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Interpersonal Trauma and its Consequences in Adulthood
Editor: Agnieszka Widera-Wysoczańska and Alicja Kuczyńska
Date Of Publication: Oct 2010
Isbn13: 978-1-4438-2400-2
Isbn: 1-4438-2400-3
The source of interpersonal psychological trauma is a traumatic event that is repetitive, chronic and complex in nature, and is caused by the action of a closely related person, most frequently in a dysfunctional and pathological family. This book presents studies on the influence of various forms of abuse experienced in childhood on the personal functioning of that individual in adulthood, including various types of symptoms, problems, and personality and neurobiological disorders. It also contains psychotherapeutic issues connected with interpersonal trauma.
Agnieszka Widera-Wysoczanska, PhD, is a Clinical Psychologist; Adjunct Professor in the Clinical Department at the Institute of Psychology, Wrocław University, Poland; and Co-Developer of the Mental Health Center for Persons from Dysfunctional Families. She specializes in interpersonal, chronic and complex childhood trauma in dysfunctional families and in the risk factors of sexual abuse in the families. She is a Psychotherapist of the European Psychotherapy Association, Trauma Specialist, Supervisor in diagnosis and therapy for people after trauma, and Consultatnt in Child Clinical Psychology. She was a member of the National Agency Against Family Violence (2007–2009). She has authored books entitled Dialog About Dying: Hermeneutical Approaches (2000) and Mechanism of Abuse in the Family: From Generation to Generation (2010), and has published numerous articles on related topics.
Alicja Kuczyńska, PhD, is a Clinical and Social Psychologist. She is a Professor and Head of the Department of Clinical and Health Psychology at the Institute of Psychology, Wrocław University, Poland. She is Editor of the Polish Journal of Applied Psychology. Her main field of interest is concerned with human bonding in social and personal relationships, from the point of view of evolution and social theories (e.g. sex and gender as well as other non-verbal aspects). For the last ten years she has been focusing her interest on borderline personality disorders.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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