Phyllis Kahaney

Reversing the Trauma of War offers you new hope and healing by harnessing the power of your mind Your mind no longer needs to be a "war zone." Reversing the Trauma of War is for all veterans and active duty personnel who have witnessed and survived combat and are still struggling with PTSD. Just as you trained for battle, you can now retrain your mind for civilian life This book is for you if you have experienced any or all of these devastating PTSD symptoms: - Addiction - Guilt - Anxiety - Hypervigilance - Anger - Insomnia - Depression - Flashbacks - Nightmares - PainReversing the Trauma of War empowers you to become calmer, more confident, and form healthy relationships Designed specifically for military personnel, this book introduces you to safe and effective visual imagery exercises that help you cope with stressful situations and turn around the automatic reactions that arise in PTSD. Reversing the Trauma of War is also a great resource for family members of present and former military personnel as well as healthcare practitioners. INCLUDES A SPECIAL SECTION FOR CLINICIANS"A must read for Vets suffering from PTSD . . ." - Brian J. Masterson, MD Ret. Col. USAFPhyllis Kahaney, MSW, PhD Worked as a readjustment counselor at the San Diego Vet Center treating veterans with PTSD. Rachel Epstein, LAc, JD Is the Director of the American Institute for Mental Imagery and a healthcare practitioner.

This volume establishes a dialogue between the theoretical and practical components of teaching, between the barriers that inhibit changes and the factors that help overcome those barriers. It presents theories that are already at the heart of modern educational practice and shows how these theories have been used by teachers and teacher trainers. The dialogue in this book takes place within, and is informed by, a multitude of disciplines including philosophy, communication studies, technology, composition, rhetoric, and education. The authors address the practical issues of their chosen theoretical perspectives and reflect on how those perspectives manifest themselves pedagogically. Each chapter is followed by a brief response that draws on the experiences and expertise of classroom teachers and theoreticians. As such, the dialogue between the theory and practice of change is delineated between the chapter authors and respondents.