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＜p＞＜em＞Early Encounters with Children and Adolescents＜/em＞ is the first training guide to use the works of beginning therapists as its focus. Far too often, therapists in training are given the "classics" to readーcase histories by the masters in the field, which can sometimes leave beginning therapists intimidated or even in despair as to whether they can ever reach that level of proficiency. This book is the first to remediate that situation by providing beginners with role models they can more easily internalize through realistic case histories that reveal the ins and outs of starting in a craft that is never fully mastered. Not only are the cases themselves fascinating, but the therapists also refer to the processes they struggled with while treating these patients. Readers will thus have a striking new counterweight to the classics they will still want to read as they progress in the field. Eight beginning clinicians discuss aspects of their clinical process, including: issues of transference and countertransference; the role of supervision; doing parent consultations, especially when one is not yet a parent; cultural/racial/socioeconomic differences between patient and therapist; and the vulnerability of not understanding for long moments in treatment. Psychodynamic beginners in every discipline will find these case histories compelling, heartfelt and inspiring.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞Good communication between the doctor and patient is essential for the patient to establish a trusting relationship with their doctor and to make the best use of the appropriate treatment. Traditional methods for teaching communication skills have focused on simulated clinical situations in which students learn how to improve their communication, with actors playing the part of the patients, rather than from live experiences with patients. Psychodynamic psychotherapy, with its emphasis on learning to reflect on experiences, offers the student the possibility of learning from a real experience with a patient. Such opportunities allow students to learn directly about patients’ emotions, as well as to appreciate their own emotional responses to illness and to communicate better with their patients.＜/p＞ ＜p＞In this book, Peter Shoenberg, Jessica Yakeley, and their contributors who include students and teachers, discuss two different teaching approaches developed at University College London to help medical students understand the role of emotions in illness, communicate more effectively, and gain a deeper understanding of the doctor patient relationship. The benefits of Ball, Wolff and Tredgold’s Student Psychotherapy Scheme are considered alongside Shoenberg and Suckling’s short term student Balint discussion group scheme to provide clear guidance about how psychotherapeutic understanding can be used to inform medical education, with positive results.＜/p＞ ＜p＞At a time when medicine is becoming increasingly technological and there is a growing demand by the public for more psychologically minded doctors, this book will be a key resource for physicians, general practitioners, psychologists, psychiatrists and psychotherapists who are involved in medical teaching and for medical students.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞Assessments by psychologists, educators, and other human-service professionals too often ＜em＞end＜/em＞ with the client being reported in terms of scores, bell-shaped curves, traits, psychodynamic forces, or diagnostic labels. ＜em＞＜strong＞Individualizing Psychological Assessment＜/strong＞＜/em＞ uses these classification devices in ways that facilitate ＜em＞returning＜/em＞ from them to the individual's life, both during the assessment session and in written reports. The book presents an approach and procedures through which a person's actual life becomes the subject matter of assessment. Thoroughly revised from the previous edition, the book presents a wide range of concrete examples and illustrative cases that will serve both students and practicing professionals alike in individualizing assessments.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞Based on a research project funded by the Army Research Institute, ＜em＞Foreign Language Learning＜/em＞ reports original empirical and theoretical research on foreign language acquisition and makes recommendations about applications to foreign language instruction. The ultimate goal of this project was to identify a set of psychological principles that can provide the foundation for--or at least, argumentation for--a foreign language training course. This book reviews the various studies of which the project is comprised. It begins with an overview chapter outlining the scope of the project and summarizing some of the experiments that were conducted in the laboratory. In each of the following chapters, the contributors report on previously unpublished research on selected specific psycholinguistic training principles; vocabulary and concept acquisition; language comprehension; reading processes; and bilingualism. The final chapter--prepared by a prominent expert on second language training--provides an overview and evaluation of the contribution of the research described in earlier chapters to the goal of improving instructional methods in foreign language learning.＜/p＞ ＜p＞Sandwiched between the introductory and final chapters are four major sections:＜br /＞ * ＜em＞Vocabulary and Concept Acquisition,＜/em＞ which discusses the effect of first-language phonological configuration on lexical acquisition in a second language, contextual inference effects in foreign language vocabulary acquisition and retention, mediated processes in foreign language vocabulary acquisition and retention, and the status of the count-mass distinction in a mental grammar;＜br /＞ * ＜em＞Language Comprehension,＜/em＞ which addresses voice communication between air traffic controllers and pilots who are nonnative speakers of English, cognitive strategies in discourse processing, and the effects of context and word order in Maasai sentence production and comprehension;＜br /＞ * ＜em＞Reading Processes,＜/em＞ which discusses the enhancement of text comprehension through highlighting, the effect of alphabet and fluency on unitization processes in reading, and reading proficiency of bilinguals in their first and second languages; and＜br /＞ * ＜em＞Bilingualism,＜/em＞ which addresses Stroop interference effects in bilinguals between similar and dissimilar languages, the individual differences in second language proficiency, and the hierarchical model of bilingual representation.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞The following papers were presented at an international workshop on benzo diazepine receptor ligands, memory and information processing, held during the 15th CINP meeting in Puerto Rico in December 1986 and organised by the editors and T. Roth. This workshop was aimed at reviewing and reflecting on past experience with benzodiazepines, evaluating the current state of knowledge of the actions of psychotropic orugs (particularly benzodiazepines, fJ-carbolines and benzodiazepine antagonists), and laying a basis of interest and speculation for future research into the potential use of these drugs in disorders of memory and information processing. There is much published material regarding the theoretical underpinnings of what psychologists call "memory", and doubtless there will be several more libraries filled with theses on the topic before a consensus is reached as regards basic definitions or even meaningful distinctions between for example, "short" and "long"-term memory - everyone has his own particular theory. The qualitative and quantitative diversity of the different approaches might seem to present an insurmountable problem for the psychologist seeking a unified conceptual framework. In practice the various theories produce a plethora of pragmatic and experimental techniques for psychopharmacologists and clinicians to use when investigating drugs with putative amnestic or promnestic properties.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞There is a considerable amount of interest within pediatrics and pri mary health care that is currently being directed toward the behavioral and emotional problems of childhood. Traditionally, these areas have been emphasized by child psychiatrists, child psychologists, and psy chiatric social workers. Now, however, the detection and, in some cases, the assessment and treatment of children with these types of disturb ances fall within the province of primary child health care profession als. Even when the child psychiatrist or child psychologist provides the primary mental health treatment for the child, specialists such as pediatricians, family physicians, pediatric nurses, pediatric nurse prac titioners, and speech therapists remain instrumental in support of the ongoing psychotherapeutic process as providers of some other aspect of total health care to the child and family. For these pediatricians, family physicians, and other nonpsychol ogist primary health care providers, it is essential to acquire an under standing and effective working knowledge of important psychological information and concepts to utilize within their own framework and professional responsibilities. In order that this may be accomplished, these professionals with limited backgrounds in psychology must better understand how psychologists themselves assess children and how they derive the conclusions reflected in the statements and reports that are shared with members of their own and other disciplines. In short, nonpsychologists must become substantially more familiar with psy chological assessment, particularly with psychological testing and the subsequent reporting of results.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞Characterized by its multi-level interdisciplinary character, communication has become a variable field -- one in which the level of analysis varies. This has had important ramifications for the study of communication because, to some extent, the questions one asks are determined by the methods one has available to answer them. As a result, communication research is characterized by the plethora of both qualitative and quantitative approaches used by its practitioners. These include survey and experimental methods, and content, historical, and rhetorical analyses.＜/p＞ ＜p＞A variety of tools has been developed in cognitive psychology and psychophysiology which attempts to measure "thinking" without asking people how they do it. This book is devoted to exploring how these methods might be used to further knowledge about the process of communication. The methods chosen have all been used extensively in cognitive and experimental psychology. Each chapter in this book is designed to describe the history of the method being introduced, the theory behind it, how to go about using it, and how it has already been used to study some area of communication. The methods introduced here vary widely in terms of the amount of equipment and training needed to use them. Some require only theoretical knowledge and a paper and pencil; others require more elaborate hardware and software for implementation. These methods also vary widely in terms of what sorts of variables they can be used to measure. Some of them adapt quite readily to traditional communication variables like persuasion, attitude change, and knowledge; others are more applicable to process type variables such as attention, arousal, involvement, encoding, and retrieval.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞Utilizing a decade's worth of clinical experience gained since its original publication, Mary Jo Peebles builds and expands upon exquisitely demonstrated therapeutic approaches and strategies in this second edition of ＜em＞Beginnings＜/em＞. The essential question remains the same, however: How does a therapist begin psychotherapy? To address this delicate issue, she takes a thoughtful, step-by-step approach to the substance of those crucial first sessions, delineating both processes and potential pitfalls in such topics as establishing a therapeutic alliance, issues of trust, and history taking. Each chapter is revised and expanded to include the latest treatment research and modalities, liberally illustrated with rich case material, and espouse a commitment to the value of multiple theoretical perspectives. Frank and sophisticated, yet eminently accessible, this second edition will be an invaluable resource for educators, students, and seasoned practitioners of any therapeutic persuasion.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞In this book, Bruno Boccara argues that complex and changing psychosocial issues, in particular those related to the societal unconscious, must be assessed and incorporated in public policy analysis through Socio-Analytic Dialogue, a psychosocial approach aimed at understanding and addressing emotional issues surrounding public policies worldwide through empathic dialogue. Taking into account societal level anxieties and defense mechanismsーat both the conscious and unconscious levelsーwhen formulating and implementing policies increases the awareness and understanding of psychosocial issues, and decreases the need, and therefore the likelihood, of societies adopting regressive social defenses.＜/p＞ ＜p＞Covering international topics including research from the United States; Tunisia and the Arab spring; discontent and riots in Chile, Israel, and the United Kingdom; and humiliation in Sub-Saharan Africa, the book identifies how country-level psychosocial dynamics impact public policies, and suggests that policies themselves can become social defenses. Two case studies, firstly on the World Bank and foreign aid, and secondly on Bolivia, illustrate how a deep understanding of psychosocial issues can provide new insights on the functioning of organizations (perverse dynamics) and on a country’s policy choices and economic performance.＜/p＞ ＜p＞Building upon recent work in sociology and psychoanalysis, the book demonstrates that Socio-Analytic Dialogue has the potential to make a significant contribution to understanding worldwide discontent and anxieties.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞This book provides readers with direction on how to organize psychoeducational groups while also helping them enhance skills for effectively leading such groupsーall in one comprehensive volume! Offering an applied, pragmatic approach, author Janice L. DeLucia-Waack uniquely integrates research and practice to suggest valuable leadership strategies while addressing special issues such as children of divorce, anger management, bullying behaviors, and much more.＜/p＞ ＜p＞＜strong＞Key Features:＜/strong＞＜/p＞ ＜ul＞ ＜li＞＜strong＞Uses the model of Planning, Performing, and Processing:＜/strong＞ Based on the Association for Specialists in Group Work (ASGW) ＜em＞Best Practice Guidelines＜/em＞, this book provides an outline for each step from planning a group to designing sessions to implementing them and also evaluating their effectiveness. The book also includes ASGW Professional Standards for Training of Group Workers and ASGW Principles for Diversity-Competent Group Workers.＜/li＞ ＜li＞＜strong＞Focuses on the therapeutic relationship and interventions specific to children and teens:＜/strong＞ Groups for children and adolescents must be designed and implemented differently than groups for adults. What little has been written specifically about psychoeducational groups does not make distinctions based on the age of group members. This is the first book to suggest specific interventions that generate interest and participation on the part of children and adolescents.＜/li＞ ＜li＞＜strong＞Provides guidance for the entire spectrum of activities related to leading groups:＜/strong＞ This book offers practical suggestions for how to effectively use activities in group meetings and chronicles common mistakes to avoid. A variety of learning tools such as suggested activities, sample outlines of group sessions, tables with references for related materials, and much more facilitate student comprehension.＜/li＞ ＜/ul＞ ＜p＞＜strong＞Intended Audience:＜/strong＞ This is an excellent text for advanced undergraduate and graduate students studying Counseling and Therapy of Children and Adolescents, Social Group Work, and Group Counseling for Education in departments of psychology, social work, and education. It is also a valuable resource for social work practitioners, counselors, and psychologists.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞First published in 1988. During the past decade there has been a marked increase in the number of North American and European laboratories engaged in the study of social learning. As a consequence, evidence is rapidly accumulating that in animals, as in humans, social interaction plays an important role in facilitating development of adaptive patterns of behavior. Experimenters are isolated both by the phenomena they study and by the species with which they work. The process of creating a coherent field out of the diversity of current social learning research is likely to be both long and difficult. It the authors’ hope, that the present volume may prove a useful first step in bringing order to a diverse field.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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MENTAL ILLNESS AT WORK 2014/E M. Race A. Furnham PALGRAVE2014 Hardcover 2014 English ISBN：9781137272041 洋書 Business & SelfーCulture（ビジネス） Business & Economics

＜p＞The present anthology seeks to give an overview of the different approaches to establish a relation between phenomenology and psychoanalysis, primarily from the viewpoint of current phenomenological research. Already during the lifetimes of the two disciplines' founders, Edmund Husserl (1859 - 1938) and Sigmund Freud (1856 ? 1939), phenomenological and phenomenologically inspired authors were advancing psychoanalytic theses. For both traditions, the Second World War presented a painful and devastating disruption of their development and mutual exchange. During the postwar period, phenomenologists, especially in France, revisited psychoanalytic topics. Thus, in the so-called second generation of phenomenology there developed an intensive reception of the psychoanalytic tradition, one that finds its expression even today in current hermeneutic, postmodern and poststructuralist conceptions. But also in more recent phenomenological research we find projects concentrated systematically on psychoanalysis and its theses. In this context, the status of psychoanalysis as a science of human experience is discussed anew, now approached on the ‘first person’ basis of a phenomenological understanding of subjective experience. In such approaches, phenomena like incorporation, phantasy, emotion and the unconscious are discussed afresh. These topics, important for modern phenomenology as well as for psychoanalysis, are examined in the context of the constitution of the human person as well as of our intersubjective world. The analyses are also interdisciplinary, making use of connections with modern medicine, psychiatry and psychotherapy. The systematic investigations are enriched by historical analysis and research in the internal development of the disciplines involved. The volume presents recent work of internationally recognized researchers ? phenomenologically oriented philosophers, psychoanalysts and psychotherapists ? who work in the common fieldof the two disciplines. The editors hope that this selection will encourage further systematic collaboration between phenomenology and psychoanalysis＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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EXPLAINING PSYCHOLOGICAL STATI Barry H. Cohen WILEY2013 Hardcover English ISBN：9781118436608 洋書 Social Science（社会科学） Psychology

PSYCHOSOMATIC MEDICINE 2014/E Kurt Fritzsche Susan H. McDaniel Michael Wirsching SPRINGER NATURE2014 Hardcover 2014 English ISBN：9781461410218 洋書 Computers & Science（コンピューター＆科学） Medical