This book offers a new approach by combining the disciplines of history, psychology, and religion to explain the suicidal element in both Western culture and the individual, and how to treat it. Ancient Greek society displays in its literature and the lives of its people an obsessive interest in suicide and death. Kaplan and Schwartz have explored the psychodynamic roots of this problem--in particular, the tragic confusion of the Greek heroic impulse and its commitment to unsatisfactory choices that are destructively rigid and harsh. The ancient Hebraic writings speak little of suicide and approach reality and freedom in vastly different terms: God is an involved parent, caring for his children. Therefore, heroism, in the Greek sense, is not needed nor is the individual compelled to choose between impossible alternatives. In each of the first three sections, the authors discuss the issues of suicide from a comparative framework, whether in thought or myth, then the suicide-inducing effects of the Graeco-Roman world, and finally, the suicide-preventing effects of the Hebrew world. The final section draws on this material to present a suicide prevention therapy. Historical in scope, the book offers a new psychological model linking culture to the suicidal personality and suggests an antidote, especially with regard to the treatment of the suicidal individual.
The Psychology of Teaching and Learning provides a thorough and comprehensive introduction to the psychology of instruction in the schools and colleges.The book divides the theory into three stages (the "three steps" in the subtitle): (i) work by the teacher prior to engagement with the student (e.g. needs assessment; diagnosis; mental ability including emotional intelligence); (ii) work by the teacher with the student (e.g. module delivery, formative assessment); and (iii) work done by the teacher after engagement with the student (e.g. summative assessment, remedial planning). The subject matter is wide-ranging including, for example, parental influence, behavioral factors and a consideration of different kinds of intelligence. Martinez-Pons has developed models of instruction in the form of flow charts, reports research (including plentiful quantitative studies) and includes boxed material explaining techniques and concepts (e.g. correlational analysis).It was written with graduate students of education in mind, especially for courses for educational psychology and pedagogy. Because the book develops out of general educational psychology, it is applicable to all stages of education from elementary school to college teaching as well as in-service professionals, including educational psychologists.
A Practical Guide for parents and carers who want practical advice they can readily apply to difficult situations within the family unit.
Change is an inevitable part of life. So why are most of us parents shocked and surprised when our daughters change in unexpected, dramatic, significant ways once they hit the teen years? Girls go through their most dramatic developmental changes during adolescence. And they need parents to be there, just as present and involved as when our little girls were, well, still little girls! As you read through the pages of "A Parent's Guide to Understanding Teenage Girls," veteran youth workers Brooklyn Lindsey and Mark Oestreicher will help you re-examine some assumptions and misunderstandings about this season of life. Then, from a place of trust in God, you will gain a fresh perspective on who your daughter is and who she's becoming. This book explores the major changes of adolescence, the influence of parents and friends, the onslaught of feelings and how to respond, and the significance of celebrating milestones in a girl's life. A Parent's Guide to Understanding Teenage Girls will offer wisdom, insight, and encouragement to respond well, react wisely, and engage effectively. This book is also an ideal resource to prepare you and your daughter for the impending season of change and transformation, if you aren't there quite yet.
If psychology gurus are to be believed, we self-sabotage. So do our prospects. They also say we're blessed with 20/20 hindsight, so that we can see, in retrospect, that we really are just a train wreck - a train that is on a self-destructive, self-created course of bad behaviors. They each seem to have some sort of plan to get us out of our own way, and quit doing those bad behaviors, but a lot of us then feel a little guilt, and a lot introverted. What if the bad behaviors can be bested by helping others? By understanding how a prospect's mind works - Making more sales than we ever dreamed of in the process?
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