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Drawing on the ideas of Michael White and David Epston, this fully revised, extended and updated Second Edition incorporates the progression of their thinking over the past five years and introduces developments initiated by other narrative therapists worldwide. New material has been added around counseling for post-traumatic reactions, couples conflict and a sense of personal failure.

It is widely accepted that the notions of 'race' and 'ethnicity' are socially constructed: they do not refer to any objective underlying genetic or visible phenotypical characteristics, but, like the notion of gender, are rather social extrapolations from those essentially biological factors. This is evidently true up to a point, but it has its serious dangers. It can lead for example to an overly sociological concept of ethnicity, one in which, in the words of the anthropologist Manning Nash.

Background This article introduces a new treatment protocol for depression. Based on previous research which indicated the presence of cognitive conflicts in depression, this study created an intervention manual to address these conflicts. Method The therapy manual for depressive patients followed the guideline for inclusion in clinical trials (stage II), which has received high recognition. A preliminary version (stage I) of this manual was formulated based on other, more general dilemma-focused therapy publications, inspired by personal construct theory (PCT), and input from clinical experience. The resulting version was then applied during the 8-session format of a pilot study with patients diagnosed with major depressive disorder or dysthymia. Finally, feedback was requested from seasoned and highly respected therapists, some of whom were familiar with PCT. Results According to the mentioned guideline, the intervention manual selected the theoretical framework, in this case PCT, to include its conceptualization of depression and resolution of dilemmas (to foster clinical improvement) as a main treatment goal. The manual was then contrasted with psychoanalytic psychotherapy, cognitive-behavior therapy (CBT), motivational interviewing (MI), and other similar approaches such as cognitive-analytic therapy and coherence therapy. Following these conceptual clarifications, the specific interventions included in the manual were defined according to both categories: their unique and essential components and those conceived as common psychotherapeutic factors. Next, the general structure and content for each session were presented. The structure consisted of seven well-defined individual sessions with an additional session, which could complement any of the former sessions to address the patient’s issues in greater depth, if needed. Conclusions This Dilemma-Focused Intervention manual aimed to improve the treatment outcome for depression by offering an intervention that could be combined with other general approaches. At its present level of definition, it allows for inclusion in controlled trials (eg, the current RCT combining group CBT with this intervention). Thus, this manual added to the existing resources in psychotherapeutic research and practice for treatment of depression.

First Published in 1995.In the past decade or two, the most important theoretical perspective to emerge in mathematics education has been that of constructivism.This burst onto the international scene at the controversial Eleventh International Conference on the Psychology of Mathematics Education in Montreal in the summer of 1987.

First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

This book explores the central importance of adolescents' own activities in their development. This focus harkens back to Jean Piaget's genetic epistemology and provides a theoretically coherent vision of what makes adolescence a distinctive period of development, with unique opportunities and vulnerabilities. An interdisciplinary and international group of contributors explore how adolescents integrate neurological, cognitive, personal, interpersonal and social systems aspects of development into more organized systems.

This paper examines how law and legal analysis fit within the broader green criminological project. By demonstrating how legal analysis in various forms can cast significant light on key green criminological questions, the paper seeks to address the concern that green criminology - with its preponderance of 'deep green' viewpoints and focus on social harms which are not proscribed by formal law - precludes the application of legalistic values such as certainty and consistency. Ultimately, the goal of the paper is to demonstrate how, despite the novel challenges to the legal scholar presented by green criminology, the incorporation of a more legalistic perspective within an interdisciplinary exercise is not only desirable for green criminology but is in fact vital if the field is to realise its ambitions as a force for environmental good.