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Books on the topic 'Professional Culture, Mental Health Workers'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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1

Elements of culture and mental health: Critical questions for clinicians. London: RCPsych Pub., 2013.

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2

Renee, Adomat, ed. Overseas clinical elective: A survival guide for health care workers. Oxford: Blackwell Science, 1997.

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3

Values and ethics in social work practice. 2nd ed. Exeter: Learning Matters, 2010.

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4

Culture, values and ethics in social work: Embracing diversity. New York: Routledge, 2012.

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5

Colorado. Department of Regulatory Agencies. Office of Policy and Research. Division of Registrations, Mental Health Section: Board of Psychologist Examiners, Board of Social Work Examiners, Board of Marriage & Family Therapist Examiners, Board of Licensed Professional Counselor Examiners, Sate Grievance Board, Addiction Counselors Program. Denver, Colo: Colorado Dept. of Regulatory Agencies, Office of Policy and Research, 2003.

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6

Roger, Herdman, and Institute of Medicine (U.S.). Division of Health Care Services., eds. Non-heart-beating organ transplantation: Medical and ethical issues in procurement. Washington, D.C: National Academy Press, 1997.

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7

Candilis, Philip J., and Navneet Sidhu. Ethics at the Intersection of Mental Health and the Law. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199387106.003.0015.

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Clinicians regularly face ethical dilemmas that challenge their personal and professional boundaries, such as accepting gifts, interacting with patients or evaluees in social settings, and managing differing expectations of patients and evaluees. This chapter describes how various ethical theories and models, such as principlism, virtue theory, deontology, consequentialism, communitarian ethics, narrative ethics, and boundary models, can be applied to assist physicians, therapists, social workers, and other clinicians whose practice brings them to the interface of mental health and the law. It addresses some aspects of clinical practice in which the expectations of the evaluee or clinician may not coincide with the expectations of the law. It describes a modern professionalism that integrates the various ethical approaches and offers the greatest likelihood of success in negotiating the complex issues arising at the interface of mental health practice and the law while incorporating sensitivity to culture, language, gender, and prior experiences.
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8

Hanley, Jane. Listening Visits in Perinatal Mental Health: A Guide for Health Professionals and Support Workers. Routledge, 2015.

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9

Hanley, Jane. Listening Visits in Perinatal Mental Health: A Guide for Health Professionals and Support Workers. Taylor & Francis Group, 2015.

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10

Hanley, Jane. Listening Visits in Perinatal Mental Health: A Guide for Health Professionals and Support Workers. Taylor & Francis Group, 2015.

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11

Hanley, Jane. Listening Visits in Perinatal Mental Health: A Guide for Health Professionals and Support Workers. Taylor & Francis Group, 2015.

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12

Hanley, Jane. Listening Visits in Perinatal Mental Health: A Guide for Health Professionals and Support Workers. Taylor & Francis Group, 2015.

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13

Bhui, Kamaldeep. Elements of Culture and Mental Health: Critical Questions for Clinicians. Royal College of Psychiatrists, 2018.

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14

Mills, Dorothy H. Dictionary for the Mental Health Professional: Psychiatrists, Psychologists and Clinical Social Workers, English-Spanish/Spanish-English. Mills Pub Co, 1995.

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15

O'Brien, John, and Nada O'Brien. Professional Practice of Jungian Coaching. Taylor & Francis Group, 2020.

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16

O'Brien, John, and Nada O'Brien. Professional Practice of Jungian Coaching. Taylor & Francis Group, 2020.

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17

Assessment and Culture: Psychological Tests with Minority Populations (Practical Resources for the Mental Health Professional). Academic Press, 2001.

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18

McNicol, Sharon-ann Gopaul, and Eleanor Armour-Thomas. Assessment and Culture: Psychological Tests with Minority Populations (Practical Resources for the Mental Health Professional). Academic Press, 2001.

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19

O'Brien, John, and Nada O'Brien. Professional Practice of Jungian Coaching: Corporate Analytical Psychology. Taylor & Francis Group, 2020.

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20

O'Brien, John, and Nada O'Brien. Professional Practice of Jungian Coaching: Corporate Analytical Psychology. Taylor & Francis Group, 2020.

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21

Professional Practice of Jungian Coaching: Corporate Analytical Psychology. Taylor & Francis Group, 2020.

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22

Culture and Children's Intelligence: Cross-Cultural Analysis of the WISC-III (Practical Resources for the Mental Health Professional). Academic Press, 2003.

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23

Culture and Children's Intelligence: Cross-Cultural Analysis of the WISC-III (Practical Resources for the Mental Health Professional). Academic Press, 2003.

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24

(Editor), Pam Garza, Lynne M. Borden (Editor), and Kirk A. Astroth (Editor), eds. Professional Development for Youth Workers, Number 104: New Directions for Youth Development (J-B MHS Single Issue Mental Health Services). Jossey-Bass, 2005.

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25

Smullens, SaraKay. Burnout and self-care in social work: A guidebook for students and those in mental health and related professions. 2015.

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26

Burnout and Self-Care in Social Work: A Guidebook for Students and Those in Mental Health and Related Fields. National Association of Social Workers/N A S W Press, 2021.

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27

Wykes, Til. Violence and Health Care Professionals. Springer London, Limited, 2013.

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28

Wykes, Til. Violence and Health Care Professionals. Chapman & Hall, 1994.

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29

Strategies for addressing health care worker fatigue. Oak Brook, IL: Joint Commission Resources, 2008.

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30

Deaville, James. Sounds of Mind. Edited by Blake Howe, Stephanie Jensen-Moulton, Neil Lerner, and Joseph Straus. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199331444.013.8.

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The public (and academic) fascination with musicians who have experienced “mental distress” (Davis 2008), more broadly designated “madness,” has unfortunately led to popular and health-professional pathologies of lives and works that draw on common cultural tropes of disability. One of the most persistent and insidious is the linking of musical genius with madness and its corollary mapping onto creative production. This problematic attitude not only inhabits popular biographies but can still inform scholarly analyses of compositional activity. Using the resources of madness studies, this essay attempts to uncover the processes at work behind the reception of “mad” musicians Robert Schumann and Hugo Wolf and to propose a more “realistic mode” (Garland-Thomson 2001) for considering their lives and compositions.
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31

Gaidemak, Harriet Cohen. THE RESTRAINING OF PATIENTS IN A PUBLIC MENTAL HOSPITAL: A STUDY OF THE MENTAL HEALTH PROFESSIONAL AND THE INFLUENCE OF THE PSYCHIATRIC WARD ENVIRONMENT (CARE, PHYSICIANS, TREATMENT, NURSES, SOCIAL WORKERS, PSYCHOLOGISTS, MENTALLY ILL). 1985.

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32

Parrott, Lester. Values and Ethics in Social Work Practice. SAGE Publications, Limited, 2014.

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33

Values and Ethics in Social Work Practice. SAGE Publications, Limited, 2014.

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34

Routledge Handbook of Social Work Ethics and Values. Taylor & Francis Group, 2019.

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35

Marson, Stephen M., and McKinney Jr Robert E. Routledge Handbook of Social Work Ethics and Values. Taylor & Francis Group, 2019.

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36

Marson, Stephen M., and Robert E. McKinney. Routledge Handbook of Social Work Ethics and Values. Taylor & Francis Group, 2019.

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37

Marson, Stephen M., and Robert E. McKinney. Routledge Handbook of Social Work Ethics and Values. Taylor & Francis Group, 2021.

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38

Piel, Jennifer L., and Phillip J. Resnick. Malpractice. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199387106.003.0008.

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A lawsuit for professional malpractice is an occupational hazard feared by many psychiatrists, psychologists, social workers, and counselors in the mental health field. Most actions against mental health clinicians are based on the concept of negligence. Medical negligence occurs when health care professionals fail to adhere to the standard of professional care, resulting in harm to a patient. Mental health professionals may also face legal action for certain intentional actions that cause injury to a patient. This chapter reviews the core legal concepts underlying malpractice claims against mental health clinicians. Presented here are the topics that are most likely to be the basis of liability suits against mental health providers. The chapter concludes with some strategies that mental health professionals can use to reduce the risk of malpractice liability.
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39

Price, Marilyn. Disability Evaluations. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199387106.003.0013.

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Mental health professionals frequently participate in the disability application process. Standards and requirements for a finding of disability may vary considerably from one context to another. A disability carrier may request that a mental health professional perform an independent medical examination. This chapter discusses the concepts of work capacity, functional impairment, and disability as they apply to disability evaluations performed for the most common types of disability insurers (Social Security, workers’ compensation, and private insurers), as well as work-related evaluations involving the Americans with Disabilities Act, fitness for duty and return to work, and disability in the context of litigation. Ethical issues in performing disability evaluations are addressed, including differences in the roles of the treating clinician and the independent forensic evaluator and management of situations where the evaluator’s opinion differs from that of the claimant and the claimant’s attorney.
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40

Fingeret, Michelle Cororve, and Irene Teo, eds. Body Image Care for Cancer Patients. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190655617.001.0001.

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This book is the first and only academic textbook of principles and practices of body image care for cancer patients and is designed to target a multidisciplinary audience of healthcare care professionals engaged in the science and/or practice of psychosocial oncology internationally. Content is primarily geared toward mental health professionals or those involved in supportive care of cancer patients but is broadly applicable to all members of the oncologic healthcare team. Best practices and models of body image care are reviewed and presented in such a manner as to be directly relevant to oncologists, psychiatrists, psychologists, nurses, social workers, rehabilitation specialists, speech and language pathologists, and other allied healthcare professionals. This book provides a comprehensive overview of available literature on body image outcomes with cancer populations and integrates scientific findings from the general body image literature that can be applied to the oncology setting. Readers are provided with a comprehensive theoretical foundation along with practical recommendations for assessment tools and intervention approaches that can be utilized by a range of healthcare professionals. Case examples are incorporated throughout the textbook considering different aspects of disease and treatment and are written from the perspective of different professional disciplines. This book will be relevant for emerging as well as established healthcare professionals internationally and can be used in training and other educational settings.
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41

Ricciardelli, Lauren A., ed. Social Work, Criminal Justice, and the Death Penalty. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190937232.001.0001.

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Social Work, Criminal Justice, and the Death Penalty aims to prepare undergraduate and graduate students to take an active role in the contemporary death penalty discourse in the United States by providing key insights from professionals who are engaged as legal, forensic, academic, and social work experts. In this textbook, contributing authors write accessibly from their own experiences and expertise in death penalty cases and related social issues from a critical, social justice, and human rights perspective—all intended to better inform the burgeoning social work and criminal justice professional. To this end, the present textbook is comprised of three sections: Criminal Justice Considerations, Sociopolitical Considerations, and Applied Social Work Considerations. Across the three sections, each chapter provides explicit implications for the social work profession in the criminal justice setting. Examples of the various roles that social work professionals can and do take up related to the death penalty, including working directly with death sentenced persons and their families; participating in mitigation work; contributing to the field of research devoted to the intersections of mental health and the criminal justice system; as clinically licensed social workers, by engaging in the critical discourse that is being had between the psychiatric and psychological professions and the legal profession when death eligibility hinges on a clinical determination; and, finally, using social advocacy and policy practice to take up the death penalty from a social justice framework.
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42

Detterman, Robin, Jenny Ventura, Lihi Rosenthal, and Ken Berrick. Unconditional Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886516.001.0001.

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After decades of reform, America's public schools continue to fail particular groups of students; the greatest opportunity gaps are faced by those whose achievement is hindered by complex stressors, including disability, trauma, poverty, and institutionalized racism. When students' needs overwhelm the neighborhood schools assigned to serve them, they are relegated to increasingly isolated educational environments. Unconditional Education (UE) offers an alternate approach that transforms schools into communities where all students can thrive. It reduces the need for more intensive and costly future remediation by pairing a holistic, multi-tiered system of supports with an intentional focus on overall culture and climate, and promotes systematic coordination and integration of funding and services by identifying gaps and eliminating redundancies to increase the efficient allocation of available resources. This book is an essential resource for mental health and educational stakeholders (i.e., school social workers, therapists, teachers, school administrators, and district-level leaders) who are interested in adopting an unconditional approach to supporting the students within their schools.
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43

Moffic, H. Steven, and James Sabin. Ethical Leadership for Psychiatry. Edited by John Z. Sadler, K. W. M. Fulford, and Werdie (C W. ). van Staden. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780198732372.013.50.

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Solutions for the current challenges in mental health care worldwide require improved ethical leadership and administration. Though psychiatrists have the broadest training for stewardship, other disciplines and patient consumers provide their own potential. Business leadership and ethics also need consideration. How to meld the strengths and ethical principles of the various mental health care constituencies is a major global task, but one that can be met. Possible ethical ways to do so are to use emotional intelligence and a culture of compassionate love to prioritize the professional and personal needs of the staff, and to have more leadership provided by formerly disenfranchised prosumers and/or leaders from marginalized cultures. Those responsible for mental health care systems must include the representative viewpoints of all stakeholders. One country, the USA, is highlighted for what can be generalized to other countries, supplemented by some important differences found in other societies.
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44

Underwood, Doug. New Challenges, New Treatments. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036408.003.0006.

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This epilogue considers the lessons that might be taken from the lives of journalist–literary figures that would be helpful to psychologists, journalists, and the researchers who study the impact of trauma, stress, and risk-taking experiences on today's journalists and their emotional well-being. It also examines some of the challenges confronting contemporary journalists and writers in the face of various economic, demographic, and technological pressures. In particular, it discusses the ways that digital computing is altering the traditional culture of journalism—for instance, the world of the newsroom and the activities of the professional journalist. It also looks at the implications of a host of other factors that assault our psyches, such as threats of terrorism, video and televised violence, fear of crime, increases in divorce and broken families, and illegal drug use and gang hostilities. Finally, it evaluates the prospects for new treatment options available to journalist–literary figures suffering from mental health disorders and other psychological effects of traumatic experience, including psychotropic drugs that combat depression and anxiety.
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45

Aufderheide, Dean. Communication in correctional psychiatry. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0009.

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When the competing cultures and communication styles of correctional and health care professionals clash, communication is compromised and the potential for problems and unwanted outcomes is compounded. Notwithstanding the inherent cultural differences among interdisciplinary staff, effective communication in a correctional setting is especially challenging for psychiatrists. Whether transitioning from the protective structure of a residency, or moving from a private practice or other mental health setting, psychiatrists working in a jail or prison will likely experience their new environment as replete with competing interests and priorities. Also, unlike in a health care setting, where physicians are at the top of the hierarchy, psychiatrists working in a jail or prison are further down the organizational hierarchy. It is in such an environment that it becomes critically important for psychiatrists to develop communication strategies that are successful in creating effective and sustainable working relationships not only with patients, but also with the facility’s leadership, security staff, treatment team members, and other interdisciplinary staff. This chapter will discuss ways in which psychiatrists play a critical role in mission requirements that necessitate effective communication skills with interdisciplinary staff in jails and prisons. From identifying the variables in the correctional culture that shape communication to improving interdisciplinary collaboration, this chapter will explore the ways in which correctional psychiatrists can model effective communication styles and strategies that enhance professional credibility and improve treatment outcomes.
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46

Fuchsel, Catherine. Yes I Can, (Sí, Yo Puedo). Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190672829.001.0001.

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The Sí, Yo Puedo (SYP) program manual/book is a culturally specific 11-week curriculum designed to provide education on domestic violence, promote self-esteem, prevent domestic violence, help participants understand healthy relationships within a cultural framework, and empower immigrant Latina women to access resources and support systems in their respective communities. The step-by-step and structured SYP program manual/book is intended for bilingual Spanish-English speaking licensed graduate mental health professionals who work with immigrant Latina women or Latina women in general across the United States and around the world in direct practice settings and who want to offer psycho-educational groups. Each week, immigrant Latina women meet for two hours in a group format setting.The SYP curriculum is divided into three parts: Part I: Awareness of Self, Part II: Knowledge of Relationships within Culture, and Part III: Impact of Factors on Relationships. The mental health professional (i.e., group facilitator) teaches and facilitates large-group discussion among group members on the following topics: (a) Introductions and Who Am I?; (b) Coping Strategies; (c) Self-Esteem; (d) Influences of Past Trauma; (e) Dating; (f) Cultural Concepts: Machismo, Familism, and Marianismo; (g) Healthy Relationships; (h) Domestic Violence; (i) Factors Influencing Relationships or Sexual Abuse; (j) Talking to Children; and (k) Resources and Graduation. Through group discussion and instruction, in-class drawing and writing self-reflection exercises, and peer support, immigrant Latina women are empowered to examine their identity, self-esteem, and current relationships and to potentially make changes in their lives.
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