In this timely and brilliant account of an area of self-destructive behavior that is rapidly growing in significance, the distinguished clinician Gianna Williams draws on the work of Melanie Klein and Wilfred Bion and case studies of many of her patients to discuss the psychodynamics and treatment of eating disorders. Williams covers eating disorders in both men and women from infancy through adulthood, framing the discussion in terms of Bion's model of the relationship between container and contained, and Klein's model of projective and introjective processes. These studies rigorously and broadly apply today's most highly contested and influential concepts to the clinical setting.
Martha Harris (1919-1987) was one of the most influential and also one of the most loved psychoanalysts of the generation that trained with Melanie Klein. She also worked with Wilfred Bion, and wrote many books and papers on psychoanalytic training and child development. Her colleague James Gammill cites Mrs Klein as saying: She is one of the best people I have ever known for the psychoanalysis of children ... and she has a mind of her own. Harris was responsible for the child psychotherapy training at the Tavistock Clinic from 1960 onwards, developing laterally the method founded on infant observation that had been put in place by Esther Bick. She established cross-clinic work discussion groups, a pioneering schools' counselling course (in collaboration with her husband Roland Harris), and individual work with disturbed children in the school environment. Her belief that psychoanalytic ideas could and should travel, both geographically and across the professions, led to her seeding the Tavi Model in many other countries through regular teaching trips, in company with her later husband Donald Meltzer. Her influence was not as a theorist, but as a teacher with an extraordinary capacity to engage processes of introjective learning in both students and readers. This tribute by some of those who studied with her is not simply testimony to a remarkable teacher and clinician whose wisdom has been rarely equalled; it also offers inspiration to others who may be struggling to find ways of using psychoanalytic ideas imaginatively in a variety of contexts - clinical, social or scholarly - in what can at times appear to be an unreceptive world.
In this book you will find out about how mountains form, how they change, their special climate and the special animals and plants that live there. You will also find out how people live and work in the mountains, and how people have changed mountains.
In the final book of this series, the authors trace the difficulties and pleasures of dealing with young people who seem to know who they are and where they are going one moment but not the next, and, because of illness or job problems, can still need support.
We all love beach holidays by the seaside, but are coastlines more than just holiday places? In this book, you will find out how coasts form, how they can wear down or even be swept away. Learn about the problems that people who live by coastlines face and the way people can harm - or protect - coasts.
The authors - who are experienced teachers and analysts - examine the ways in which Kleinian and psyhoanalytic ideas can be put to work in the classroom. The role of phantasy in the student-teacher relationship receives detailed attention.
Martha Harris (1919-1987) was one of the most influential and also one of the most loved psychoanalysts of the generation that trained with Melanie Klein. She also worked with Wilfred Bion, and wrote many books and papers on psychoanalytic training and child development. Her colleague James Gammill cites Mrs Klein as saying: She is one of the best people I have ever known for the psychoanalysis of children ... and she has a mind of her own. Harris was responsible for the child psychotherapy training at the Tavistock Clinic from 1960 onwards, developing laterally the method founded on infant observation that had been put in place by Esther Bick. She established cross-clinic work discussion groups, a pioneering schools' counselling course (in collaboration with her husband Roland Harris), and individual work with disturbed children in the school environment. Her belief that psychoanalytic ideas could and should travel, both geographically and across the professions, led to her seeding the Tavi Model in many other countries through regular teaching trips, in company with her later husband Donald Meltzer. Her influence was not as a theorist, but as a teacher with an extraordinary capacity to engage processes of introjective learning in both students and readers. This tribute by some of those who studied with her is not simply testimony to a remarkable teacher and clinician whose wisdom has been rarely equalled; it also offers inspiration to others who may be struggling to find ways of using psychoanalytic ideas imaginatively in a variety of contexts - clinical, social or scholarly - in what can at times appear to be an unreceptive world.
Klein’s model of projective and introjective processes and Bion’s theory of the relationship between container and contained have become increasingly significant in much clinical work. in a highly imaginative development of these models of thought, the distinguished clinician gianna williams, one of the leading figures in the field, elucidates the psychodynamics of these processes in the context of impairment of dependent relationships and of eating disorders in both men and women. This is a timely and brilliant account of an area of psychopathology that is rapidly growing in significance.
Shopping is perhaps the most universal of tourist activities. Tourists form a separate retailing segment from the general population and place importance on different products and product attributes, contributing billions of dollars each year for both the private and public sector by which retail areas, townscapes and streetscapes can be revitalised. This volume – based on a two year research program from a team of authors – examines the forms and functions of approximately fifty tourist shopping villages in Australia, New Zealand, the United Kingdom, Ireland, Canada and the United States. It will interest scholars of Tourism, Geography, Business, and Economics, as well as government officials, civic leaders, and individual entrepreneurs and retailers seeking to maximize their returns and local community residents.
Almost every kind of machine is going digital. But what does digital mean? Why are digital machines better? This book explains what digital systems are, and explores the many ways that digital machines are making our daily lives easier, from surfing the Internet to taking photographs without film, running our home appliances for us, playing virtual reality games, and developing computers that can understand human speech.
In today′s climate of multi-professional working, this book examines how children from the ages of 3 to 11 are educated, in the educational and social context of the Every Child Matters (ECM) agenda. There are chapters dedicated to the five outcomes of Every Child Matters (which are: being healthy; staying safe; enjoying and achieving; making a positive contribution; achieving economic wellbeing), as well as comprehensive guidance on how to ensure the ECM standards are met. However, this book also looks at the broader scope of how children learn in early years settings and primary schools, and is written at a level that enables the reader to develop their own knowledge and understanding. Issues discussed include: - social justice; - diversity and inclusion; - the child in society; - working with families. Case studies are provided in each chapter, along with activities, suggestions for further reading and useful websites. Suitable for Childhood Studies and Education Studies courses, and for teaching assistants studying for a Foundation Degree or Higher Level Teaching Assistant (HLTA) status, the content is equally relevant for teacher-training courses and practising teachers. Gianna Knowles is a Senior Lecturer at the University of Chichester.
How can adults in Early Years settings and primary schools fully embrace the diverse nature of family life of the children they are working with? This essential text will help students and those already working with children to understand both theoretically and practically, what may constitute a ‘family’. It explores how to build relationships with a child’s family to ensure early years settings and schools are working in partnership with children’s home environments, thereby supporting the best possible learning outcomes for children. It will help the reader to develop their skills, knowledge and understanding of their professional practice in education, and chapter by chapter explores the challenges that may be experienced in working with the diverse nature of family life in the UK, including: mixed race families immigrant, refugee and asylum seeker families step-families and step-parenting gay and lesbian families families and adoption fostering and children in care families living in poverty families and bereavement families and disability (including mental health). Understanding Family Diversity and Home-School Relations is engagingly practical, using case study examples throughout, and providing reflective activities to help the reader consider how to develop their practice in relation to the insights this book provides. It is a unique road-map to understanding pupils’ backgrounds, attitudes and culture and will be essential reading for any student undertaking relevant Foundation and BA Degrees, including those in initial teacher training, taking post-graduate qualifications or as part of a practitioner’s professional development.
1. Introduction. 2. Fundamentals of Tracer Kinetics. 3. The Noncompartmental Model of Multipool Systems. 4. The Compartmental Model. 5. Identifiability of the Tracer Model. 6. Using the Tracer Model to Estimate Kinetic Parameters. 7. Compartmental Versus Noncompartmental Kinetic Parameters. 8. Parameter Estimation: Some Fundamentals of Regression Analysis. 9. Parameter Estimation in Noncompartmental Models. 10. Parameter Estimation in Compartmental Models. 11. Precursor-Product Models. Appendices. Index.
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