front cover of Can Music Make You Sick?
Can Music Make You Sick?
Measuring the Price of Musical Ambition
Sally Anne Gross and George Musgrave
University of Westminster Press, 2020

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Grant Hutchison (Frightened Rabbit):‘This book should be mandatory reading for every label, booking agent, manager and tour manager in the business of music and touring so we can all better understand what’s really involved in living the life of a professional musician and the role we all have in making that life as liveable as possible’

Tim Shiel (Double J/Triple J Radio, Australia):‘The most important book I’ve ever read about music’

‘An eye-opening must read’ ****

Shaun Ryder (Happy Mondays): ‘Holding on to your mental health in this pressured environment is so important and at times so very difficult, I know that all too well. This book lays bare what it is like to live for your music and how it can feel to be a musician today’

The Wire magazine:‘Poses uncomfortable questions…[and] sheds light on complex issues with compelling thoroughness’

‘Musicians often pay a high price for sharing their art with us. Underneath the glow of success can often lie loneliness and exhaustion, not to mention the basic struggles of paying the rent or buying food. Sally-Anne Gross and George Musgrave raise important questions – and we need to listen to what the musicians have to tell us about their working conditions and their mental health’

Crispin Hunt (Multi-Platinum Songwriter/Record Producer & Chair of the Ivor’s Academy):‘In this important book, Sally Anne Gross and George Musgrave investigate the relationship between the well-being music brings to society and the well-being of those who create. It's a much needed reality-check, deglamorising the romantic image of the tortured artist’

Adam Ficek (Psychotherapist [Music and Mind]/BabyShambles):‘A critical and timely book’

Joe Muggs (DJ, Promoter, Journalist [Guardian, Telegraph, FACT, Mixmag, The Wire]):‘The best guide to what being a musician, and what "the music industry" actually are that I can remember reading’

Andreea Magdalina (Founder of shesaid.so):‘This book is extremely important....The pandemic is forcing our industry to reinvent itself, once again, and this book is a call to ensure these new systems are fairer for everyone and that they foster a healthier lifestyle’

It is often assumed that creative people are prone to psychological instability, and that this explains apparent associations between cultural production and mental health problems. In their detailed study of recording and performing artists in the British music industry, Sally Anne Gross and George Musgrave turn this view on its head. 

By listening to how musicians understand and experience their working lives, this book proposes that whilst making music is therapeutic, making a career from music can be traumatic. The authors show how careers based on an all-consuming passion have become more insecure and devalued. Artistic merit and intimate, often painful, self-disclosures are the subject of unremitting scrutiny and data metrics. Personal relationships and social support networks are increasingly bound up with calculative transactions. 

Drawing on original empirical research and a wide-ranging survey of scholarship from across the social sciences, their findings will be provocative for future research on mental health, wellbeing and working conditions in the music industries and across the creative economy. Going beyond self-help strategies, they challenge the industry to make transformative structural change. Until then, the book provides an invaluable guide for anyone currently making their career in music, as well as those tasked with training and educating the next generation.

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front cover of Caring and Doing for Others
Caring and Doing for Others
Social Responsibility in the Domains of Family, Work, and Community
Edited by Alice S. Rossi
University of Chicago Press, 2001
From all sides we hear that Americans are becoming increasingly self-absorbed and disconnected, and that our interest in social and civic responsibility is on the decline. A more encouraging profile emerges in this study of Americans at work, at home with their families, and in their communities. The book is based on a national, representative survey of more than 3,000 Americans aged 25 to 74—plus in-depth interviews with adults drawn from the survey—to find out what Americans mean by social responsibility.

The book explores the extent to which adults contribute time to caregiving, social support, and financial assistance to family members; the time given to volunteer work and financial contributions to various causes, charities, and organizations; and how these contributions are affected by job obligations. A major focus is on age and gender differences, which shows midlife to be a transitional time when civic activities increase as family obligations decline. All told, the study adds a hopeful new voice to the overwhelmingly negative debate about the current state of our civic and social lives.
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Choosing an Identity
A General Model of Preference and Belief Formation
Sun-Ki Chai
University of Michigan Press, 2001
Social science research is fragmented by the widely differing and seemingly contradictory approaches used by the different disciplines of the social sciences to explain human action. Attempts at integrating different social science approaches to explain action have often been frustrated by the difficulty of incorporating cultural assumptions into rational choice theories without robbing them of their generality or making them too vague for predictions. Another problem has been the major disagreements among cultural theorists regarding the ways in which culture affects preferences and beliefs.
This book provides a general model of preference and belief formation, addressing the largest unresolved issue in rational choice theories of action. It attempts to play a bridging role between these approaches by augmenting and modifying the main ideas of the "rational choice" model to make it more compatible with empirical findings in other fields. The resulting model is used to analyze three major unresolved issues in the developing world: the sources of a government's economic ideology, the origins of ethnic group boundaries, and the relationship between modernization and violence.
Addressing theoretical problems that cut across numerous disciplines, this work will be of interest to a diversity of theoretically-minded scholars.
Sun-Ki Chai is Assistant Professor of Sociology, University of Arizona.
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Codependent Forevermore
The Invention of Self in a Twelve Step Group
Leslie Irvine
University of Chicago Press, 1999
In the same week that his father died, Alex came home to find his live-in fiancée in bed with another man. Paul is a divorced single parent who was recently forced to go on disability. Liz left an abusive husband and then found herself involved with yet another controlling man. These three, along with many others, have found a kind of salvation in Codependents Anonymous. Is this self-indulgent psychobabble or legitimate therapy? Are Twelve Step groups helpful communities or disguised addictions? And what exactly is codependency, the psychological condition that has apparently swept the United States? Leslie Irvine went inside "CoDA" to find out.

Codependent Forevermore is thus an insider's look at the world of people "in recovery" and the society that produced them. Through extensive interviews with CoDA members, case studies, and the meetings she attended regularly, Irvine develops a galvanizing perspective on contemporary Americans' sense of self. She explores the idea that selfhood is a narrative accomplishment, achieved by people telling stories to themselves and about themselves. She shows how Alex, Paul, Liz, and many others create a sense of self by combining elements of autobiography, culture, and social structure all within the adopted language of psycho-spirituality.

By following the progress and tribulations of CoDA members, Irvine gets to the heart of widespread American conceptions of relationships, selfhood, and community. Amidst the increasingly shrill criticism of the Twelve Step ethos, her reasoned and considered analysis of these groups reveals the sources of both their power and their popularity.
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Cognitive Science, Religion, and Theology
From Human Minds to Divine Minds
Justin L. Barrett
Templeton Press, 2011
Cognitive Science, Religion, and Theology is the eighth title published in the Templeton Science and Religion Series, in which scientists from a wide range of fields distill their experience and knowledge into brief tours of their respective specialties. In this volume, well-known cognitive scientist Justin L. Barrett offers an accessible overview of this interdisciplinary field, reviews key findings in this area, and discusses the implications of these findings for religious thought and practice.
 
Cognitive science is the interdisciplinary study of minds and mental activity, and as such, it addresses a fundamental feature of what it is to be human. Further, as religious traditions concern ideas and beliefs about the nature of humans, the nature of the world, and the nature of the divine, cognitive science can contribute directly and indirectly to these theological concerns. Barrett shows how direct contributions come from the growing area called cognitive science of religion (CSR), which investigates how human cognitive systems inform and constrain religious thought, experience, and expression. CSR attempts to answer questions such as: Why do humans tend to be religious? And why are specific ideas (e.g., the possibility of an afterlife) so cross-culturally recurrent? Barrett also covers the indirect implications that cognitive science has for theology, such as human similarities and differences with the animal world, freedom and determinism, and the relationship between minds and bodies.
 
Cognitive Science, Religion, and Theology critically reviews the research on these fascinating questions and discusses the many implications that arise from them. In addition, this short volume also offers suggestions for future research, making it ideal not only for those looking for an overview of the field thus far but also for those seeking a glimpse of where the field might be going in the future.
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Collective Effervescence
Edited by Sébastien Tutenges and Philip Smith
Temple University Press, 2026
Sociologist Émile Durkheim’s theory of collective effervescence describes an overwhelming sense of excitement, empowerment, and unity. While originally tailored to examine religious phenomena, the theory has proven remarkably powerful in explaining secular experiences, from raves and military marches to sporting events and protest crowds.

The editors and contributors to Collective Effervescence make a deep dive into new waters. They investigate solo experiences, virtual collectivities, low-intensity effervescence, and negative outcomes. Through studies of drug ceremonies, occupational subcultures, bookshops, online activities, and much more, each chapter discovers and theorizes something previously unknown. Collective Effervescence finds new potentials in a familiar theoretical resource.

Contributors: Sarah H. Awad, Pierre Bouchat, Randall Collins, Silvia da Costa, Scott Draper, Lisa Flower, Romulo Lelis, Heather Margrsion, Sharon Mascall-Dare, Ashley Mears, Margit Anne Petersen, José J. Pizarro, Bernard Rimé, Dario Páez, David Sausdal, Daniel Smith, Femke Vandenberg, Brady Wagoner, David Wästerfors, Brad West, and the editors
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front cover of Communication and Development
Communication and Development
A Study of Two Indian Villages
Y.V. Lakshmana Rao
University of Minnesota Press, 1966

Communication and Development was first published in 1966. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.

What role does communication play in the economic, social, and political development of a community? The results of the study reported here, based on comprehensive field work in two small villages in India, throw considerable light on that question, one which is of fundamental importance to those concerned with rates and patterns of growth in any developing country.

In this study, the term "communication" refers to a social process—the flow of information, the circulation of knowledge and ideas in society, the propagation and internalization of thoughts. It does not refer to the media or means of communication, such as electronics, roads and railways, or vehicles.

The two villages studied, both in South India, were at contrasting stages of development. One was becoming industrialized, while the other still clung to such traditional ways as the barter system. To carry out the field work for his study, Dr. Rao lived in these villages for several months, talking at length with the people, obtaining information about their attitudes, beliefs, and opinions, and observing them and their surroundings with a trained eye. He also checked official records for pertinent information. He analyzes his findings from a psychological and sociological standpoint and, in addition, provides an intimate description of the village life.

The book will be of particular interest to communications specialists, anthropologists, sociologists, political scientists, economists, and others concerned with studies of the developing countries in Asia, Africa, and Latin America.

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front cover of Contesting Stereotypes and Creating Identities
Contesting Stereotypes and Creating Identities
Social Categories, Social Identities, and Educational Participation
Andrew J. Fuligni
Russell Sage Foundation, 2007
Since the end of legal segregation in schools, most research on educational inequality has focused on economic and other structural obstacles to the academic achievement of disadvantaged groups. But in Contesting Stereotypes and Creating Identities, a distinguished group of psychologists and social scientists argue that stereotypes about the academic potential of some minority groups remain a significant barrier to their achievement. This groundbreaking volume examines how low institutional and cultural expectations of minorities hinder their academic success, how these stereotypes are perpetuated, and the ways that minority students attempt to empower themselves by redefining their identities. The contributors to Contesting Stereotypes and Creating Identities explore issues of ethnic identity and educational inequality from a broad range of disciplinary perspectives, drawing on historical analyses, social-psychological experiments, interviews, and observation. Meagan Patterson and Rebecca Bigler show that when teachers label or segregate students according to social categories (even in subtle ways), students are more likely to rank and stereotype one another, so educators must pay attention to the implicit or unintentional ways that they emphasize group differences. Many of the contributors contest John Ogbu's theory that African Americans have developed an "oppositional culture" that devalues academic effort as a form of "acting white." Daphna Oyserman and Daniel Brickman, in their study of black and Latino youth, find evidence that strong identification with their ethnic group is actually associated with higher academic motivation among minority youth. Yet, as Julie Garcia and Jennifer Crocker find in a study of African-American female college students, the desire to disprove negative stereotypes about race and gender can lead to anxiety, low self-esteem, and excessive, self-defeating levels of effort, which impede learning and academic success. The authors call for educational institutions to diffuse these threats to minority students' identities by emphasizing that intelligence is a malleable rather than a fixed trait. Contesting Stereotypes and Creating Identities reveals the many hidden ways that educational opportunities are denied to some social groups. At the same time, this probing and wide-ranging anthology provides a fresh perspective on the creative ways that these groups challenge stereotypes and attempt to participate fully in the educational system.
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front cover of Creating a Human World
Creating a Human World
A New Psychological and Religious Anthropology In Dialogue with Freud, Heidegger, and Kierkegaard
Ernest Daniel Carrere
University of Scranton Press, 2006
In Creating a Human World, Trappist monk and scholar Ernest Daniel Carrere explores what it means to be fully human, to live in a shared world, and to resist the easy tendency to flee reality and seek pleasure in material pursuits. To do so he examines the writings of three great modern thinkers—Sigmund Freud, Martin Heidegger, and Søren Kierkegaard—and proposes a new reading of their work in light of his own understanding of New Testament teachings.

Carrere elucidates the paradoxical spiritual truth that salvation lies not in an escape from humanity, but in embracing it.  An interdisciplinary tour de force, this book will appeal to anyone interested in philosophy, psychology, religion, or cultural anthropology.
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front cover of Cultural Divides
Cultural Divides
Understanding and Overcoming Group Conflict
Deborah Prentice
Russell Sage Foundation, 1999
Thirty years of progress on civil rights and a new era of immigration to the United States have together created an unprecedented level of diversity in American schools, workplaces, and neighborhoods. But increased contact among individuals from different racial and ethnic groups has not put an end to misunderstanding and conflict. On the contrary, entrenched cultural differences raise vexing questions about the limits of American pluralism. Can a population of increasingly mixed origins learn to live and work together despite differing cultural backgrounds? Or, is social polarization by race and ethnicity inevitable? These are the dilemmas explored in Cultural Divides, a compendium of the latest research into the origins and nature of group conflict, undertaken by a distinguished group of social psychologists who have joined forces to examine the effects of culture on social life. Cultural Divides shows how new lines of investigation into intergroup conflict shape current thinking on such questions as: Why are people so strongly prone to attribute personal differences to group membership rather than to individual nature? Why are negative beliefs about other groups so resistent to change, even with increased contact? Is it possible to struggle toward equal status for all people and still maintain separate ethnic identities for culturally distinct groups? Cultural Divides offers new theories about how social identity comes to be rooted in groups: Some essays describe the value of group membership for enhancing individual self-esteem, while others focus on the belief in social hierarchies, or the perception that people of different skin colors and ethnic origins fall into immutably different categories. Among the phenomena explored are the varying degrees of commitment and identification felt by many black students toward their educational institutions, the reasons why social stigma affects the self-worth of some minority groups more than others, and the peculiar psychology of hate crime perpetrators. The way cultural boundaries can impair our ability to resolve disputes is a recurrent theme in the volume. An essay on American cultures of European, Asian, African, and Mexican origin examines core differences in how each traditionally views conflict and its proper methods of resolution. Another takes a hard look at the multiculturalist agenda and asks whether it can realistically succeed. Other contributors describe the effectiveness of social experiments aimed at increasing positive attitudes, cooperation, and conflict management skills in mixed group settings. Cultural Divides illuminates the beliefs and attitudes that people hold about themselves in relation to others, and how these social thought processes shape the formation of group identity and intergroup antagonism. In so doing, Cultural Divides points the way toward a new science of cultural contact and confronts issues of social change that increasingly affect all Americans.
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Cutting and the Pedagogy of Self-Disclosure
Jeffrey Berman
University of Massachusetts Press, 2007

Cutting, a form of self-mutilation, is a growing problem in the United States, especially among adolescent females. It is regarded as self-destructive behavior, yet paradoxically, people who cut themselves generally do not wish to die but to find relief from unbearable psychological pain. 

Cutting and the Pedagogy of Self-Disclosure is the first book to explore how college students write about their experiences as cutters. The idea behind the book arose when Patricia Hatch Wallace, a high school English teacher, wrote a reader-response diary for a graduate course taught by Professor Jeffrey Berman in which she revealed for the first time that she had cut herself twenty years earlier. At Berman's suggestion, Wallace wrote her Master's thesis on cutting. Not long after she finished her thesis, two students in Berman's expository writing course revealed their own experiences as cutters. Their disclosures encouraged several students in another writing class to share their own cutting stories with classmates. Realizing that so many students were writing about the same phenomenon, Berman and Wallace decided to write a book about a subject that is rarely discussed inside or outside the classroom. 

In Part 1, Wallace discusses clinical and theoretical aspects of cutting and then applies these insights to several memoirs and novels, including Susanna Kaysen's Girl, Interrupted, Caroline Kettlewell's Skin Game, and Patricia McCormick's Cut. The motivation behind Wallace's research was the desire to learn more about herself, and she reads these stories through her own experience as a cutter. In Part 2, Berman focuses on the pedagogical dynamics of cutting: how undergraduate students write about cutting, how their writings affect classmates and teachers, and how students who cut themselves can educate everyone in the classroom about a problem that has personal, psychological, cultural, and educational significance.

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