This book is written for all of those who are searching for a more client driven, compassionate and relational approach to mental health services. Consultant Psychiatrist, Prof. Russell Razzaque combines his experience as practitioner, trainer and researcher of Open Dialogue in this accessible guide to a more dialogical psychiatry. Both thoughtful and eminently practical, this book outlines the operational changes and the cultural shift needed to deliver this promising approach which could fundamentally transform the way mental health services are delivered. If you've ever wondered what the future of mental health services can, and hopefully will, look like I encourage you to read this book and be inspired to be part of that change. Mark Hopfenbeck, Open Dialogue Trainer
Skilful communication and warm connection are needed today more than ever before. This book explores the potential of mindfulness skills, and how they can be applied to communication in a range of settings. Experienced mindfulness teachers and trainers Frits Koster, Jetty Heynekamp and Victoria Norton provide an outline of the mechanisms underlying mindful communication while a selection of experts presents a concise overview of six communication programs that are becoming well-known in the mindfulness world. They describe the background and structure of each course and offer tasters in the form of short exercises and online audio downloads. Each chapter is followed up by further resources, reading lists and web addresses. Mindful Communication will be of interest to professionals in mental health, social care, education and to anyone who wishes to listen and speak with more wisdom and compassion.
This highly readable book provides a comprehensive examination of the use of Open Dialogue as a treatment for psychosis. It presents the basic principles and practice of Open Dialogue, explains the training needed to practice and explores how it is being developed internationally. Open Dialogue for Psychosis includes first-hand accounts of the process by people receiving services due to having psychotic experiences, their family members and professionals who work with them. It explains how aspects of Open Dialogue have been introduced in services around the world, its overlap with and differentiation from other psychological approaches and its potential integration with biological and pharmacological considerations. The book concludes with a substantive section on the research available and its limitations. Open Dialogue for Psychosis will be a key text for clinicians and administrators interested in this unique approach, particularly those who recognise that services need to change for the better and are seeking guidance on how this can be achieved. It will also be suitable for people who have experienced psychosis and members of their families and networks. See the below link to the dedicated book webpage: https://opendialogueforpsychosis.com/
This book attempts to ‘shake up’ the current complacency around therapy and ‘mental health’ behaviours by putting therapy fully into context using Social Contextual Analysis; showing how changes to our social, discursive, and societal environments, rather than changes to an individual’s ‘mind’, will reduce suffering from the ‘mental health’ behaviours. Guerin challenges many assumptions about both current therapy and psychology, and offers alternative approaches, synthesized from sociology, social anthropology, sociolinguistics, and elsewhere. The book provides a way of addressing the ‘mental health’ behaviours including actions, talking, thinking, and emotions, by taking people’s external life situations into account, and not relying on an imagined ‘internal source’. Guerin describes the broad contexts for current Western therapies, referring to social, discursive, cultural, societal, and economic contexts, and suggests that we need to research the components of therapies and stop treating therapies as units. He reframes different types of therapy away from their abstract jargons, offering an alternative approach grounded in our real social worlds, aligning with new thinking that challenges the traditional methods of therapy, and also providing a better framework for rethinking psychology itself. The book ultimately suggests more emphasis should be put on ‘mental health’ behaviours as arising from social issues including the modern contexts of extreme capitalism, excessive bureaucracy, weakened discursive communities, and changing forms of social relationships. Practical guidelines are provided for building the reimagined therapies into clinics and institutions where labelling and pathologizing the ‘mental health’ behaviours will no longer be needed. By putting ‘mental health’ behaviours and therapy into a naturalistic or ecological social sciences framework, this book will be practical and fascinating reading for professional therapists, counsellors, social workers, and mental health nurses, as well as academics interested in psychology and the social sciences more generally.
This book intends to open the debate between three main aspects of clinical practice: psychotherapy (including psychological and philosophical influences), neurobiology and pharmacology. These three main themes are clinically applied in what we call the “Intervention Triangle”. The book will first focus on epistemologically distinct frameworks and gradually attempt to consider the integration of these three fundamental vertexes of practice. These vertexes are substantially unbalanced in the mental health field, and thus, this book tries to make sense of this phenomenon. Unique in its interdisciplinary and comprehensive view of mental health problems and approaches, this book offers a new perspective on unidisciplinary integration that previous publications have not considered. As an innovative contribution to its field, this volume will be particularly relevant to practitioners working towards integrative frameworks. It will also be of interest to students, clinicians and researchers, in particular, those working in psychology, medicine, psychiatry, philosophy, social work, and pharmacy.
Book starts with three chapters of my recovery from schizophrenia, then gives tips for recovery with an emphasis on hope, a new paradigm for recovery through empowerment;the importance of finding our Voice as an expression of our deepest self; a summary of a new that anyone can help another person through emotional distress called emotional CPR; presents a new way to assist persons clinically called Dialogical Recovery which is a combination of the principles of recovery and Open Dialogue approach from Finland.
Liberation psychology is an approach that aims to understand wellbeing within the context of relationships of power and oppression, and the sociopolitical structure in which these relationships exist. Liberation Practices: Towards Emotional Wellbeing Through Dialogue explores how wellbeing can be enhanced through dialogue which challenges oppressive social, relational and cultural conditions and which can lead to individual and collective liberation. Taiwo Afuape and Gillian Hughes have brought together a variety of contributors, from a range of mental health professions and related disciplines, working in different settings, with diverse client groups. Liberation Practices is a product of multiple dialogues about liberation practices, and how this connects to personal and professional life experience. Contributors offer an overview of liberation theories and approaches, and through dialogue they examine liberatory practices to enhance emotional wellbeing, drawing on examples from a range of creative and innovative projects in the UK and USA. This book clearly outlines what liberation practices might look like, in the context of the historical development of liberation theory, and the current political and cultural context of working in the mental health and psychology field. Liberation Practices will have a broad readership, spanning clinical psychology, psychotherapy and social work.
'This book provides a very useful and thought-provoking account of a developing form of interpersonal psychotherapy and gives a clear guide for practising clinicians."Psychological MedicineFirst published in 2003, this groundbreaking text firmly established itself as a touchstone for all therapists using interpersonal psychotherapy (IPT). Key featu
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups (i.e. youth, migrants, cultural groups e.g. Roma, women, and people with disabilities). Concrete data that shows success in school performance in subject matters such as math or language will be provided, as well as children, teachers and families accounts of the impact of this success. Alongside, there is an analysis of the relationship between these children’s educational performance with their inclusion or exclusion from different areas of society (i.e. housing, health, employment, and social and political participation). Many studies have already diagnosed and described the causes of educational and social exclusion of these vulnerable groups. This monograph, however, provides solutions, that is, actions for success identified through the INCLUD-ED project, thus providing both, contrasted data and solid theoretical background and development. Some examples of these actions are interactive groups (or heterogeneous grouping in the classroom with reorganisation of human resources), extension of the learning time, homework clubs, tutored libraries, family and community educative participation, family education, or dialogic literary gatherings. All these actions have been defined as successful educational actions, which mean that they lead to both efficiency and equity. Finally, recommendations for policy and practice are included and discussed.
