Embodied, relational processes designed to add experiential therapy into addiction treatment centers, IOPs, and one-to-one or group therapy settings. Relational trauma can cause a loss of connection with the self and impact our ability to engage comfortably in intimate connection with others. Feeling misread, neglected, or abused by the people we want most to be loved by is a traumatizing experience that is cumulative. When these relational wounds remain unseen and unresolved, they can become the pain pump fueling self-medicating and dysfunctional behaviors that silently pass down through generations. Sociometrics are embodied, research-based processes that educate clients about trauma, grief, and resilience as they offer in-the-moment, experiential relational trauma repair. Created by Dr. Tian Dayton to fit easily into outpatient programs, clinics, and one-to-one settings, sociometrics help to take the guesswork out of incorporating experiential therapy into treatment. They give therapists a clear process that builds momentum for deep change and personal growth. Harnessing the therapeutic power of the group, they teach skills of emotional literacy and self- and co-regulation. The combination of sociometrics and simple role plays allow the body, as well as the mind, to find a voice. They draw on the theory base of psychodrama and sociometry, the first forms of mind/body, experiential therapy created by the father of group therapy, Jacob Levy Moreno.

Sociometrics and Human Relationships translates the latest academic research into practical business strategies and techniques for social network analysis. This essential new title is key reading for students and practitioners across marketing, design, sociology, psychology and the humanities, and comes with a free academic license of Condor.

Sociometrics and Human Relationships translates the latest academic research into practical business strategies and techniques for social network analysis. This essential new title is key reading for students and practitioners across marketing, design, sociology, psychology and the humanities, and comes with a free academic license of Condor.

Again available! This handy volume collects the best and most important writings of J.L. Moreno in one concise and accessible place. This unique collection explores Moreno's thought in developing psychodrama and sociometry, with his strong emphasis on spontaneity and creativity. The book discusses both basic and advanced concepts and techniques of psychodramatic treatment. Thte reader will find extensive examples from Moreno's own cases containing verbatim transcripts that illustrate the give-and-take between Moreno, his patients, and the audience observers. Jonathan Fox introduces the book with a brief overview of Moreno's life and ideas and places him in the context of his time and in the field of psychotherapy. Fox's notes throughout underscore significant aspects of the selections for the practitioner and student.

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

Progress in Behavior Modification, Volume 11 covers the developments in the study of behavior modification. The book discusses the pluralistic psychology of behavior change; the methodological issues in child behavior therapy; and the interpersonal-skills training with adolescents. The text also describes the behavior modification of work and work-related problems; the behavioral treatment of migraine and muscle-contraction headaches; and the modification of children's social withdrawal. An assessment of hyperactive children, with regard to the psychometric, methodological, and practical considerations, is considered. Psychologists, psychiatrists, and sociologists will find the book invaluable.

First published in 1983, The Feral Classroom argues that the experience of schooling needs to be understood in terms of peer interaction in the classroom. Students’ interaction mediates the significance of the curriculum and teacher, and is, in its own right, a major agent of socialisation. The study reported in the book was conducted in an Australian state high school. It employs ethnographic techniques focused on students’ accounts of relations and activities with classmates. Concepts embodied in these accounts are interpreted through models of school and peer group as agents of socialisation. The volume fills several gaps. It is the first book to describe at length students’ accounts of classroom interaction; to give equal weight to boys’ and girls’ accounts; and to describe dominant students’ determination of the use of classroom norms and of the definition of performances. This book will appeal to a wide range of readers including, but not limited to, teachers, educational administrators, and sociologists.