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Since the 1990s, both politics and pop culture have been dominated by the twin motifs of the victim and the child. Calcutt traces the history of these motifs back to their origins in the counterculture of the 1950s and 1960s, and concludes that the counterculture, far from being liberating, has provided a ready-made verbal and visual language for today's victim culture and the authoritarian politics arising from it. This title discusses the erosion of adulthood as a pop cultural phenomenon that requires demystification and as a social problem which must be overcome.

After the completion of the revolution in 1920, Mexico quickly became an increasingly industrialized country. The vast changes that occurred in the first fifty years after the revolution inspired Erich Fromm and Michael Maccoby to find out how the Mexican people were adapting. The result, Social Character in a Mexican Village, provides a new approach to the analysis of social phenomena.The authors applied Fromm's theories of psychoanalysis to the study of groups. They devised an ingenious method of questionnaires, which, combined with direct observation, clearly revealed the psychic forces that motivated the peasant population. In his new introduction, Michael Maccoby thoroughly explains the basis of the study, how it originated, and how it was carried out. He goes on to delineate the results and determine their impact on the present day. Social Character in a Mexican Village throws new light on one of the world's most pressing problems, the impact of the industrialized world on the traditional character of the peasant. This ground-breaking work will be invaluable to the work of sociologists, anthropologists, and psychoanalysts.

Diversity-Sensitive Personality Assessment is a comprehensive guide for clinicians to consider how various aspects of client diversity—ethnicity, gender, sexual orientation, age, nationality, religion, regionalism, socioeconomic status, and disability status—can impact assessment results, interpretation, and feedback. Chapters co-written by leading experts in the fields of diversity and personality assessment examine the influence of clinician, client, interpersonal, and professional factors within the assessment context. This richly informed and clinically useful volume encourages clinicians to delve into the complex ways in which individuals’ personal characteristics, backgrounds, and viewpoints intersect. This book fills an important gap in the personality assessment literature and is an essential resource for clinicians looking to move beyond surface-level understandings of diversity in assessment.

This book explores cross-cultural relationships and the psychological journey of migration, drawing from the author's extensive experience in this field. Many complex theoretical and clinical questions are raised and creative ways to integrate cross-cultural issues into clinical work are demonstrated. It is a delicate process to address the conscious and unconscious inner world and understand it within its appropriate socio-cultural context, and this is illustrated throughout the text with rich case material from clinical and non-clinical populations. The basic premise of the book is that if we take on board the cross-cultural dimension, the more the client's material 'flows' and clinical work reaches a much deeper level, appropriately serving the needs of our culturally diverse client groups. This text is a valuable practical resource for counsellors and psychotherapists who wish to find ways to incorporate the role of racial and cultural issues in their clinical work.

In the last fifteen years, psychologists have rediscovered culture and its influence on emotion, thought, and self. Research appeared to produce a consensus that the world's cultures can be ranked on dimensions of individualist vs. collectivist, with Western cultures falling at the individualist end, and non-Western cultures at the collectivist end. Studies seemed to further indicate that individualist cultures give rise to \"independent\" selves so that Westerners think and act autonomously while collectivist cultures foster \"interdependent\" selves with permeable boundaries that embed non-Westerners in social relationships so that they think and act relationally. Culture and Identity presents an alternative to the individualist vs. collectivist approach to identity. Unlike most psychological and anthropological studies of culture and self, it directly studies individuals, using study of lives-style interviews with young adults living in villages and small towns in southern Morocco. It analyses the life-narratives of two men and two women, building a theory of culture and identity that differs from prevailing psychological and anthropological models in important respects. In contrast to modernist theories of identity as unified, the life-narratives show individuals to articulate a small set of shifting identities. But in contrast to post-modern theories that claim people have a kaleidoscopic multiplicity of fluid identities, the narratives show that the identities are integrated by repeated use of culturally-specific self-symbols, metaphors, and story-plots. Perhaps most importantly, the life-narratives show these young Moroccans self-representations to be pervasively shaped by the volatile cultural struggle between Western-style modernity and authentic Muslim tradition. Offering a new approach to the study of identity, the volume will be of interest to cross-cultural psychologists, anthropologists, and scholars specialising in the study of lives.

Confronting Theory presents a critique of what has come to be known as theory in cross-disciplinary humanities education. Rather than dismissing theory writing as pretentious and abstract, Confronting Theory examines its principal concepts from the perspective of academic psychology and shows that although many of these analyses sound like revolutionary psychological theory, few, if any, have empirical implications that students can evaluate. By considering the educational implications of cultural theory, Confronting Theory will empower students with arguments, not just opinions, about the increasingly idealist and irrelevant anti-realist curricula they confront in their humanities education in today's universities.

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The American musical has long provided an important vehicle through which writers, performers, and audiences reimagine who they are and how they might best interact with the world around them. Musicals are especially good at this because they provide not only an opportunity for us to enact dramatic versions of alternative identities, but also the material for performing such alternatives in the real world, through songs and the characters and attitudes those songs project.