In Trauma and the Soul, Donald Kalsched continues the exploration he began in his first book, The Inner World of Trauma (1996)—this time going further into the mystical or spiritual moments that often occur around the intimacies of psychoanalytic work. Through extended clinical vignettes, including therapeutic dialogue and dreams, he shows how depth psychotherapy with trauma’s survivors can open both analytic partners to "another world" of non-ordinary reality in which daimonic powers reside, both light and dark. This mytho-poetic world, he suggests, is not simply a defensive product of our struggle with the harsh realities of living as Freud suggested, but is an everlasting fact of human experience—a mystery that is often at the very center of the healing process, and yet at other times, strangely resists it.
With these "two worlds" in focus, Kalsched explores a variety of themes as he builds, chapter by chapter, an integrated psycho-spiritual approach to trauma and its treatment including:
images of the lost soul-child in dreams and how this "child" represents an essential core of aliveness that is both protected and persecuted by the psyche’s defenses;
Dante’s guided descent into the Inferno of Hell as a paradigm for the psychotherapy process and its inevitable struggle with self-destructive energies;
childhood innocence and its central role in a person’s spiritual life seen through the story of St. Exupéry’s The Little Prince;
how clinical attention to implicit processes in the relational field, as well as discoveries in body-based affective neuroscience are making trauma treatment more effective;
the life of C.G. Jung as it portrays his early trauma, his soul’s retreat into an inner sanctuary, and his gradual recovery of wholeness through the integration of his divided self.
This is a book that restores the mystery to psychoanalytic work. It tells stories of ordinary patients and ordinary psychotherapists who, through working together, glimpse the reality of the human soul and the depth of the spirit, and are changed by the experience. Trauma and the Soul will be of particular interest to practicing psychotherapists, psychoanalysts, analytical psychologists, and expressive arts therapists, including those with a "spiritual" orientation.
Donald Kalsched is a Jungian analyst in private practice in Albuquerque, New Mexico, and a training analyst with the Inter-Regional Society of Jungian Analysts. He is the author of numerous articles in analytical psychology, and lectures widely on the subject of early trauma and its treatment. His books include The Inner World of Trauma (1996).
Educators with a vision for more equitable, caring schools often struggle with where to begin. I’m just one teacher, where can I start to make change? Is it even possible? How do I do this within current constraints?
In this new book, bestselling author Alex Shevrin Venet empowers everyday changemakers by showing how equity-centered trauma-informed practices can guide our approach to school change. Unlike other books on social justice, this powerful resource doesn’t tell you which changes to implement; instead, it focuses on helping you develop the skills, strategies, and tools for making change meaningful and effective.
Topics include change opportunities and why trauma makes change harder; skills for navigating the change journey such as building relationships, working from strengths, and navigating many streams of information; and sustainable structures for lasting change. Throughout, there are reflection questions to use as conversation-starters with fellow changemakers, as well as Rest Stops so you can pause and process what you are thinking about and learning. This book will help you start your change journey now, putting you and your students on the path to equity, justice, and healing.
Case Studies on Diversity and Social Justice Education offers pre- and in-service educators the opportunity to analyze and reflect upon a variety of real-life scenarios related to educational equity and social justice. The accessibly written cases allow educators to practice considering a range of contextual factors, check their own biases, and make immediate and longer-term decisions about how to create and sustain equitable learning environments for all students.
Unique to this case study collection is a section of expert insights related to each case and a seven-point process for examining case studies. This framework guides readers through the process of identifying, examining, reflecting on, and taking concrete steps to resolve inequities and injustice in schools. Features of the third edition include:
Ten new case studies and updates to existing cases that reflect societal contexts
A series of questions to guide discussions for each case; and
A section of facilitator notes called "Points for Consideration" that provide valuable insight for understanding how inequity is operating in each case
The cases themselves present everyday examples of the ways in which racism, sexism, cisgenderism, homophobia and heterosexism, class inequities, language bias, religious-based oppression, and other equity and diversity concerns affect students, teachers, families, and other members of our school communities. They involve classroom, school, and district issues that are relevant to all grade levels and content areas, allowing significant flexibility in how and with whom they are used.
Cultivating Behavioral Change in K-12 Students provides in-service educators with a long-term, team-based approach to enhancing their interventions and supports for struggling students. Given the clear visibility of trauma, crisis, and clinical challenges among children today, it is more important than ever that school professionals have the tools to create a more consistent culture of care at their schools. This book is driven by tried-and-true strategies refined across the three decades of implementation of the Behavior Intervention Support Team (BIST) Model. Comprehensive and compassionate, these evidence-based practices target the sustainable transformation of young learners’ behavior and help to shift the mindsets of the adults working with them. Principals, administrators, mental health practitioners, and teacher-leaders will be better prepared and motivated to collaborate toward student behavioral change, foster productive relationships with children and families, encourage learners to hone skills specific to behavior management, and more.
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