Both in research and in practice, a number of basic competencies are considered necessary for successful process-oriented coaching and consulting activities. In the present research work, the extent to which these necessary competencies are related to vertical personality development was investigated. Loevinger's model of ego development, a stage theory of development, provides the frame of reference for this study. This paper fully summarizes the current state of research on the model in order to comprehensively analyze possible relationships with coaching and consulting competencies. As a first step, the competency requirements of selected coaching and consulting associations were analyzed to determine whether they are related to ego development and whether they express minimum requirements for ego development. The analysis revealed that the competency requirements of all associations show clear parallels to aspects of ego development. The majority of these requirements point to a fully developed, self-governed stage (E6) of ego development as a prerequisite for process-oriented coaching and consulting services. In a second step, empirical studies were examined to systematically analyze the relationship between ego development and aspects relevant to coaching and consulting. The results of the current empirical studies show a clear correlation between these competencies and ego development. This means that as ego development increases, higher coaching and consulting competencies become more likely. Many studies also indicate that a fully developed, self-governed stage of ego development can be expected as the basis for consistent work at an intermediate level of competence.

Both in research and in practice, a number of basic competencies are considered necessary for successful process-oriented coaching and consulting activities. In the present research work, the extent to which these necessary competencies are related to vertical personality development was investigated. Loevinger's model of ego development, a stage theory of development, provides the frame of reference for this study. This paper fully summarizes the current state of research on the model in order to comprehensively analyze possible relationships with coaching and consulting competencies. As a first step, the competency requirements of selected coaching and consulting associations were analyzed to determine whether they are related to ego development and whether they express minimum requirements for ego development. The analysis revealed that the competency requirements of all associations show clear parallels to aspects of ego development. The majority of these requirements point to a fully developed, self-governed stage (E6) of ego development as a prerequisite for process-oriented coaching and consulting services. In a second step, empirical studies were examined to systematically analyze the relationship between ego development and aspects relevant to coaching and consulting. The results of the current empirical studies show a clear correlation between these competencies and ego development. This means that as ego development increases, higher coaching and consulting competencies become more likely. Many studies also indicate that a fully developed, self-governed stage of ego development can be expected as the basis for consistent work at an intermediate level of competence.

Children are born into a social context that is not of their choosing. From early childhood, this context is made up of diverse group experiences that play a crucial role in shaping a person's social life and desire to learn. This makes the group context an ideal setting for therapeutic and educational work, especially with children and adolescents. This volume offers numerous practical suggestions for using the group as a helpful and supportive medium, e.g., in parent-infant/toddler groups, parent/caregiver groups, groups with children or adolescents, and in preventive group work in schools. The contributions provide insights into the diversity and complexity of conceptual, group analytic work with children's, youth and parents' groups, and show how this work can be successful in outpatient settings, clinics, youth services, counseling centers, or schools. The combination of basic and applied knowledge makes this anthology an indispensable reference for any practitioner. With contributions by Andreas Opitz, Anke Mühle, Birgitt Ballhausen-Scharf, Dietrich Winzer, Hans Georg Lehle, Christoph Müller, Beate Schnabel, Anja Khalil, Carla Weber, Christoph Radaj, Dietlind, Köhncke, Franziska Schöpfer, Furi Kharbirpour, Gerhild Ohrnberger, Harald Weilnböck, Horst Wenzel, Kadir Kaynak, Matthias Wenck, Thomas Schneider, Tilman Sprondel, Ursula Pröbsting.

From the second half of the nineteenth century through to World War II, Eastern Europe, especially the territories that formerly made up the Pale of Settlement in the Tsarist Empire, witnessed a Jewish cultural flowering that went hand-in-hand with a multifaceted literary productivity in the Hebrew and Yiddish languages. Accompanied and sometimes directly affected by the dramatic political ruptures of the era, many authors experimented with various modernist poetics in the context of a culturally and literarily closely interwoven milieu. This beautifully illustrated catalogue presents for the first time some of the key figures of the era, including in each case a portrait of the author and a close reading of selected texts, including Yosef Ḥayim Brenner, Leah Goldberg, Moyshe Kulbak, and Deborah Vogel. Of particular interest here is the productive entanglement of cultures and literatures, of cultural contact and transfer, and the significance of space and place for the development of modern Jewish literatures.

The intention of this book is to give an overview of Alfred Adler's fundamental ideas tracing the development of his theory of psychotherapy during the years between 1912 and 1937: the compensation of inferiority feeling and the founding of the concept of community feeling in emotional experience, in body and mind and in the philosophy of life. Adler doesn't adopt an objectifying external perspective; he doesn't see the overall context from outside from a reflective distance, but rather looks from his experience of human society onto the contingency of human life. All of his theoretical concepts are bound up in this holistic approach. Adler's theoretic development shows that the basic concepts of Individual Psychology are not only descriptive labels; they grow out of inner experience. Adler expresses harsh criticism of all forms of community governed by the "will to power" and pleads for a cooperation in terms of real social interest or community feeling. This E-Book is a revised edition of the introduction to the third volume of the Alfred Adler study edition published in 2010. A new chapter has been added: »The relational dimension of Individual Psychology«. The step-by-step development of Alfred Adler's thinking is described following lectures and papers collected in the study edition. The quotations are taken from the original versions of Adler's papers.

Taking pleasure in one's own thoughts and experiencing joy at common activities are the major themes of this volume. The biologist Gerald Huether makes it clear that every living system can only develop to its greatest possible potential by participating in a coevolutionary process together with other forms of life. Put more succinctly: Together we can do more than we can alone, and together we can regain what makes us living creatures: creativity, the courage to be ourselves, and the ability to find a personal answer to the question of the meaning of life.Gerald Huether infuses the concept of the personal development of potential in individualized societies with new and exciting highlights. This capability does not arise from the demands made on us by our economic system, nor is it based on ethical considerations and moral imperatives. It is much simpler: It lies in our very nature as humans.

Systemic thinking has opened up further areas of specialization from one-on-one and couples therapy to clinical supervision and organizational development.Systemic intervention sees a problem as an incident involving a number of different, interacting individuals. In this sense, conflict, problems and occurrences are viewed and treated within the social context. This comprehensive introduction contains many examples and detailed suggestions for a practical approach to directed conversation.