This book is out of print. A new revised and expanded edition, published by IPSY in 2008, is titled “Ethical issues in psychology”.
Imagery and imagination present unique advantages in psychotherapy: the almost immediate mobilization of affects, the externalization and resolution of inner conflicts through symbolism and the transcendence of mundane reality. It is widely used in a number of therapeutic approaches such as art therapy, drama therapy etc.
In this book, specific approaches are presented which employ imagery as the principal method to induce therapeutic change. The theoretical part of this book explores the conditions that make change possible through imagery.
This book is essentially a practical guide to implementing experiential learning activities in the social and emotional domains of learning. It is a guide for educators, psychologists, coaches, and other adults to work with children in groups. It illustrates how social and emotional experiences are understood to promote learning. It outlines a method by which students process activities, helping children to become aware and synthesize these experiences. The following five steps comprise the cycle of learning that the book describes in detail:
Implementing this cycle of learning is not easy and the book offers readers clear guidelines for their role as facilitators, aspects of the group process and dynamics that they need to pay attention to, and how to evaluate the outcomes of their efforts. The book is a product of 25-years of experience working in education, working with groups, teaching and learning. We hope that it is informative, useful, and transformative because there is no doubt that children’s experiences are important and it is only through experience that genuine reform can become possible.
This book describes the diversity sensitization program applied in several greek elementary schools during the period 2002-2005. The general goals of the program were to help educators implement an anti-bias education and diversity training curriculum and more specifically the objectives of each module were:
Nancy McWilliams’ bestseller volume explicates the major clinically important character types and suggests how an appreciation of the patient’s individual personality structure should influence the therapist’s focus and style of intervention. Major personality types include the antisocial, the narcissistic, the paranoid, the schizoid, the depressive, the manic, the masochistic, the hysterical, the obsessional and the dissociative structures. Nancy McWilliams writes in a lucid, personal manner that demystifies psychodynamic theory and practice. Numerous clinical vignettes are presented with humor, candor, and compassion, bringing abstract concepts to life.
What kinds of questions do experienced therapists ask themselves when facing a new client? How can clinical expertise be taught? From the author of the landmark Psychoanalytic Diagnosis, this book takes clinicians step-by-step through developing an understanding of each client’s unique psychology and using this information to guide and inform treatment decisions. McWilliams shows that while seasoned practitioners rely upon established diagnostic categories for record-keeping and insurance purposes, their actual clinical concepts and practices reflect more inferential, subjective, and intuitive processes. Interweaving illustrative case examples with theoretical insights and clinically significant research, chapters cover assessment of client temperament, developmental issues, defenses, affects, identifications, relational patterns, self-esteem needs, and pathogenic beliefs.
The purpose of this guide is to help parents and teachers support a child during loss. Using examples from daily life and step-by- step instructions the book explains the way children understand loss and death according to their age as well as appropriate ways to respond to common questions:
Teachers can also find useful material in this book pertaining to experiential activities to implement in the classroom as well as answers to questions:
This book consists of original and translated articles regarding ethical problems in psychotherapy and counseling, psychological assessment, supervision, research, and teaching. It describes the most common problems encountered in daily practice in various professional settings. This book is addressed to all mental health professionals and aims at promoting self-reflection and a deeper understanding of ethical issues.
Building on the enormous popularity of her two previous texts on diagnosis and case formulation, this important work from Nancy McWilliams completes the trilogy by addressing in detail the art and science of psychodynamic treatment. McWilliams distills the essential principles of clinical practice, including effective listening and talking; transference and countertransference; emotional safety; and an empathic, attuned attitude toward the patient. The author describes the values, assumptions, and clinical and research findings that guide the psychoanalytic enterprise, and shows how to integrate elements of other theoretical perspectives when necessary. She also discusses the phases of treatment and covers such neglected topics as educating the client about the therapeutic process, handling complex challenges to boundaries, and attending to self-care. Presenting complex clinical information in personal, nontechnical language enriched by in-depth clinical vignettes, this is an essential psychoanalytic work and training text for therapists.
What kinds of questions do experienced therapists ask themselves when facing a new client? How can clinical expertise be taught? From the author of the landmark Psychoanalytic Diagnosis, this book takes clinicians step-by- step through developing an understanding of each client’s unique psychology and using this information to guide and inform treatment decisions. Interweaving illustrative case examples with theoretical insights and clinically significant research, chapters cover assessment of client temperament, developmental issues, defenses, affects, identifications, relational patterns, self-esteem needs, and pathogenic beliefs.
