Opere. Gli archetipi e l'inconscio collettivo by Carl Gustav Jung

By Carl Gustav Jung

L’opera di Jung si presenta come un intreccio di esperienze analitiche concrete e di una cultura profonda ed estesissima. in keeping with lui l’osservazione dei meccanismi psichici individuali consente di analizzare i segreti della creazione artistica o los angeles dinamica dei fenomeni storici; d’altronde, consistent with orientarsi nei labirinto degli accadimenti individuali occorre studiare i fenomeni e i comportamenti collettivi.
I testi qui raccolti, tra cui Gli archetipi dell’inconscio collettivo, Sull’archetipo, Fenomenologia dello spirito della fiaba e Coscienza, incoscio e individuazione, sono stati pubblicati tra il 1934 e il 1955, e appartengono dunque alla piena maturità di Jung. È noto come i concetti di «archetipo» e di «inconscio collettivo» occupino un posto centrale nella sua riflessione, che ha esercitato su di essi un continuo sforzo di approfondimento, anche in line with rispondere a incomprensioni e fraintendimenti. Associando come sempre l’esperienza clinica alle ricerche scientifiche e umanistiche, Jung opera qui un vero rovesciamento della dimensione psichica, vista non più come l’appendice personale dell’organizzazione biologica, ma come l’aspetto significante degli istinti, los angeles possibilità di rappresentarne il dinamismo.

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Chapter 28 in this book reviews the best practices of assessing and intervening with children who have brain tumors. CHILDREN WITH A CENTRAL NERVOUS SYSTEM INFECTION OR COMPROMISE Many children in the schools have medical disorders that compromise the central nervous system (CNS) and may lead to transient or chronic neurocognitive deficits. These disorders include, but are not limited to, asthma, HIV/AIDS, hydrocephalus, juvenile diabetes, leukemia, and end-stage renal disease. These disorders and their associated neuropsychological deficits are reviewed by Miller (2007, pp.

However, the need to move beyond assessment only for the sake of diagnosis to a model that links assessment to prescriptive interventions laid the foundation for the next stage in clinical neuropsychology, called the functional profile stage (Miller, 2007). The functional profile stage (1970s–1990s) described the period in clinical neuropsychology and the emerging specialization of school neuropsychology. In the 1970s, there were three major factors that helped to reshape neuropsychology: (1) Neuropsychologists who specialized in working with children started to question the logic of using downward extensions of adult assessment models and applying these to children, (2) neuropsychologists started to question the validity of neuropsychological test batteries to localize brain lesions and predict recovery of functions, and (3) the emergence of noninvasive brain imaging techniques that replaced the need for neuropsychological tests to make inferences regarding the site of brain lesions or dysfunction (Miller, 2007).

D. (2007). Differential ability scales – II. San Antonio, TX: Harcourt Assessment, Inc. Fagan, T. K. (2002). School psychology: Recent descriptions, continued expansion, and an ongoing paradox. School Psychology Review, 31, 5–10. Golden, C. J. (1986). Manual for the Luria-Nebraska neuropsychological battery: Children’s revision. Los Angeles: Western Psychological Services. Golden, C. , Hammeke, T. , & Purish, A. D. (1978). Diagnostic validity of a standardized neuropsychological battery derived from Luria’s neuropsychological tests.

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