way to further exploration and dialogue in the understanding of the human phenomenon.