Feeling Exclusion: Religious Conflict, Exile and Emotions in Early Modern Europe investigates the emotional experience of exclusion at the heart of the religious life of persecuted and exiled individuals and communities in early modern Europe. Between the late fifteenth and early eighteenth centuries an unprecedented number of people in Europe were forced to flee their native lands and live in a state of physical or internal exile as a result of religious conflict and upheaval. Drawing on new insights from history of emotions methodologies, Feeling Exclusion explores the complex relationships between communities in exile, the homelands from which they fled or were exiled, and those from whom they sought physical or psychological assistance. It examines the various coping strategies religious refugees developed to deal with their marginalization and exclusion, and investigates the strategies deployed in various media to generate feelings of exclusion through models of social difference, that questioned the loyalty, values, and trust of "others". Accessibly written, divided into three thematic parts, and enhanced by a variety of illustrations, Feeling Exclusion is perfect for students and researchers of early modern emotions and religion.

This new volume considers one of the most pressing topics of the generation: the sense of social exclusion, rejection and loneliness experienced by many adolescents and young adults. It offers insights from psychological and biochemical research, explaining the role of the brain, mind and body in the development of a sense of belonging over the lifespan. Illustrated with examples of the consequences of exclusion drawn from the author’s clinical work, this important work surveys the latest research in the field and introduces an innovative framework for understanding the development of a sense of belonging. Wilczyńska considers the effects of social exclusion, exploring its consequences for mental health, particularly amongst young people, and reveals how transgenerational trauma imprinted at the early stages of human development impacts lifelong development. Including a foreword by Philip Zimbardo, Multidisciplinary Perspectives on the Psychology of Exclusion is essential reading for students and researchers of developmental psychology, social psychology and sociology. It will also be of interest to practitioners and policymakers working with children and young people to understand and mitigate the effects of social exclusion and loneliness.

Ostracism, Exclusion, and Rejection examines research into the related phenomena of ostracism, exclusion and rejection. Most individuals have experienced both sides of the coin: being ostracized and ostracizing others. People experience mild forms of ostracism on a daily basis, but some endure years and decades of being the social outcast. How does it feel to be shunned, left out, not wanted? Research suggests that even the mildest and briefest forms of ostracism are painful and have downstream consequences to our feelings of social connection. Longer-term ostracism has devastating consequences on individuals’ health and well-being. This innovative compilation covers how being cast out affects the brain and body chemistry, feelings and emotions, thoughts and beliefs, and behaviors. In addition to the primary focus on targets of ostracism, researchers also examine the motives and consequences of ostracizing. Social scientists from social psychology, developmental psychology, neuroscience, communication science, cross-cultural psychology, and anthropology tackle these questions with cutting-edge methods and provocative theories. A key volume for all in those fields, this book also presents applications from the schoolyard to the workplace, and sounds a much-needed call for further research on this universal behavior of all social animals.

"Social pain is the experience of pain as a result of interpersonal rejection or loss, such as rejection from a social group, bullying, or the loss of a loved one. Research now shows that social pain results from the activation of certain components in physical pain systems. Although social, clinical, health, and developmental psychologists have each explored aspects of social pain, recent work from the neurosciences provides a coherent, unifying framework for integrative research. This edited volume provides the first comprehensive, multidisciplinary exploration of social pain. Part I examines the subject from a neuroscience perspective, outlining the evolutionary basis of social pain and tracing the genetic, neurological, and physiological underpinnings of the phenomenon. Part II explores the implications of social pain for functioning in interpersonal relationships; contributions examine the influence of painkillers on social emotions, the ability to relive past social hurts, and the relation of social pain to experiences of intimacy. Part III examines social pain from a biopsychosocial perspective in its consideration of the health implications of social pain, outlining the role of stress in social pain and the potential long-term health consequences of bullying. The book concludes with an integrative review of these diverse perspectives"--Publicity materials. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

The Oxford Handbook of Social Exclusion offers the most comprehensive body of social exclusion research ever assembled, and addresses the fundamental questions on why people have a need to belong, why people exclude others, and how people respond to various forms of social exclusion.

The authors draw on their 30 years of action-research activities helping educators provide a meaningful education to at-risk/excluded students. They explain how teacher well-being is a precondition for building the sorts of relationships that enable excluded students to learn. They present in detail four concrete skills (non-abandonment, reframing, connecting conversation, and emphatic limit-setting) for reaching children and at the same time strengthening educators’ emotional resilience and professional pride. They address how schools can rethink and reshape the way they relate to parents of excluded children, so as to allow both sides to trust and empower each other. If you are a teacher, this book will help you make sense of the difficulties you face daily and provide you with reliable methods for working more effectively. If you are a principal or policymaker, it will show how the road to excellence begins with inclusion, and with providing teachers the kind of support that enables them to succeed. I am not an education expert, but you don’t have to be to want to implement the conclusions that Michal Razer and Victor J. Friedman make about schools to societies as a whole. To produce a successful school serving the needs of all of its students, you need to focus—before passing out any curriculum or teaching any classes—on building that elusive thing called “trust”, or what the authors call “inclusion”. When there is trust in the classroom, when every student believes that they and their aspirations matter to a teacher, everything is possible and everything is easier—the most difficult students become more educable and inspired and take more ownership over their success—and the best students soar even higher. This book should be read by teachers, parents and politicians alike, because its incisive recommendations for building more successful schools apply just as much to families and parliaments. – Thomas L. Friedman, New York Times columnist" /div

Lived Experiences of Exclusion in the Workplace shares the emotional expressions of those who have faced alienation and marginalisation, providing guidance on how to trigger inclusion through various, often simple measures.