PUBLISHED BOOKS

CHILDREN OF THE SELF-ABSORBED: A GROWN-UP’s GUIDE TO GETTING OVER NARCISSISTIC PARENTS

Nina W. Brown

Published by New Harbinger Publishers January, 2001

Many children grew up with self-absorbed parents. Some were even given the major responsibility for their parents’ well-being resulting in their becoming “parentified.” These parents expected the child to give them admiration, constant attention and to know what the parent wanted at all times. In return, the child received criticism, blame and a lack of empathy for his/her situation or feelings.
The book focuses on describing the parentified child experience, a smattering of theory about causes and, discussion and exercises for the adult child of narcissistic parents to use to fortify and develop their “Self”.
The book is not focused on blaming the parents as they are unaware of the impact of their behavior and attitudes on the child. In addition, the book emphasizes that it is futile to blame the parent or to try and change him/her. Protective and coping strategies are described in detail to help the reader select those that best fit with his/her personality.

CREATING HIGH PERFORMANCE CLASSROOM GROUPS

Nina W. Brown

Published by Falmer Publishers April, 2000

This book was written for college level instructors in every discipline and may be appropriate for some high school classes. A basic assumption for the book is that the instructor is unfamiliar with group dynamics. An additional assumption is that the focus for classroom groups is to learn specific content. Thus, the material emphasizes what the instructor can do to create and maintain groups for instructional purposes.
Covered in the book are:

• creating classroom groups,
• structuring group tasks,
• monitoring groups,
• individual and group tasks,
• electronically linked groups,
• group dynamics,
• phases of group development,
• group problems and member problems with suggested prevention and solution strategies.

STUDENT-GENERATED SEXUAL HARASSMENT IN SECONDARY SCHOOLS

Roberta Wexel And Nina W. Brown

Published by Praeger August 2000

One source of continual distress for children in schools is student generated sexual harassment. The national survey of school age children conducted by the Association of University Women’s Educational Foundation found that approximately 81 percent of all students experienced peer sexual harassment. While there were gender and racial/ethnic differences, none of the percentage experiencing peer sexual harassment was below 72%.
This book describes how school districts can protect themselves and their students from legal consequences of peer sexual harassment in the schools. Specific strategies and guidelines are presented on:

• steps needed to develop policies,
• a template for a model policy,
• dissemination and education strategies,
• prevention and intervention strategies,
• working with students and,
• the complaint interview.

Also covered are guidelines for formal and informal procedures for handling complaints.

THE DESTRUCTIVE NARCISSISTIC PATTERN

Nina W. Brown

Published by Praeger August, 1998

This book presents a theory for a sub-clinical category termed, the destructive narcissistic pattern. The focus is on adults exhibiting less severe manifestations of behaviors and attitudes usually associated with pathological narcissism. Described are the behaviors and attitudes:

• attention-seeking,
• admiration-hungry,
• wanting to be considered unique and special,
• an entitlement attitude,
• considering others as extensions of self,
• lack of empathy,
• shallow emotions,
• grandiosity and,
• arrogance.

Numerous strategies are provided that are designed to protect and/or allow one to cope with a relative, co-worker or significant other who has a destructive narcissistic pattern.
Also presented are the characteristics of healthy adult narcissism as derived from the psychological literature. These characteristics are: creativity, empathy and a sense of humor. Considerable attention is given in the book to providing exercises and activities to guide the reader in developing their personal underdeveloped narcissism.

PSYCHOEDUCATIONAL GROUPS

Nina W. Brown

Published by Accelerated Development (now Brunner/Routledge) April 1998

This book provides an overview of learning and instructional theories together with specific guidelines for conducting a variety of psychoeducational groups. Presented are:

• specific guidelines for creating groups,
• planning group activities,
• adapting group activities for the target audience,
• understanding phases of group development,
• observing group dynamics,
• dealing with problem behaviors and,
• examples for differing kinds of psychoeducational groups.

Readers are guided in learning how to construct group objectives, engage group members, organize a large group into smaller units, monitoring group progress and using the resources of the group. Presented is a process for handling different kinds of conflicts that can emerge in group. This process is called “variable conflict management” to reflect consideration of member and group characteristics that call for different management strategies and styles.

EXPRESSIVE PROCESSES IN GROUP COUNSELING

Nina W. Brown
Published by Praeger June 1996

Presented are the theory and practice of expressive techniques in group counseling. Techniques presented in detail include:

• art,
• writing,
• dream analysis,
• imagery,
• fairy tales and,
• movement.

Emphasized is the necessity to stay in touch with the emotionally intense material that can emerge for group members when using expressive techniques. Also emphasized is how to bring all group members into the process and to observe the impact of what is triggered for members.
Detailed descriptions are provided for conducting expressive activities as are examples .

GROUP COUNSELING FOR ELEMENTARY AND MIDDLE SCHOOL CHILDREN

Nina W. Brown
Published by Praeger January 1994

Theories and applications appropriate for elementary and middle school children are described. Proposed is that groups be created around themes rather than around specific problems. For example, a group could be formed around loss and grief that would include children experiencing death, divorce, abandonment, or any other loss.
Specific information is provided for creating groups, managing behavior, leadership skills and therapeutic interventions. As many of these groups are brief and of short duration, the usual phases of group development are more difficult to observe. Further, the expectations for member participation and member interactions are different than those groups with more mature group members.
Techniques and exercises for a variety of groups and group themes are described.

TEACHING GROUP DYNAMICS: PROCESS AND PRACTICE

Nina W. Brown

Published by Praeger December 1992

Although there is considerable material, articles and books on group counseling and group therapy, this remains the only book that is solely focused on teaching group dynamics. The model used is an experiential process approach that involves the learner in activities designed to integrate both the affective and cognitive material.
Instructors and supervisors are provided specific techniques for helping to learn:

• manifestations of resistance,
• countertransference issues,
• group stages and expected member behaviors,
• observing and making constructive use of group dynamics,
• process and process commentary.