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Reader, Come Home: The Fate of the Reading Brain in a Digital World
by Maryanne WolfFrom the author of Proust and the Squid, a lively, ambitious, and deeply informative epistolary book that considers the future of the reading brain and our capacity for critical thinking, empathy, and reflection as we become increasingly dependent on digital technologies. <P><P>A decade ago, Maryanne Wolf’s Proust and the Squid revealed what we know about how the brain learns to read and how reading changes the way we think and feel. Since then, the ways we process written language have changed dramatically with many concerned about both their own changes and that of children. New research on the reading brain chronicles these changes in the brains of children and adults as they learn to read while immersed in a digitally dominated medium. <P><P>Drawing deeply on this research, this book comprises a series of letters Wolf writes to us—her beloved readers—to describe her concerns and her hopes about what is happening to the reading brain as it unavoidably changes to adapt to digital mediums. Wolf raises difficult questions, including: <P><P>Will children learn to incorporate the full range of "deep reading" processes that are at the core of the expert reading brain? <P><P>Will the mix of a seemingly infinite set of distractions for children’s attention and their quick access to immediate, voluminous information alter their ability to think for themselves? <P><P>With information at their fingertips, will the next generation learn to build their own storehouse of knowledge, which could impede the ability to make analogies and draw inferences from what they know? <P><P>Will all these influences, in turn, change the formation in children and the use in adults of "slower" cognitive processes like critical thinking, personal reflection, imagination, and empathy that comprise deep reading and that influence both how we think and how we live our lives? <P><P>Will the chain of digital influences ultimately influence the use of the critical analytical and empathic capacities necessary for a democratic society? <P><P>How can we preserve deep reading processes in future iterations of the reading brain?Who are the "good readers" of every epoch? <P><P>Concerns about attention span, critical reasoning, and over-reliance on technology are never just about children—Wolf herself has found that, though she is a reading expert, her ability to read deeply has been impacted as she has become, inevitably, increasingly dependent on screens. <P><P>Wolf draws on neuroscience, literature, education, technology, and philosophy and blends historical, literary, and scientific facts with down-to-earth examples and warm anecdotes to illuminate complex ideas that culminate in a proposal for a biliterate reading brain. Provocative and intriguing, Reader, Come Home is a roadmap that provides a cautionary but hopeful perspective on the impact of technology on our brains and our most essential intellectual capacities—and what this could mean for our future.
Readercentric Writing for Digital Media: Theory and Practice (Baywood's Technical Communications)
by David HaileyThis book presents an altogether new approach to writing and evaluating writing in digital media. It suggests that usability theory provides few tools for evaluating content, because usability theory assumes only one kind of writing on the Internet. The author suggests three models: user-centric (usability model), persuasion-centric (encouraging the reader to linger and be persuaded--Canon camera ads), and quality-centric (encouraging the reader to linger and learn or be entertained because of the quality of the writing--NASA.gov and YouTube). Designed for professional writers and writing students, this text provides a rubric for writing in digital media, but more importantly, it provides a rubric and vocabulary for identifying and explaining problems in copy that already exists. The Internet has become a pastiche of cut-and-paste content, often placed by non-writers to fill space for no particular reason or by computers with no oversight from humans (e.g., Amazon.com). Because these snippets are typically on topic (but often for the wrong purpose or audience), professional writers have difficulty identifying the problems and an even harder time explaining them. Finding an effective tool for identifying and explaining problems in digital content becomes a particularly important problem as writers increasingly struggle with growing complications in complex information systems (systems that create and manage their own content with little human intervention). Being able to look at a body of copy and immediately see that it is problematic is an important skill that is lacking in a surprising number of professional writers.
Reading Acquisition and Developmental Dyslexia (Essays in Developmental Psychology)
by Liliane Sprenger-Charolles Pascale Colé Willy SerniclaesMost studies on reading have been conducted with English-speaking subjects. It is crucial to also examine studies conducted in different languages, in order to highlight which aspects of reading acquisition and dyslexia appear to be language-specific, and which are universal. Reading Acquisition and Developmental Dyslexia sheds new light on dyslexia and its relationship with reading acquisition, presenting two unique advancements in this area. Looking at studies conducted in different languages, the prerequisites of reading acquisition are examined, and the findings from studies of skilled adult readers are presented. The manifestations of developmental dyslexia and the main contemporary explanations for it are outlined, providing an in-depth, well researched discussion of the topic. The authors conclude by offering a new framework which could explain both reading acquisition and developmental dyslexia. A fascinating book offering a unique insight into the topic of dyslexia, it will be of great interest to students and lecturers in cognitive psychology, educational psychology, and psycholinguistics, as well as those with a more everyday involvement with the disorder such as speech and language therapists.
Reading And Writing Acquisition: A Developmental Neuropsychological Perspective
by Virginia W BerningerThis book discusses the theoretical rationale for the research on reading and writing from a developmental neuropsychological perspective. It reviews current research on the structural and functional development of the brain with respect to reading and writing acquisition.
Reading Anna Freud (New Library of Psychoanalysis Teaching Series)
by Nick MidgleyWhat place do Anna Freud’s ideas have in the history of psychoanalysis? What can her writings teach us today about how to work therapeutically with children? Are her psychoanalytic ideas still relevant to those entrusted with the welfare of infants and young people? Reading Anna Freud provides an accessible introduction to the writings of one of the most significant figures in the history of psychoanalysis. Each chapter introduces a number of her key papers, with clear summaries of the main ideas, historical background, a discussion of the influence and contemporary relevance of her thinking, and recommendations for further reading. Areas covered include Anna Freud’s writings on: • The theory and practice of child analysis and 'developmental therapy'• The application of psychoanalytic thinking to education, paediatrics and the law• The assessment and diagnosis of childhood disorders• Psychoanalytic research and developmental psychopathology Nick Midgley draws on his extensive experience as a child psychotherapist and a teacher to bring Anna Freud's ideas to life. He illustrates the remarkable originality of her thinking, and shows how analytic ideas can be used not only in child psychotherapy, but also to inform the care of children in families, hospitals, classrooms, residential care and the court-room. Reading Anna Freud will be of interest to child therapists, child analysts and psychoanalysts, as well as others working in the field of child and adolescent mental health, such as clinical psychologists, child psychiatrists and educational psychologists. It also has much to offer to those entrusted with the care of children in a wide range of settings - including teachers, nurses and social workers - for whom Anna Freud was always keen to demonstrate the value of a psychoanalytic approach. Nick Midgley trained as a child and adolescent psychotherapist at the Anna Freud Centre, where he now works as a clinician and as Programme Director for the MSc in Developmental Psychology and Clinical Practice. Nick has written articles on a wide range of topics and is joint editor of Minding the Child: Mentalization-based Interventions with Children, Young People and their Families (Routledge, 2012) and Child Psychotherapy and Research: New Directions, Emerging Findings (Routledge, 2009).
Reading Arendt in the Waiting Room: A Philosophy Primer for an Anxious Age
by Jonathan FoilesAnxiety may be the defining feeling of our current era, and though it affects many people on a deeply personal level, the last few years have also witnessed the rise of more communal feelings of dread and unknowing, problems that sometimes seem too bi
Reading Assessment
by Melissa Lee FarrallA groundbreaking integrated approach to reading assessment that addresses each child's unique Learning Profile Fifteen to twenty percent of our nation's children have reading difficulties. Educational evalua-tors must be able to use progress monitoring and diagnostic tools effectively to identify students who may be at risk, evaluate the effectiveness of school-wide reading programs, and suggest interventions that will improve reading skills. Written from a strengths-based perspective, Reading Assessment: Linking Language, Literacy, and Cognition is the first book of its kind to present a research-based, integrated review of reading, cognition, and oral language testing and assessment.Author Melissa Lee Farrall explores the theoretical underpinnings of reading, language, and literacy, explains the background of debates surrounding these topics, and provides detailed information and administration tips on the wide range of reading inventories and standardized tests that may be used in a reading psychoeducational assessment. With a focus on how to craft professional evaluation reports that illuminate a student's strengths--not just weaknesses--Reading Assessment enables school psychologists and diagnosticians, reading specialists, and special education professionals to conduct evaluations and develop effective interdisciplinary remedial recommendations and interventions.Clear, engaging, and inviting, Reading Assessment features:Case examples and practice exercisesChapter-opening reviews of each theoryStrengths, weaknesses, and potential problems of tests and their interpretationsChapter-ending review questions that foster skill development and critical thinkingComprehensive information on more than 50 different assessment testsReading Assessment is an invaluable resource that helps professionals gain the knowledge and skills to confidently interpret test results and prepare detailed and effective evaluation reports designed to meet each child's unique needs as a learner.
Reading Bion (New Library of Psychoanalysis Teaching Series)
by Rudi VermoteWilfred R. Bion is considered a ground-breaking psychoanalyst. His thinking is rooted in Freud and Klein from where it takes an original flight. Reading Bion shows the evolution of his seminal insights in psychic functioning and puts them in a wider context. Rudi Vermote integrates a chronological close reading and discussion of Bion’s texts, with a comprehensive approach of his major concepts. The book is divided in two main parts: Transformation in Knowledge: Bion’s odyssey to understand psychic processing or the mind Transformation in O: in which Bion reinterprets his former concepts from the dimension of the unknown and unknowable The running text is put against a background of biographical data and scientific, artistic and philosophical influences on his work, which are highlighted in boxes and separate chapters. Bion’s concepts are important for anyone dealing with the mind. His ideas have an ongoing deep impact on psychoanalysis, psychotherapy and psychopathology. His concepts help to understand psychic change, creativity, individual psychodynamics and small and large-group phenomena. The discovery of their value for studies on art, literature, sociology, religion, economics has just begun. Reading Bion starts from the very beginning so that it is instructive for people who are new to his work, but the close reading and background information make it a meaningful companion for experienced psychoanalysts and psychotherapists studying his work.
Reading Bion’s Transformations (The Routledge Wilfred R. Bion Studies Book Series)
by Luis Cláudio Figueiredo Marina F Ribeiro Gina TamburrinoReading Bion's Transformations is an in-depth reading of Bion’s 1965 work, Transformations, and investigates the epistemological concept of "O" introduced by Bion.Throughout the book, Bion’s conceptual and unconventional text is discussed step-by-step, with a focus on the first three and last three chapters. The epistemological references are highlighted and analysed, allowing the reader insight into how to do a deconstructive psychoanalytic reading, acknowledging that Bion raised psychoanalytical thought and practice to new levels. The authors’ reading both de-focuses and re-focuses several theoretical statutes of O discussed by Bion in 1965. Reading Bion’s Transformations is an essential read for those approaching Bion’s work for the first time, as well as those seeking to better understand his theories and the metapsychological and epistemological impact of the concept of transformation within psychoanalysis.
Reading Chinese Script: A Cognitive Analysis
by Jian Wang Hsuan-Chih Chen Albrecht W. InhoffThis volume uses unique properties of Chinese script to focus on morphological analyses during the character and word recognition process, though some of the reported work also pertains to the use of phonological information. In addition, this volume contains work on syntactic and pragmatic processes during sentence reading and three chapters that examine on-line processes. A comprehensive appraisal of cognitive processes during the reading of Chinese script that includes studies conducted by leading researchers from within and outside the mainland, this volume will be of interest to all those studying reading and visual symbol processing.
Reading Comprehension
by Gary WoolleyReading Comprehension: Assisting Children with Learning Difficulties examines the complex nature of reading comprehension. It introduces a model for classifying reading comprehension based on an expanded Simple View of Reading. Issues related to assessment, diagnosis, and remediation of reading comprehension difficulties are discussed and translated into clear recommendations to inform reading intervention design and practice. It gives an informed understanding as to why reading comprehension is difficult for some children with learning disabilities such as ADHD, autism, language difficulties and dyslexia. From leading literacy research, the book develops a deeper understanding of thinking processes that facilitate comprehension at the word, discourse, and metacognitive levels. Children will benefit from the introduction of evidence-based methods for teaching reading comprehension using structured multiple-strategy frameworks.
Reading Comprehension Strategies: Theories, Interventions, and Technologies
by Danielle S. McNamaraFirst published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.
Reading Culture: Contexts for Critical Reading and Writing
by Diana George John TrimburAcclaimed for its compelling readings and provocative images,Reading Culture provides students with outstanding instruction on how to read and write critically about the culture that surrounds them.
Reading Development and Difficulties: Bridging the Gap Between Research and Practice
by R. Malatesha Joshi David A. Kilpatrick Richard K. WagnerThis book provides an overview of current research on the development of reading skills as well as practices to assist educational professionals with assessment, prevention, and intervention for students with reading difficulties. The book reviews the Componential Model of Reading (CMR) and provides assessment techniques, instructional recommendations, and application models. It pinpoints specific cognitive, psychological, and environmental deficits contributing to low reading skills, so educators can accurately identify student problems and design and implement appropriate interventions. Chapters offer methods for assessing problems in decoding, word and sound recognition, and comprehension. In addition, chapters emphasize the recognition of student individuality as readers and learners, from understanding distinctions between difficulties and disabilities to the effects of first-language orthography on second-language learning. Topics featured in this book include:Learning the structure of language at the word level.Reading comprehension and reading comprehension difficultiesAssessing reading in second language learners.Effective prevention and intervention for word-level reading difficulties.The neurobiological nature of developmental dyslexia. Reading Development and Difficulties is a must-have resource for researchers, practitioners, and graduate students in varied fields, including child and school psychology; assessment, testing, and evaluation; social work; and special education. "I think the book has the potential to be a game changer. It will certainly challenge the expectations of policy makers, not to mention the teachers of beginning readers. These chapters will enhance the knowledge base of those in our schools who are charged with the lofty task of assuring that children have the best possible opportunities to acquire the skill of reading.” Sir Jim RoseChair and author of Independent Review of the Teaching of Early Reading: Final Report (2006)
Reading Development and Teaching (Discoveries & Explanations in Child Development)
by Professor Rhona Stainthorp Morag StuartThis textbook will prove invaluable to teacher educators, teachers, educational psychologists, and any professional who is involved with teaching children to read. It provides a detailed examination of the processes that are involved in achieving fluent word reading skills and ability to comprehend written texts. Understanding these processes and their development empowers teachers to select appropriate, evidence-based teaching strategies and thus teach children more effectively. The book is in four parts: Part 1 provides the reader with a Tutorial Review covering essential knowledge about language, and presenting the two dimensions of the Simple View of Reading. Part 2 concentrates on the word reading dimension, with chapters on processes in skilled word reading, the development of these processes, and practical advice on research validated teaching methods to develop children’s word reading skills. Part 3 turns to the language comprehension dimension, with chapters on the comprehension of oral and written language, and on teaching reading comprehension. Part 4 introduces the reader to assessment practices and methods of identifying children with difficulties in either or both dimensions of the Simple View, and considers children with word reading difficulties and children with specific comprehension difficulties, describing effective evidence-based interventions for each type of difficulty.
Reading Development and Teaching (Discoveries & Explanations in Child Development)
by Morag Stuart Rhona StainthorpThis textbook will prove invaluable to teacher educators, teachers, educational psychologists, and any professional who is involved with teaching children to read. It provides a detailed examination of the processes that are involved in achieving fluent word reading skills and ability to comprehend written texts. Understanding these processes and their development empowers teachers to select appropriate, evidence-based teaching strategies and thus teach children more effectively. The book is in four parts: Part 1 provides the reader with a Tutorial Review covering essential knowledge about language, and presenting the two dimensions of the Simple View of Reading. Part 2 concentrates on the word reading dimension, with chapters on processes in skilled word reading, the development of these processes, and practical advice on research validated teaching methods to develop children’s word reading skills. Part 3 turns to the language comprehension dimension, with chapters on the comprehension of oral and written language, and on teaching reading comprehension. Part 4 introduces the reader to assessment practices and methods of identifying children with difficulties in either or both dimensions of the Simple View, and considers children with word reading difficulties and children with specific comprehension difficulties, describing effective evidence-based interventions for each type of difficulty.
Reading Fluency
by Asaid Khateb Irit Bar-KochvaThe book is dedicated to the blessed memory of Prof. Zvia Breznitz, whose groundbreaking research has made a tremendous impact on the understanding of fluency in reading. The book presents a multidimensional perspective of recent research and reviews on fluency in reading. The first part presents recent brain-imaging findings from studies into the neurobiological basis of reading, as well as cognitive and language studies exploring the underlying factors of fluency in reading and its development. The second part comprises reviews of intervention studies that address reading ability, and in particular, fluency in reading. The book provides a unique multilingual perspective on reading research by including studies of readers of different orthographies and speakers of different languages. Both scientists exploring the different aspects of reading and language, and clinicians of reading intervention will find this book not only of great interest but extremely useful in its clear and in-depth presentation of current reading research.
Reading Foucault Through Lacan: From Hysteric to Analyst (The Palgrave Lacan Series)
by Jessica L. DavisJacques Lacan and Michel Foucault are often cast as intellectual adversaries, their legacies marked by differences in method, lineages, and analytical priorities. Yet beneath their distinct projects lies a shared ambition: to decenter the Western conception of the subject while critically engaging with the notion of subjectivity in post-Kantian thought. This book examines Foucault’s critical project through the lens of Lacan’s theory of the four discourses, introduced in Seminar XVII: The Other Side of Psychoanalysis (1969-70). Divided into two parts, Reading Foucault through Lacan unfolds as a dialogue between the discourses of the Hysteric and the Analyst. Part I, “The Hysteric,” reframes Foucault’s genealogical critique from the early to mid-1970s as a form of hysterical questioning directed at Kant’s transcendental legacy and its aftermath. Through an exploration of how violence and embodied resistance interact in a discursive framework, Part I uncovers the epistemological fractures that mark the modern subject. Part II, “The Analyst,” examines Foucault’s redefinition of Kantian critique as a historically situated engagement with the present. Building on Lacan’s claim that analytic experience begins with the hystericization of discourse, this section views Foucault’s re-alignment with Kant as retroactively constituting the transformation from Hysteric to Analyst. Addressing themes such as parrhesia, transference, and the ethics of speaking, Part II examines discourse as a social link that transcends fixed identities to inhabit new modes of being. Drawing on newly available English translations of Foucault’s lectures and Lacan’s seminars, this book bridges two key trajectories in French thought and offers valuable insights for scholars of psychoanalysis, critical theory, and social philosophy.
Reading French Psychoanalysis (New Library of Psychoanalysis Teaching Series)
by David Alcorn Alain Gibeault Dana Birksted—Breen Sara Flanders Sophie Leighton Andrew WellerHow has psychoanalysis developed in France in the years since Lacan so dramatically polarized the field? In this book, Dana Birksted-Breen and Sara Flanders of the British Psychoanalytical Society, and Alain Gibeault of the Paris Psychoanalytical Society provide an overview of how French psychoanalysis has developed since Lacan. Focusing primarily on the work of psychoanalysts from the French Psychoanalytical Association and from the Paris Psychoanalytical Society, the two British psychoanalysts view the evolution of theory as it appears to them from the outside, while the French psychoanalyst explains and elaborates from inside the French psychoanalytic discourse. Seminal and representative papers have been chosen to illuminate what is special about French thinking. A substantial general introduction argues in favour of the specificity of 'French psychoanalysis', tracing its early influences and highlighting specific contemporary developments. Sections are made up of introductory material by Alain Gibeault, followed by illustrative papers in the following categories: the history of psychoanalysis in France the pioneers and their legacy the setting and the process of psychoanalysis phantasy and representation the body and the drives masculine and feminine sexuality psychosis. An excellent introduction to French psychoanalytical debate, Reading French Psychoanalysis sheds a complementary light on thinking that has evolved differently in England and North America. It will be ideal reading for beginners and advanced students of clinical theory as well as experienced psychoanalysts wanting to know more about French Psychoanalytic theory, and how it has developed.
Reading Freud: A Chronological Exploration of Freud's Writings (New Library of Psychoanalysis Teaching Series)
by Jean-Michel QuinodozWinner of the 2010 Sigourney Award! Reading Freud provides an accessible outline of the whole of Freud's work from Studies in Hysteria through to An Outline of Psycho-Analysis. It succeeds in expressing even the most complex of Freud's theories in clear and simple language whilst avoiding over-simplification. Each chapter concentrates on an individual text and includes valuable background information, relevant biographical and historical details, descriptions of Post-Freudian developments and a chronology of Freud's concepts. By putting each text into the context of Freud's life and work as a whole, Jean-Michel Quinodoz manages to produce an overview which is chronological, correlative and interactive. Texts discussed include: The Interpretation of Dreams The 'Uncanny' Civilisation and its Discontents' The clear presentation, with regular summaries of the ideas raised, encourages the reader to fully engage with the texts presented and gain a thorough understanding of each text in the context of its background and impact on the development of psychoanalysis. Drawing on his extensive experience as a clinician and a teacher of psychoanalysis, Jean-Michel Quinodoz has produced a uniquely comprehensive presentation of Freud's work which will be of great value to anyone studying Freud and Psychoanalysis.
Reading Freud’s Patients: Memoir, Narrative and the Analysand (The History of Psychoanalysis Series)
by Anat Tzur MahalelWhat would the story of analysis look like if it were told through the eyes of the analysand? How would the patient write and present the analytic experience? How would the narrative as written by the analysand differ from the analytic narrative commonly offered by the analyst? What do the actual analytic narratives written by Freud’s patients look like? This book aims to confront these intriguing questions with an innovative reading of memoirs by Freud’s patients. These patients—including Sergei Pankejeff, known as the Wolf Man; the poet H. D.; and the American psychoanalyst Abram Kardiner—all came to Vienna specially to meet Freud and embark with him on the intimate and thrilling journey of deciphering the unconscious and unravelling the secrets of the psyche. A broad psychoanalytic and literary-historical reading of their memoirs is offered in this new entry to the popular Routledge History of Psychoanalysis Series, with the purpose of presenting the analysands' narratives as they themselves recounted them. This makes it possible to re-examine the links among psychoanalysis, literature, and translation and sheds new light on the complex challenge of coming to know oneself through the encounter with otherness. This book is unique in its focus on multiple memoirs by patients of Freud and presents a fresh, even startling, close-up look at psychoanalysis as a clinical practice and as a rigorous discourse and offers a new vision of Freud’s strengths and, at times, defects. It will be of considerable interest to scholars of psychoanalysis and intellectual history, as well as those with a wider interest in literature and memoir.
Reading Freud’s Three Essays on the Theory of Sexuality: From Pleasure to the Object (The History of Psychoanalysis Series)
by Herman Westerink Philippe Van HauteSigmund Freud’s 1905 Three Essays on the Theory of Sexuality is a founding text of psychoanalysis and yet it remains to a large extent an "unknown" text. In this book Freud’s 1905 theory of sexuality is reconstructed in its historical context, its systematic outline, and its actual relevance. This reconstruction reveals a non-oedipal theory of sexuality defined in terms of autoerotic, non-objectal, physical-pleasurable activities originating from the "drive" and the excitability of erogenous zones. This book, consequently, not only calls for a reconsideration of the development of Freudian thinking and of the status of the Oedipus complex in psychoanalysis but also has a strong potential for supporting contemporary non-heteronormative theories of sexuality. It is as such that the 1905 edition of Three Essays becomes a highly relevant document in contemporary philosophical discussions of sexuality. This book also explores the inconsistencies and problems in the original theory of sexuality, notably the unresolved question of the transition from autoerotic infantile sexuality to objectal adult sexuality, as well as the theoretical and methodological shifts present in later editions of Three Essays. It will be of great interest to psychoanalysts and those with an academic interest in the history of psychoanalysis and sexuality.
Reading Intervention Case Studies for School Psychologists: Evidence-Based Implementation and Analysis
by Michael I. Axelrod Melissa Coolong-Chaffin Renee O. HawkinsReading Intervention Case Studies for School Psychologists provides vivid, real-world examples of school-based interventions targeting students’ phonological awareness, phonics, fluency, and comprehension in reading. This book offers a rich variety of applied reading interventions in school settings , spanning strategies such as incidental teaching, word boxes, peer tutoring, taped words, story mapping, and beyond. Each case includes thorough descriptions of the specific area of concern, detailed intervention protocols, data collection and analysis methods, and tips for ensuring social acceptability and treatment integrity. School psychologists, along with related professionals in special education, general education, and speech-language pathology, will come away with new insights into this comprehensive set of well-researched and frequently applied reading interventions.
Reading Italian Psychoanalysis (New Library of Psychoanalysis Teaching Series)
by Franco Borgogno Alberto Luchetti Luisa Marino CoeWinner of the American Board & Academy of Psychoanalysis Prize for best Edited book published in 2016 Psychoanalysis in Italy is a particularly diverse and vibrant profession, embracing a number of influences and schools of thought, connecting together new thinking, and producing theorists and clinicians of global renown. Reading Italian Psychoanalysis provides a comprehensive guide to the most important Italian psychoanalytic thinking of recent years, including work by major names such as Weiss, E.Gaddini, Matte Blanco, Nissim Momigliano, Canestri, Amati Mehler, and Ferro. It covers the most important theoretical developments and clinical advances, with special emphasis on contemporary topics such as transference, trauma and primitive states of mind where Italian work has been particular influential. In this volume, Franco Borgogno, Alberto Luchetti and Luisa Marino Coe of the Italian Psychoanalytical Society provide an overview of how Italian psychoanalysis has developed from the 1920’s to the present day, tracing its early influences and highlighting contemporary developments. Forty-six seminal and representative papers of psychoanalysts belonging to the two Italian psychoanalytical societies (the Italian Psychoanalytical Society and the Italian Association of Psychoanalysis) have been chosen to illuminate what is special about Italian theoretical and clinical thinking, and what is demonstrative of the specificity of its psychoanalytic discourse. The selected papers are preceded by a first introductory section about the history of psychoanalysis in Italy and followed by a "swift glance at Italian psychoanalysis from abroad". They are grouped into sections which represent the areas particularly explored by Italian psychoanalysis. Each section is accompanied by introductory comments which summarize the main ideas and concepts and also their historical and cultural background, so as to offer to the reader either an orientation and stimulus for the debate and to indicate their connections to other papers included in the present volume and to the international psychoanalytic world. The book is divided into six parts including: History of psychoanalysis in Italy Metapsychology Clinical practice, theory of technique, therapeutic factors The person of the analyst, countertransference and the analytic relationship/field Trauma, psychic pain, mourning and working-through Preverbal, precocious, fusional, primitive states of the mind This volume offers an excellent and detailed "fresco" of Italian psychoanalytic debate, shining a light on thinking that has evolved differently in France, England, North and Latin America. It is an ideal book for beginners and advanced students of clinical theory as well as experienced psychoanalysts wanting to know more about Italian psychoanalytic theory and technique, and how they have developed.
Reading Klein (New Library of Psychoanalysis Teaching Series)
by Michael Rustin Margaret RustinReading Klein provides an introduction to the work of one of the twentieth century’s greatest psychoanalysts, known in particular for her contribution in developing child analysis and for her vivid depiction of the inner world. This book makes Melanie Klein’s works highly accessible, providing both substantial extracts from her writings, and commentaries by the authors exploring their significance. Each chapter corresponds to a major field of Klein’s work outlining its development over almost 40 years. The first part is concerned with her theoretical and clinical contributions. It shows Klein to be a sensitive clinician deeply concerned for her patients, and with a remarkable capacity to understand their unconscious anxieties and to revise our understanding of the mind. The second part sets out the contribution of her ideas to morality, to aesthetics and to the understanding of society, introducing writing by her associates as well as herself. The book provides a lucid account of Klein’s published writing, presented by two distinguished writers who know her work well and have made creative use of it in their own clinical and extra-clinical writing. Its aim is to show how substantial her contribution to psychoanalytic thinking and clinical practice was, and how indispensable it remains to understanding the field of psychoanalysis. Reading Klein will be a highly valuable resource for students, trainees in psychoanalysis, psychoanalytic practitioners and all who are interested in Melanie Klein and her legacy.