Exposing the inner thoughts that these reclusive heroes would only dare share with trained professionals, heady experts give detailed psychoanalyses of what makes specific superheroes tick while answering such questions as "Why do superheroes choose to be superheroes?" "Why is there so much prejudice against the X-Men" "mutants?" "What makes Spider-Man so altruistic?" and "Why are supervillains so aggressive?" Additionally, the essays tackle why superheroes have such an enduring effect on American culture.Includes:- The positive psychology of superheroes by Christopher Peterson and Nansook Park- The social psychology of the Justice league of America by Wind Goodfriend- Superman's personality by Robin S. Rosenberg- Anti-heroism in the continuum of good and evil by Michael Spivey and Steven Knowlton- Positive psychology of Peter Parker by Robert Biwas-Diener- Prejudice lessons from the Xavier Institute by Mikhail Lyubansky- When I grow up I want to be a superhero by Bryan J. Dik- Is there a superhero in all of us? by Peter A. Hancock and Gabriella M. Hancock- Mind-reading superheroes by William J. Ickes- An appetite for destruction by Chuck Tate- The stereotypical (Wonder) woman by Chuck Tate- What would Freud say? by Andrew R. Getzfeld- Coming to terms with bizarro by Siamak Tundra Naficy- Coping with stress ... the superhero way by Stephanie R. deLusé- Arkham Asylum by Bradley J. Daniels- The incredible Hulk by Christopher J. Patrick and Sarah K. Patrick- Gender typicality and extremity in popular culture by Kerri L. Johnson, Leah E. Lurye, and Jonathan B. Freeman- Cracking the superhero's moral code by Peter DeScioli and Robert Kurzban.

    The twists and turns of the series, as well as the psychological depth and complexity of J. K. Rowling’s characters, have kept fans enthralled with and puzzling over the many mysteries that permeate Hogwarts and beyond: Do the Harry Potter books encourage disobedience? Why is everyone so fascinated by Professor Lupin? What exactly will Harry and his friends do when they finally pass those N.E.W.T.s? Do even wizards live by the ticking of the clock? Is Harry destined to end up alone? And why did it take Ron and Hermione so long to get together? Now, in The Psychology of Harry Potter, leading psychologists delve into the ultimate Chamber of Secrets, analyzing human mind and motivation by examining the themes and characters that make the Harry Potter books the bestselling fantasy series of all time. Grab a spot on the nearest couch, and settle in for some fresh revelations about our favorite young wizard!

    Erickson's skills of hypnotism to the readers, identifying the elements of his skill by using refined patterning and modelling techniques. Erickson also describes his methods in his own words.

    JungThis abridged edition makes the Freud/Jung correspondence accessible to a general readership at a time of renewed critical and historical reevaluation of the documentary roots of modern psychoanalysis. This edition reproduces William McGuire's definitive introduction, but does not contain the critical apparatus of the original edition.

    William Glasser takes readers into his consulting room and illustrates, through a series of conversations with his patients, exactly how he puts his popular therapeutic theories into practice.These vivid, almost novelistic case histories bring Dr. Glasser's therapy to life and show readers how to get rid of the controlling, punishing I know what's right for you psychology that crops up in most situations when people face conflict with one another.Practical and readable, Counseling with Choice Theory is Dr. Glasser's most accessible book in years.

    However, rather than resting on that reputation, the new edition of this text marks a significant advance in the already excellent quality of the book. While preserving concise language, state of the art educational pedagogy, and top-notch worked examples, the Eighth Edition features a unified art design as well as streamlined and carefully reorganized problem sets that enhance the thoughtful instruction for which Raymond A. Serway and John W. Jewett, Jr. earned their reputations. Likewise, PHYSICS FOR SCIENTISTS AND ENGINEERS, will continue to accompany Enhanced WebAssign in the most integrated text-technology offering available today. In an environment where new Physics texts have appeared with challenging and novel means to teach students, this book exceeds all modern standards of education from the most solid foundation in the Physics market today.

    s/t: Mental Healing as Religion, Rhetoric & Repression

     It's in our nature to want to succeed. It's also human nature to want to do right. But we've lost how to balance the two. How do we get it back? Practical Wisdom can help. "Practical wisdom" is the essential human quality that combines the fruits of our individual experiences with our empathy and intellect-an aim that Aristotle identified millennia ago. It's learning "the right way to do the right thing in a particular circumstance, with a particular person, at a particular time." But we have forgotten how to do this. In Practical Wisdom, Barry Schwartz and Kenneth Sharpe illuminate how to get back in touch with our wisdom: how to identify it, cultivate it, and enact it, and how to make ourselves healthier, wealthier, and wiser.

    Why are some people worriers, and others wanderers? Why are some people so easy-going and laid-back, while others are always looking for a fight? Written by Daniel Nettle--author of the popular book Happiness--this brief volume takes the reader on an exhilarating tour of what modern science can tell us about human personality. Revealing that our personalities stem from our biological makeup, Nettle looks at the latest findings from genetics and brain science, and considers the evolutionary origins and consequences of different personalities. The heart of the book sheds light on the "big five": Extraversion, Neuroticism, Conscientious, Agreeableness, and Openness. Using a stimulating blend of true-life stories and scientific research, Nettle explains why we have something deep and consistent within us that determines the choices we make and situations we bring about. He addresses such questions as why members of the same family differ so markedly in their natures? What is the best personality to have--a bold one or a shy one, an aggressive one or a meek one? And are you stuck with your personality, or can you change it? Life, Nettle concludes, is partly the business of finding a niche where your personality works for you. "It is a question of choosing the right pond," he notes, "and being mindful of the dangers." There is no ideal personality to have. Every disposition brings both advantages and disadvantages.Full of human wisdom as well as scientific insight, this book illuminates the pluses and minuses of personality, offering practical advice about living with the nature you were born with. It even includes a questionnaire so that you can assess yourself.

    Fields Cookies... What backward messages on records are really trying to tell you... Frank Sinatra's real age... Why you can't counterfeit a lottery ticket... Barbra Streisand's blue movie... The other Boy Scout rituals... Ingmar Bergman's soap commercials... The formula for Play-Doh... and more.

    

    What is going on? Anatomy of an Epidemic challenges readers to think through that question themselves. First, Whitaker investigates what is known today about the biological causes of mental disorders. Do psychiatric medications fix “chemical imbalances” in the brain, or do they, in fact, create them? Researchers spent decades studying that question, and by the late 1980s, they had their answer. Readers will be startled—and dismayed—to discover what was reported in the scientific journals. Then comes the scientific query at the heart of this book: During the past fifty years, when investigators looked at how psychiatric drugs affected long-term outcomes, what did they find? Did they discover that the drugs help people stay well? Function better? Enjoy good physical health? Or did they find that these medications, for some paradoxical reason, increase the likelihood that people will become chronically ill, less able to function well, more prone to physical illness?  This is the first book to look at the merits of psychiatric medications through the prism of long-term results. Are long-term recovery rates higher for medicated or unmedicated schizophrenia patients? Does taking an antidepressant decrease or increase the risk that a depressed person will become disabled by the disorder? Do bipolar patients fare better today than they did forty years ago, or much worse? When the National Institute of Mental Health (NIMH) studied the long-term outcomes of children with ADHD, did they determine that stimulants provide any benefit?  By the end of this review of the outcomes literature, readers are certain to have a haunting question of their own: Why have the results from these long-term studies—all of which point to the same startling conclusion—been kept from the public?  In this compelling history, Whitaker also tells the personal stories of children and adults swept up in this epidemic. Finally, he reports on innovative programs of psychiatric care in Europe and the United States that are producing good long-term outcomes. Our nation has been hit by an epidemic of disabling mental illness, and yet, as Anatomy of an Epidemic reveals, the medical blueprints for curbing that epidemic have already been drawn up.

    Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education.Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education.These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination.Here is one of the best introductions to Waldorf education, straight from the man who started it all.German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311).∞ ∞ ∞ SYNOPSIS OF THE LECTURESLECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty.LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year.LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples.LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson."LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time.LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics.LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents.QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction.Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry.Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration.Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services.Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching.Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England.

    'Compelling and wise and rational.' - Jon RonsonOne in four of us experience a mental health problem each year, with anxiety and depression alone affecting over 500 million people worldwide.Why are these conditions so widespread? What is it about modern life that has such an impact on our mental health? And why is there still so much confusion and stigma around these issues?In Psycho-Logical, neuroscientist and bestselling author Dean Burnett answers these questions and more, revealing what is actually going on in our brains when we suffer mental health issues such as anxiety, depression and addiction.Combining illuminating scientific research with first-hand insights from people who deal with mental health problems on a daily basis, this is an honest, entertaining and reassuring account of how and why these issues occur, and how to make sense of them.

    Her twenty- five-year career conducting experiments that involve rats has led her to a surprising conclusion: Through their adaptive strategies and good habits, these unassuming little animals can teach us some essential lessons about how we, as humans, can lead successful lives. From emotional resilience and a strong work ethic to effective parenting and staying healthy, the lab rat is an unlikely but powerful role model for us all. This is a surprising and engaging guided tour into the sophisticated mental, emotional, and behavioral worlds of these frequently maligned and often misunderstood little creatures.