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In Dilemmas of Adulthood, Nancy Rosenberger investigates the nature of long-term resistance in a longitudinal study of more than fifty Japanese women over two decades. Between 25 and 35 years of age when first interviewed in 1993, the women represent a generation straddling the stable roles of post-war modernity and the risky but exciting possibilities of late modernity. By exploring the challenges they pose to cultural codes, Rosenberger builds a conceptual framework of long-term resistance that undergirds the struggles and successes of modern Japanese women. Her findings resonate with broader anthropological questions about how change happens in our global-local era and suggests a useful model with which to analyze ordinary lives in the late modern world. Rosenberger’s analysis establishes long-term resistance as a vital type of social change in late modernity where the sway of media, global ideas, and friends vies strongly with the influence of family, school, and work. Women are at the nexus of these contradictions, dissatisfied with post-war normative roles in family, work, and leisure and yet—in Japan as elsewhere—committed to a search for self that shifts uneasily between self-actualization and selfishness. The women’s rich narratives and conversations recount their ambivalent defiance of social norms and attempts to live diverse lives as acceptable adults. In an epilogue, their experiences are framed by the aftermath of the 2011 earthquake and tsunami, which is already shaping the future of their long-term resistance. Drawing on such theorists as Ortner, Ueno, the Comaroffs, Melucci, and Bourdieu, Rosenberger posits that long-term resistance is a process of tense, irregular, but insistent change that is characteristic of our era, hammered out in the in-between of local and global, past and future, the old virtues of womanhood and the new virtues of self-actualization. Her book is essential for anyone wishing to understand how Japanese women have maneuvered their lives in the economic decline and pushed for individuation in the 1990s and 2000s.
In Dilemmas of Adulthood, Nancy Rosenberger investigates the nature of long-term resistance in a longitudinal study of more than fifty Japanese women over two decades. Between 25 and 35 years of age when first interviewed in 1993, the women represent a generation straddling the stable roles of post-war modernity and the risky but exciting possibilities of late modernity. By exploring the challenges they pose to cultural codes, Rosenberger builds a conceptual framework of long-term resistance that undergirds the struggles and successes of modern Japanese women. Her findings resonate with broader anthropological questions about how change happens in our global-local era and suggests a useful model with which to analyze ordinary lives in the late modern world. Rosenberger’s analysis establishes long-term resistance as a vital type of social change in late modernity where the sway of media, global ideas, and friends vies strongly with the influence of family, school, and work. Women are at the nexus of these contradictions, dissatisfied with post-war normative roles in family, work, and leisure and yet—in Japan as elsewhere—committed to a search for self that shifts uneasily between self-actualization and selfishness. The women’s rich narratives and conversations recount their ambivalent defiance of social norms and attempts to live diverse lives as acceptable adults. In an epilogue, their experiences are framed by the aftermath of the 2011 earthquake and tsunami, which is already shaping the future of their long-term resistance. Drawing on such theorists as Ortner, Ueno, the Comaroffs, Melucci, and Bourdieu, Rosenberger posits that long-term resistance is a process of tense, irregular, but insistent change that is characteristic of our era, hammered out in the in-between of local and global, past and future, the old virtues of womanhood and the new virtues of self-actualization. Her book is essential for anyone wishing to understand how Japanese women have maneuvered their lives in the economic decline and pushed for individuation in the 1990s and 2000s.
Separation Anxiety Disorder in Adults provides a comprehensive foundation for understanding the development, manifestation, and treatment of adult separation anxiety. The book explores precursors and triggers to both childhood and adult separation anxiety disorder, comorbidity with other disorders and conditions, and characteristics of populations and individuals with separation anxiety. Assessment and treatment are comprehensively covered, discussing how treatment for adults difers from that for children. Clinical review questionnaires are included for immediate use in practice. - Reviews the diagnosis, assessment, management, and treatment of adult separation anxiety - Covers how treatment for adults differs from that for children - Identifies precursors and triggers to separation anxiety - Discusses comorbidity with other disorders and conditions - Includes clinical review questionnaire measures
Be sexy but not sexual. Don't be a prude but don't be a slut. These are the cultural messages that barrage teenage girls. In movies and magazines, in music and advice columns, girls are portrayed as the object or the victim of someone else's desire--but virtually never as someone with acceptable sexual feelings of her own. What teenage girls make of these contradictory messages, and what they make of their awakening sexuality--so distant from and yet so susceptible to cultural stereotypes--emerges for the first time in frank and complex fashion in Deborah Tolman's Dilemmas of Desire. A unique look into the world of adolescent sexuality, this book offers an intimate and often disturbing, sometimes inspiring, picture of how teenage girls experience, understand, and respond to their sexual feelings, and of how society mediates, shapes, and distorts this experience. In extensive interviews, we listen as actual adolescent girls--both urban and suburban--speak candidly of their curiosity and confusion, their pleasure and disappointment, their fears, defiance, or capitulation in the face of a seemingly imperishable double standard that smiles upon burgeoning sexuality in boys yet frowns, even panics, at its equivalent in girls. As a vivid evocation of girls negotiating some of the most vexing issues of adolescence, and as a thoughtful, richly informed examination of the dilemmas these girls face, this readable and revealing book begins the critical work of understanding the sexuality of young women in all its personal, social, and emotional significance.
THE JOSSEY-BASS READER ON Contemporary Issues in Adult Education With contributions from leading experts in the field, The Jossey-Bass Reader on Contemporary Issues in Adult Education collects in one volume the best previously published literature on the issues and trends affecting adult education today. The volume includes influential pieces from foundational authors in the profession such as Eduard C. Lindeman, Alain Locke, and Paulo Freire, as well as current work from authors around the world, including Laura L. Bierema, John M. Dirkx, Cecilia Amaluisa Fiallos, Peter Jarvis, Michael Newman, and Shirley Walters. In five sections, the book's thirty chapters delve into a wide range of compelling topics including: social justice, democracy, and activism diversity and marginalization human resource development lifelong learning ethical issues the meaning and role of emotions globalization and non-Western perspectives the role of mass media, popular culture, and "social learning" technology health, welfare, and environment Each piece is framed within its larger context by the editors, and each section is accompanied by helpful reflection and discussion questions.
In Dilemmas and Decisions the author argues that dilemmas, medical, political and personal are clearly universal, requiring decisions with a painful choice. Nevertheless, we are witnessing an increasing tendency amongst opinion leaders, from management consultants to religious fundamentalists, to inform us that dilemmas either do not really exist or are merely problems awaiting the “right” solution (which they happen to possess). Such moral certainty is dangerously mistaken, breeding extremism and undermining democratic values. Education can become a kind of preparation for Multiple Choice Question-type exams or TV quizzes, with facts recalled under pressure of time and problems needing fast solutions. Problems, however, are different from dilemmas; they have solutions and disappear as soon as these are found. Dilemmas leave you with an aftertaste and a sense of regret about the rejected alternative.
The Cambridge Handbook of Applied Psychological Ethics is a valuable resource for psychologists and graduate students hoping to further develop their ethical decision making beyond more introductory ethics texts. The book offers real-world ethical vignettes and considerations. Chapters cover a wide range of practice settings, populations, and topics, and are written by scholars in these settings. Chapters focus on the application of ethics to the ethical dilemmas in which mental health and other psychology professionals sometimes find themselves. Each chapter introduces a setting and gives readers a brief understanding of some of the potential ethical issues at hand, before delving deeper into the multiple ethical issues that must be addressed and the ethical principles and standards involved. No other book on the market captures the breadth of ethical issues found in daily practice and focuses entirely on applied ethics in psychology.
For undergraduate courses in Adulthood and Aging, Gerontology, and Adult Development. This text provides an engaging perspective on the issues, challenges, and joys of adult development and aging. It provides a balanced and integrated treatment of young, middle, and later adulthood, concluding with a discussion of life satisfaction and quality of life issues. More than ever there is a need to inform those who will be therapists, health care professionals, social workers, and all others who plan to work with adults in some capacity of the challenges and opportunities that often come our way in adulthood. In addition, this text covers areas which are often neglected, such as self development and individual differences, life-long learning, community and political life, and values and moral development. The addition of these and other topics, along with a positive-growth focused perspective sets this book apart from other textbooks in this area that have grown out of gerontology backgrounds with a focus on physical decline and illness. The pedagogical features of the book direct students to key information, and the special features engage the reader in current ethical dilemmas and life-planning issues.
This text offers practicing clinicians strategies, interventions, suggestions, guidance and ideas to work with adults struggling with Attention Deficit Hyperactivity Disorder, and is intended as a reference to which clinicians will turn time and time again as issues or problems present themselves. The text will also provide a comprehensive review of the scientific literature and expand the development of an ongoing model to treat Attention Deficit Hyperactivity Disorder.
This book reflects and extends the great debates that schools, colleges, and universities are having in response to the profound moral conflicts and personal questions facing professionals today: What should we teach our students? What values should we communicate and nurture? What should be the role of the traditional liberal arts in professional education? How should schools and colleges respond to the demands of women and minorities for a more inclusive curriculum? The authors explore ongoing theoretical and practical considerations of graduate professional education through the ethical and social issues facing professionals in public service. Administrators, teachers, counselors, nurses, or lawyers are recognizing that they face similar questions about their personal and professional lives: Is it possible to sustain a set of fully human values as a practicing professional? As a member of a public organization, how does one deal with dilemmas involving conflicting priorities and ambiguous goals? The authors responses to these questions are presented as themes, describing connections between curriculum and pedagogy. They have designed an approach to ethical and social questions respectful of the contributions of adult learners and the need to provide diverse perspectives.