The authors suggest that clients with mental health conditions are often diagnosed and treated using a strictly medical model of diagnosis. This book takes a more person-centred, holistic approach to diagnosis and treatment. It sees the client as the expert on their condition and encourages their involvement and collaboration. The authors explore the reasons behind clients’ feelings and behaviour and take the whole person into account with the aim of finding meaning in their experiences. Designed to complement DSM assessments, the manual covers a range of mental health conditions as well as mental health patterns of behaviour. In each case, the client is involved in the diagnosis and treatment plan. Extended case studies, sample questions and treatment plans are included throughout. The first part of the book on mental health disorders covers: attention-deficit/hyperactive disorder; borderline personality disorder; bulimia nervosa; depression; general anxiety disorder; obsessive compulsive disorder; oppositional defiant disorder; and post traumatic stress disorder. The second section of the book covers discussion of the following mental health patterns; abuse; bullying; compassion fatigue; lateral violence; loneliness; loss; and self-hatred. The book is aimed at all those involved in mental health diagnosis and treatment, including psychologists, psychiatrists, mental health counsellors, clinical social workers, school counsellors and therapists.
The authors suggest that clients with mental health conditions are often diagnosed and treated using a strictly medical model of diagnosis. This book takes a more person-centred, holistic approach to diagnosis and treatment. It sees the client as the expert on their condition and encourages their involvement and collaboration. The authors explore the reasons behind clients’ feelings and behaviour and take the whole person into account with the aim of finding meaning in their experiences. Designed to complement DSM assessments, the manual covers a range of mental health conditions as well as mental health patterns of behaviour. In each case, the client is involved in the diagnosis and treatment plan. Extended case studies, sample questions and treatment plans are included throughout. The first part of the book on mental health disorders covers: attention-deficit/hyperactive disorder; borderline personality disorder; bulimia nervosa; depression; general anxiety disorder; obsessive compulsive disorder; oppositional defiant disorder; and post traumatic stress disorder. The second section of the book covers discussion of the following mental health patterns; abuse; bullying; compassion fatigue; lateral violence; loneliness; loss; and self-hatred. The book is aimed at all those involved in mental health diagnosis and treatment, including psychologists, psychiatrists, mental health counsellors, clinical social workers, school counsellors and therapists.
Subject terms:
mental health problems, person-centred care, treatment, therapy and treatment, user participation, diagnosis, empowerment;
Despite the majority of looked after children being fostered, these children are often left out of the agenda and their voices are not heard. The author sets out a child-centred approach to foster care which argues against thinking about children purely from a psychological perspective. She believes that an approach is required that places children's views, rights and needs at the centre of care. The book sets out the theory behind working in partnership with children who are fostered, and discusses children's views about fostering systems and living with foster carers. It goes on to outline how to put the theory into practice, offering models, processes and best practice examples. Practical advice is given on establishing effective communication and good working relationships between practitioners, carers and foster children.
Despite the majority of looked after children being fostered, these children are often left out of the agenda and their voices are not heard. The author sets out a child-centred approach to foster care which argues against thinking about children purely from a psychological perspective. She believes that an approach is required that places children's views, rights and needs at the centre of care. The book sets out the theory behind working in partnership with children who are fostered, and discusses children's views about fostering systems and living with foster carers. It goes on to outline how to put the theory into practice, offering models, processes and best practice examples. Practical advice is given on establishing effective communication and good working relationships between practitioners, carers and foster children.
Subject terms:
needs, person-centred care, rights, rights based approach, user views, child-centred approach, empowerment, foster care, foster children;
Girls with Asperger's Syndrome tend to be less frequently diagnosed than boys, and even once symptoms have been recognised, help is often not readily available. The author, herself an Aspergirl, believes that the image of coping well presented by AS females of any age can often mask difficulties, deficits, challenges, and loneliness. She guides the reader through every aspect of both personal and professional life, from early recollections of blame, guilt, and savant skills, to friendships, romance and marriage. Employment, career, rituals and routines are also covered, along with depression, meltdowns and being misunderstood. The book draws on the reflections of more than thirty-five women diagnosed as on the spectrum, as well as some partners and parents. Through these stories the author identifies recurring struggles and areas where Aspergirls need validation, information and advice. She believes that the differences between males and females on the spectrum are mostly a matter of perception, and rejects negative views of Aspergirls aiming to empower them to lead happy and fulfilled lives.
Girls with Asperger's Syndrome tend to be less frequently diagnosed than boys, and even once symptoms have been recognised, help is often not readily available. The author, herself an Aspergirl, believes that the image of coping well presented by AS females of any age can often mask difficulties, deficits, challenges, and loneliness. She guides the reader through every aspect of both personal and professional life, from early recollections of blame, guilt, and savant skills, to friendships, romance and marriage. Employment, career, rituals and routines are also covered, along with depression, meltdowns and being misunderstood. The book draws on the reflections of more than thirty-five women diagnosed as on the spectrum, as well as some partners and parents. Through these stories the author identifies recurring struggles and areas where Aspergirls need validation, information and advice. She believes that the differences between males and females on the spectrum are mostly a matter of perception, and rejects negative views of Aspergirls aiming to empower them to lead happy and fulfilled lives.
People with learning difficulties are said to be considerably more likely to experience sexual violence than those without, and for this reason they are often described as 'vulnerable'. However, the author believes that the use of this label can in fact increase risk. She argues that the act of treating adults with learning difficulties as 'vulnerable' and in need of protection strips them of their autonomy and leaves them with fewer of the skills they need to protect themselves from harm. Actions, such as segregation and over-protection, can increase 'vulnerability'. The book examines a range of social processes, including sex education, self-determination, friendships, sexual relationships and social inclusion, and examines the risks and benefits associated with each. Drawing on the everyday experiences of 29 adults, the author illustrates how people with learning difficulties can be capable of safeguarding themselves from harm. Suggestions are included for enabling them to become better equipped at managing risk themselves. The book is aimed at practitioners working with people with learning difficulties, as well as students and academics in the fields of disability and social work.
People with learning difficulties are said to be considerably more likely to experience sexual violence than those without, and for this reason they are often described as 'vulnerable'. However, the author believes that the use of this label can in fact increase risk. She argues that the act of treating adults with learning difficulties as 'vulnerable' and in need of protection strips them of their autonomy and leaves them with fewer of the skills they need to protect themselves from harm. Actions, such as segregation and over-protection, can increase 'vulnerability'. The book examines a range of social processes, including sex education, self-determination, friendships, sexual relationships and social inclusion, and examines the risks and benefits associated with each. Drawing on the everyday experiences of 29 adults, the author illustrates how people with learning difficulties can be capable of safeguarding themselves from harm. Suggestions are included for enabling them to become better equipped at managing risk themselves. The book is aimed at practitioners working with people with learning difficulties, as well as students and academics in the fields of disability and social work.
Subject terms:
learning disabilities, risk, sex education, sexual abuse, sexual behaviour, social model, vulnerable adults, safeguarding adults, ecological approach, empowerment;
This book aims to explode the myth that people with developmental disabilities are incapable of expressing the level of emotional insight and sensitivity necessary to engage in therapy. Rather than avoiding painful topics, such as awareness of the loss of a normal life, it is possible to confront these difficult and emotive issues within a therapeutic environment. The author follows the progress of several developmentally disabled individuals who participated in her group psychotherapy sessions over the course of several months and were able to discuss their feelings of sorrow, grief, jealousy and joy within the group. This book will be of interest to social workers, psychologists, and educators in the fields of developmental disability and mental health, as well as families of individuals with developmental disabilities.
This book aims to explode the myth that people with developmental disabilities are incapable of expressing the level of emotional insight and sensitivity necessary to engage in therapy. Rather than avoiding painful topics, such as awareness of the loss of a normal life, it is possible to confront these difficult and emotive issues within a therapeutic environment. The author follows the progress of several developmentally disabled individuals who participated in her group psychotherapy sessions over the course of several months and were able to discuss their feelings of sorrow, grief, jealousy and joy within the group. This book will be of interest to social workers, psychologists, and educators in the fields of developmental disability and mental health, as well as families of individuals with developmental disabilities.
Subject terms:
learning disabilities, adults, advocacy, communication, emotions, empowerment, group therapy;
Written cooperatively by service users and academics, this book provides an overview of service user involvement in mental health, its origins and current practice and policy. It conveys a vital connection between recovery and involvement, offering a framework of values and helpful strategies to promote meaningful user participation. By sharing their personal narratives and views, service user authors demonstrate how taking control of their own care facilitates a swifter and more satisfying recovery. The book further acknowledges the bilateral value of user involvement in the development of mental health services, student learning, collaborative research and challenging social stigma, providing examples and critical appraisal of how this is currently being implemented. The book offers guidelines for good practice that will be relevant to health and social care practitioners, service users, students, researchers and educators.
Written cooperatively by service users and academics, this book provides an overview of service user involvement in mental health, its origins and current practice and policy. It conveys a vital connection between recovery and involvement, offering a framework of values and helpful strategies to promote meaningful user participation. By sharing their personal narratives and views, service user authors demonstrate how taking control of their own care facilitates a swifter and more satisfying recovery. The book further acknowledges the bilateral value of user involvement in the development of mental health services, student learning, collaborative research and challenging social stigma, providing examples and critical appraisal of how this is currently being implemented. The book offers guidelines for good practice that will be relevant to health and social care practitioners, service users, students, researchers and educators.
Subject terms:
mental health problems, mental health services, service users, stereotyped attitudes, user led research, user participation, advocacy, empowerment;
Presents examples of developments in the field of community care and contains chapters on: changing community care; improving the quality of written assessments; progressing racial equality; working with health and collaborating in a hospital setting; working with health and collaborating in a community setting; empowerment as a participative process; older people and partnership in prevention; a participative approach to guardianship; multidisciplinary partnership in a community mental health team; and developing good practice.
Presents examples of developments in the field of community care and contains chapters on: changing community care; improving the quality of written assessments; progressing racial equality; working with health and collaborating in a hospital setting; working with health and collaborating in a community setting; empowerment as a participative process; older people and partnership in prevention; a participative approach to guardianship; multidisciplinary partnership in a community mental health team; and developing good practice.
Extended abstract:
AuthorWHITE Vicky, HARRIS John, eds
Title
Developing good practice in community care: partnership and participation.
Publisher
Jessica Kingsley, 2001
Summary
This book presents examples of developments in the field of community care, describing the planning and implementation of initiatives in a range of settings, analysing their effectiveness and outlining their implications in the light of the legislative framework.
Context
This book arises from the aftermath of one of the biggest upheavals in the history of social work, the reform of community care. It emerged from a project in Warwickshire Social Services Department which set out to identify examples of good practice in the context of the profound changes which have occurred since the implementation of the National Health Service and Community Care Act 1990. The preface declares it to be an unfashionable book. Since the advent of the reforms the prevailing discourse has been managerial. Senior managers have enjoyed a privileged position in conveying their accounts and analyses while service user groups have developed their own discourses and struggled hard to make them heard. Missing, to a great extent, from the ensuing debates have been the voices of social workers and front-line managers, often left commenting hesitantly from the sidelines. The book begins from the premise that they also have contributions to make.
Contents
A preface gives the context and states that the book is intended for use not just by social workers and front-line managers but also by students, and can also be used on qualifying social work programmes in courses concerned with social work strategies and skills, whether such courses address social work in general or are more specifically focused on community care setting, and at qualifying level to underpin the placement curriculum, as the issues raised will be encountered by students when being assessed in practice. Beyond the qualifying level, it provides pointers to the types of material which could be developed by experienced social workers who are submitting portfolios in connection with the Post Qualifying or Advanced Awards.
In Chapter 1 Vicky White describes changing community care, beginning with the point about the gale of change of the previous ten years and discussing marketisation, managerialism, consumerism, partnership and participation. Ann Morrison, in Chapter 2, describes a participative approach to improving the quality of written assessments. Chapter 3, by Mehrunnisa Lalani and Jon Whiting, discusses progressing race equality: dynamics of partnership. Carol Roy and Eileen Watts describe working with health: from collaboration to partnership in a hospital setting in Chapter 4, while Barbara Walters in Chapter 5 discusses a similar theme in a community setting. Empowerment as a participative process is the subject of Chapter 6, by Linda Fleming and Carole McSparran. Chapter 7, ‘Partnership in prevention: messages from older people', by Denise Tanner, describes a small-scale research project concerned with older people referred to a social services department but told they were not eligible. A participative approach to guardianship is discussed by Nicolette Barry in Chapter 8, and multi-disciplinary partnership in a community mental health team by Jez Millen and Lesley Wallman-Durrant in Chapter 9. Finally, in Chapter 10, Chris Hallett covers prospects and possibilities in developing good practice. Appendices give an example of a discussion on writing good assessments, and an assessment with some useful phrases.
210 references
Subject terms:
multidisciplinary services, older people, racial equality, user participation, community care, community mental health services, empowerment, guardianship, health care, good practice;
This book examines the successful use of arts and expressive therapies with children, and in particular those whose lives have been disrupted by forced relocation with their families to a different culture or community. The book explores how children express and resolve unspoken feelings about traumatic experiences in play and other creative activities, based on their observations of peer support groups, outreach programs and through individuals' own accounts. The authors argue that such activities in a safe context can be both a means of expressing trauma and a coping strategy for children to overcome it. This book combines personal and professional perspectives, using case examples as well as the authors' own childhood experiences, to demonstrate practical strategies for use with children, from drama and storytelling to sculpting with clay. It also equips the reader with knowledge of the theory behind these intervention techniques.
This book examines the successful use of arts and expressive therapies with children, and in particular those whose lives have been disrupted by forced relocation with their families to a different culture or community. The book explores how children express and resolve unspoken feelings about traumatic experiences in play and other creative activities, based on their observations of peer support groups, outreach programs and through individuals' own accounts. The authors argue that such activities in a safe context can be both a means of expressing trauma and a coping strategy for children to overcome it. This book combines personal and professional perspectives, using case examples as well as the authors' own childhood experiences, to demonstrate practical strategies for use with children, from drama and storytelling to sculpting with clay. It also equips the reader with knowledge of the theory behind these intervention techniques.
Subject terms:
traumas, arts, art therapy, children, empowerment, grief;
Information technology (IT) has great potential to be an effective and empowering means of communication for people with communication difficulties. Getting IT explores how IT can help such people increase their independence, communicate in more direct ways and express themselves as part of society. The authors Dinah examine common problems faced by people with learning and communication difficulties - being judged on appearances, encountering impatience from communication partners, problems identifying and understanding key information and difficulties communicating decisions. They show how IT can help solve these problems: for example internet search tools for accessing information at home, typing and email as socially neutral, universally acceptable modes of expression, anonymous, non-judgmental internet chatrooms and discussion forums. Three central case studies illustrate how IT improved the lives of Kumar who is on the autism spectrum, Marie who has dementia and Irene who is almost completely nonverbal. The book also provides practical guidance on how to use common IT programs including Powerpoint and gives an overview of the technology available for people with specific difficulties.
Information technology (IT) has great potential to be an effective and empowering means of communication for people with communication difficulties. Getting IT explores how IT can help such people increase their independence, communicate in more direct ways and express themselves as part of society. The authors Dinah examine common problems faced by people with learning and communication difficulties - being judged on appearances, encountering impatience from communication partners, problems identifying and understanding key information and difficulties communicating decisions. They show how IT can help solve these problems: for example internet search tools for accessing information at home, typing and email as socially neutral, universally acceptable modes of expression, anonymous, non-judgmental internet chatrooms and discussion forums. Three central case studies illustrate how IT improved the lives of Kumar who is on the autism spectrum, Marie who has dementia and Irene who is almost completely nonverbal. The book also provides practical guidance on how to use common IT programs including Powerpoint and gives an overview of the technology available for people with specific difficulties.
Subject terms:
information technology, communication disorders, communication, disabilities, empowerment;
Asylum to Action offers an alternative history of a libertarian therapeutic community at Paddington Day Hospital in West London in the 1970s. Helen Spandler recaptures the radical aspirations, as well as the conflicts, of the early therapeutic community movement, radical psychiatry and the patients' movement. The author's account of the formation of the Mental Patients' Union, the first politicised psychiatric survivors group in the UK, raises questions about the connections between the service user movement, therapeutic communities, critiques of psychiatry and psychoanalytic models of intervention. In particular, Spandler challenges the dominant account of the subject. She points out that some of the key difficulties that beset Paddington Day Hospital persist in modern therapeutic community practice and, indeed, in mental health services in general. Arguing that these dilemmas require sustained attention, Asylum to Action also informs a wider analysis of the significance of social movements, social action and critical social theory.
Asylum to Action offers an alternative history of a libertarian therapeutic community at Paddington Day Hospital in West London in the 1970s. Helen Spandler recaptures the radical aspirations, as well as the conflicts, of the early therapeutic community movement, radical psychiatry and the patients' movement. The author's account of the formation of the Mental Patients' Union, the first politicised psychiatric survivors group in the UK, raises questions about the connections between the service user movement, therapeutic communities, critiques of psychiatry and psychoanalytic models of intervention. In particular, Spandler challenges the dominant account of the subject. She points out that some of the key difficulties that beset Paddington Day Hospital persist in modern therapeutic community practice and, indeed, in mental health services in general. Arguing that these dilemmas require sustained attention, Asylum to Action also informs a wider analysis of the significance of social movements, social action and critical social theory.
Subject terms:
intervention, mental health problems, models, psychiatry, psychoanalysis, service users, therapeutic communities, day centres, empowerment;