Free Psychology Books: Catching the Thread - Sufism, Dreamwork & Jungian Psychology by Vaughan Lee

Catching the Thread - Sufism, Dreamwork & Jungian Psychology by Vaughan Lee

Spiritual life is a response to a call. Of our own accord we would never turn away from the world and begin the long and painful journey home. But Someone calls to us, calls to us from within the depths of our heart, awakening our own deepest longing. This call is like a golden thread that we follow, guiding us deeper and deeper within, always pointing to the beyond. It is both intimate and elusive, for it does not belong to the mind but to the deepest core of our being. We hear it most easily when the conscious mind is still, which can be in meditation or when we are surrounded by the beauty of nature. But it is often in dreams that this call can be heard most clearly. In our sleep, when the outer world vanishes, our innermost secret can speak to us and guide us on this most difficult journey. Dreams are like mirrors in which we can see ourselves. They reflect back our hidden self, revealing the true face of our own nature. In our sleep we are shown the mysteries, the beauty, and the horror of our inner world. Through dreams we can get to know this strange and yet familiar land. And when we wake, our dreams can be a doorway through which we can walk back into this inner world, can step into the landscape of the soul.

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Free Psychology Books: Childhood Re-imagined by Shiho Main

Childhood Re-imagined by Shiho Main

In this book, childhood is re-imagined from the perspective of analytical psychology. The book is concerned with what childhood means symbolically rather than with literal childhood. It takes a different approach from the two most widely recognised approaches to childhood today: the view of child-hood as consisting of purely objective facts discoverable by scientific methods, and the view of childhood as consisting entirely of social constructions cre-ated and recreated by human subjectivity conditioned by specific times, places, societies, cultures, and so forth. 1 Unlike these approaches, the present study does not aim to determine causal relationships or correlations between the physical and psychological functioning and development of a child (brain and behaviour, for instance) or to identify the roots of particular images about childhood in society or culture (as the image of the innocent child might be traced to Romanticism, for instance). Instead, it explores the view of childhood as a symbol or a metaphor –a metaphor for a path towards self-realisation –inspired by the view of ‘the child’, that is, the child archetype as a symbol of the self, which was proposed by the Swiss psychologist, Carl Gustav Jung (1875–1961). The book looks at Jung’s psychological approach to childhood, which claims to be scientific but not in the same way as main-stream psychology is considered to be scientific, and also explores what is beneath various images of childhood, but not in the same way as social constructionism explores what underpins particular images of childhood. The book also considers Jung’s concept of ‘the child’in relation to the long-standing psychoanalytic view of a child as dependent; Michael Fordham’s (1905–95) views of the child as independent of its parents; and the dominant view of childhood as adults’past affecting their present, as found in both depth psychology in general and Fordham’s view in particular.

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Free Psychology Books: Theories of Personality by G.J. Feist and J. Feist

Theories of Personality by G.J. Feist and J. Feist

What makes people behave as they do? Are people ordinarily aware of what they are doing, or are their behaviors the result of hidden, unconscious motives? Are some people naturally good and others basically evil? Or do all people have potential to be either good or evil? Is human conduct largely a product of nature, or is it shaped mostly by environmental influences? Can people freely choose to mold their personality, or are their lives determined by forces beyond their control? Are people best described by their similarities, or is unique-ness the dominant characteristic of humans? What causes some people to develop disordered personalities whereas others seem to grow toward psychological health? These questions have been asked and debated by philosophers, scholars, and religious thinkers for several thousand years; but most of these discussions were based on personal opinions that were colored by political, economic, religious, and social considerations. Then, near the end of the 19th century, some progress was made in humanity’s ability to organize, explain, and predict its own actions. The emergence of psychol-ogy as the scientific study of human behavior marked the beginning of a more systematic approach to the study of human personality. Early personality theorists, such as Sigmund Freud, Alfred Adler, and Carl Jung, relied mostly on clinical observations to construct models of human behavior. Although their data were more systematic and re-liable than those of earlier observers, these theorists continued to rely on their own individualized way of looking at things, and thus they arrived at different conceptions of the nature of humanity. Later personality theorists tended to use more empirical studies to learn about human behavior. These the-orists developed tentative models, tested hypotheses, and then reformulated their models. In other words, they applied the tools of scientific inquiry and scientific theory to the area of human personality. Science, of course, is not divorced from speculation, imagination, and creativity, all of which are needed to formulate theories. Each of the personality theorists discussed in this book has evolved a theory based both on empirical observa-tions and on imaginative speculation. Moreover, each theory is a reflection of the personality of its creator. Thus, the different theories discussed in these pages are a reflection of the unique cultural background, family experiences, and professional training of their originators. The usefulness of each theory, however, is not evaluated on the personality of its author but on its ability to (1) generate research, (2) offer itself to fal-sification, (3) integrate existing empirical knowledge, and (4) suggest practical answers to everyday prob-lems. Therefore, we evaluate each of the theories discussed in this book on the basis of these four criteria as well as on (5) its internal consistency and (6) its simplicity. In addition, some personality theories have fer-tilized other fields, such as sociology, education, psychotherapy, advertising, management, mythology, coun-seling, art, literature, and religion. The Seventh Edition...............

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Free Psychology Books: Statistics for the Behavioral Sciences by Gravetter & Wallnau

Statistics for the Behavioral Sciences by Gravetter & Wallnau

By one definition, statistics  consist of facts and figures such as average income, crime rate, birth rate, baseball batting averages, and so on. These statistics are usually in-formative and time saving because they condense large quantities of information into a few simple figures. Later in this chapter we return to the notion of calculating statistics (facts and figures) but, for now, we concentrate on a much broader definition of statistics. Specifically, we use the term statistics to refer to a set of mathematical procedures. In this case, we are using the term statistics as a shortened version of statistical procedures. For example, you are probably using this book for a statistics course in which you will learn about the statistical techniques that are used for research in the behavioral sciences. Research in psychology (and other fields) involves gathering information. To de-termine, for example, whether violence on TV has any effect on children’s behavior, you would need to gather information about children’s behaviors and the TV programs they watch. When researchers finish the task of gathering information, they typically find themselves with pages and pages of measurements such as IQ scores, personality scores, reaction time scores, and so on. In this book, we present the statistics that.....................

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Free Psychology Books:Julia Kristeva Psychoanalysis and Modernity Suny Series in Gender Theory (2004) by Sara Beardsworth

Julia Kristeva Psychoanalysis and Modernity Suny Series in Gender Theory (2004) by Sara Beardsworth 

What moves the argument of this book is the thought that unacknowl-edged suffering is the remnant of freedom in conditions of late modernity. This is Kristeva’s thought. . . . Let me begin again by outlining this project’s three major objectives. The first is to explicate the central psychoanalytic, aesthetic, ethical, and political concepts in Kristeva’s writings from the mid-1970s to the early 1990s, with a special emphasis on her 1980s thought. The second is to develop an interpretation of her thought as a philosophy of modernity sensitive to the problem of modern nihilism, arguing that this inter-pretation best captures her vision and project and best enables the assessment of that project, especially Kristeva’s choice of psychoanalysis and the aesthetic to structure her thought, but also her relationship to religion. Third, I revisit the most troubled questions in the reception of her writings on the basis of this interpretation, in order to clarify why so many are intrigued by them, and then all but the few move on. This book introduces and readdresses the problems but also works to illuminate and reinforce the intrigue by clarifying the reasons for it. It needs to be acknowledged that, at first sight, the classification of her oeuvreas a philosophy of modernity might strike readers of Kristeva as uncon-vincing. Given her turn to psychoanalysis and art, it would seem to be necessary to recognize that the oeuvreis best characterized as a philosophy of culture rooted in the psychoanalytic view of subjectivity. However, it is the very way in which psychoanalysis structures her thought which justifies the claim that it is a philosophy of modernity. I argue that the central texts of Kristeva’s writings of the 1980s contain a self-consciousness of the emergence and significance of psycho-analysis as a discourse embedded in conditions of modern nihilism.

 
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Free Psychology Books: A Handbook for Social Science Field Research -Design and Methods by Perecman & Curran

A Handbook for Social Science Field Research -Design and Methods by Perecman & Curran

If you are a social scientist and you plan to write about the past—for example, about the ending of the Cold War or the vicissitudes of the Venezuelan oil industry or the twisting course of democracy promotion in the Philippines or in Haiti—then you will have to adopt the method of historians. 2 That is, you will have to go to the archives. Virtually all social scientists preparing to write a dissertation in international or comparative or area studies today take it for granted that they will be conducting research abroad, in the field, for 1 or 3 or 6 or 12 months, perhaps in Cairo or Jakarta, Maracaibo or Baku, Paris or Chiapas. Much of their training before and after taking general exams or writing qualifying papers is geared (we hope) toward developing the skills and techniques necessary for this fieldwork: studying Tagalog or Farsi or Spanish, designing appropriate survey instruments, making contacts with research institutions and scholars, taking classes in and practicing ethno-graphic methods, figuring out where to find data sets that they need or how to build their own, and the like. Virtually no one successfully obtains fund-ing and begins a project away from home without first demonstrating some degree of sophistication and rigor about place and about method. Writing seriously about a place in a time other than one’s own.....................

 
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Free Psychology Books: Case Study Research Methods by Bill Gillham

Case Study Research Methods by Bill Gillham

What is a case study? Perhaps we should first ask: what is a case? The word 'case' (like 'intelligence' and 'neurosis') is one we all use, and feel we understand, but is rather challenging to define. Here is an attempt:

• a unit of human activity embedded in the real world; 

• which can only be studied or understood in context; 

• which exists in the here and now; . 

• that merges in with its context so that precise boundaries are difficult to draw. 

A case can be an individual: it can be a group - such as a family, or a class, or an office, or a hospital ward; it can be an institution - such as a school or a children's home, or a factory; it can be a large-scale community - a town, an industry, a profession.
All of these are single cases; but you can also study multiple cases: a number of single parents; several schools; two different professions. It all depends what you want to find out - which leads us on. A case study is one which investigates the above to answer specific research questions (that may be fairly loose to~begin with) and which seeks a range of different kinds of evidence, evidence which is there in the case setting, and which has to be abstracted and collated to get the best possible answers......................

 
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