Foreword: Carer |
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v | |
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Foreword: Consumer |
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viii | |
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About the authors |
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xxii | |
Acknowledgements |
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xxx | |
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1 Introduction to mental health and mental illness: Human connectedness and the collaborative consumer narrative |
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1 | (25) |
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2 | (1) |
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A narrative approach to mental health |
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3 | (1) |
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4 | (1) |
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Defining mental health and mental illness |
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5 | (1) |
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5 | (1) |
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6 | (1) |
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7 | (1) |
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Social determinants of mental health |
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7 | (2) |
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Mental illness and life expectancy |
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9 | (1) |
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Mental illness and substance misuse |
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10 | (1) |
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Mental illness and homelessness |
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11 | (1) |
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Mental illness and violence/aggression |
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11 | (1) |
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11 | (1) |
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Mental illness and stigma |
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12 | (1) |
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Beliefs about mental illness |
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13 | (1) |
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14 | (2) |
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Mental health nursing as a specialist field |
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16 | (1) |
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The importance of trust in mental health nursing |
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16 | (1) |
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17 | (1) |
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Collaborative practice in mental health nursing |
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18 | (1) |
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Collaborative practice with carers and family members |
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18 | (2) |
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20 | (1) |
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Critical thinking/learning activities |
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21 | (1) |
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21 | (1) |
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22 | (1) |
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22 | (4) |
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2 Trauma-informed care: Theory into practice |
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26 | (18) |
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27 | (1) |
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The Power, Threat, Meaning Framework |
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27 | (3) |
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Debra's story - A textbook case? |
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30 | (2) |
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Interpersonal trauma and mental health |
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32 | (1) |
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32 | (2) |
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34 | (1) |
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Stage 1 Safety and stabilisation |
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35 | (3) |
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Stage 2 Trauma resolution |
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38 | (1) |
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Stage 3 Social reconnection |
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38 | (1) |
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39 | (1) |
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Critical thinking/learning activities |
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40 | (1) |
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40 | (1) |
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40 | (1) |
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41 | (3) |
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44 | (17) |
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45 | (1) |
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46 | (1) |
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Kawa whakaruruhau (cultural safety) |
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47 | (2) |
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49 | (1) |
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Hauora (health) and oranga (wellness) |
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50 | (1) |
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51 | (1) |
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Whanaungatanga: Engagement with tangata whaiora |
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52 | (2) |
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Tumata Kokiritia: Shifting the paradigm |
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54 | (3) |
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57 | (1) |
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Critical thinking/learning activities |
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58 | (1) |
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58 | (1) |
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59 | (1) |
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59 | (2) |
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4 The social and emotional well-being of First Nations Australians |
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61 | (22) |
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62 | (1) |
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Social and emotional well-being |
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63 | (1) |
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Determinants of social and emotional well-being |
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64 | (3) |
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67 | (1) |
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68 | (2) |
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70 | (1) |
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71 | (1) |
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The effects of child removals |
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72 | (1) |
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Formal apology to First Nations people |
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73 | (4) |
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77 | (1) |
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Critical thinking/learning activities |
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78 | (1) |
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79 | (1) |
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79 | (1) |
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79 | (1) |
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80 | (3) |
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5 Mental illness and narratives of experience |
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83 | (18) |
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84 | (1) |
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Diagnosis of mental illnesses |
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84 | (1) |
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Contemporary diagnostic classification systems |
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84 | (1) |
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85 | (1) |
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85 | (1) |
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86 | (1) |
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Obsessive-compulsive related conditions |
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87 | (1) |
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Trauma and stress-related conditions |
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88 | (1) |
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Schizophrenia spectrum and other conditions featuring psychosis |
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89 | (1) |
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90 | (1) |
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90 | (1) |
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91 | (1) |
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Why is the diagnosis of mental illness controversial? Critiques to classification systems |
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92 | (4) |
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COVID-19 and mental illness |
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96 | (1) |
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96 | (1) |
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Critical thinking/learning activities |
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97 | (1) |
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97 | (1) |
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98 | (1) |
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98 | (3) |
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6 Assessment practices and processes in mental health |
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101 | (26) |
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102 | (1) |
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Approaching assessment: Understanding mental illness and mental health |
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102 | (1) |
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Principles of care informing assessment: Strengths, cultural safety, trauma-informed and person-centred approaches |
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103 | (2) |
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Consumer experience of assessment and diagnosis |
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105 | (2) |
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107 | (1) |
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Help-seeking and engagement |
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108 | (2) |
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Meeting needs and assistance |
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110 | (1) |
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Comprehensive mental health assessment |
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111 | (1) |
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111 | (1) |
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Core components of the CMHA |
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111 | (4) |
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115 | (2) |
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Use of therapeutic skills and connection in assessment |
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117 | (1) |
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117 | (1) |
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117 | (2) |
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Normalising mental illness experience |
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119 | (1) |
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119 | (2) |
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Language when describing peoples' experience |
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121 | (1) |
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Strengths-based assessment |
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121 | (1) |
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122 | (1) |
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122 | (1) |
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Pandemics and mental health assessment |
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122 | (1) |
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123 | (1) |
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Critical thinking/learning activities |
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123 | (1) |
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124 | (1) |
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124 | (1) |
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124 | (3) |
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7 Person-centred care in suicide and self-harm distress |
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127 | (17) |
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128 | (1) |
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Defining suicide and self-harm |
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128 | (1) |
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How widespread is suicide? |
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129 | (1) |
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Risk factors for suicide behaviour |
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130 | (1) |
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The interpersonal theory of suicide behaviour |
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131 | (3) |
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Responding to suicide with a person-centred approach |
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134 | (1) |
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The Connecting with People program |
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134 | (1) |
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135 | (1) |
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Integrating the person's family and support persons |
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136 | (2) |
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COVID-19 effects on self-harm and suicidal behaviours |
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138 | (1) |
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139 | (1) |
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Critical thinking/learning activities |
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140 | (1) |
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140 | (1) |
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140 | (1) |
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141 | (3) |
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8 Mental health in the interprofessional context |
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144 | (29) |
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145 | (1) |
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Historical professional precedents |
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145 | (1) |
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The interprofessional mental health workforce |
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146 | (1) |
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The composition of the mental health workforce |
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146 | (1) |
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146 | (3) |
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Specialist RNs working in the interprofessional context |
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149 | (2) |
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151 | (1) |
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151 | (1) |
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151 | (1) |
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152 | (4) |
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156 | (1) |
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156 | (1) |
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156 | (1) |
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156 | (1) |
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156 | (1) |
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Hospital and community pharmacists |
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157 | (1) |
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158 | (1) |
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158 | (2) |
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160 | (1) |
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160 | (1) |
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160 | (1) |
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160 | (2) |
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162 | (1) |
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Forensic mental health services |
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162 | (1) |
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Regulation of the mental health workforce |
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163 | (1) |
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Professional associations |
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164 | (1) |
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Professional standards for practice |
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165 | (1) |
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Effectiveness of interprofessional workforces |
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165 | (1) |
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166 | (1) |
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Barriers to implementation of IPT |
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167 | (1) |
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167 | (1) |
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168 | (1) |
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Critical thinking/learning activities |
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169 | (1) |
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169 | (1) |
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169 | (1) |
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170 | (3) |
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9 Use of psychotropic medicines in mental health care |
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173 | (28) |
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174 | (1) |
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Why do I need to know about the use of medicines? |
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174 | (1) |
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Community beliefs and understandings of psychiatric medicines |
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175 | (3) |
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Medicines used in mental health care |
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178 | (1) |
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Where to find information |
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178 | (1) |
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178 | (1) |
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179 | (1) |
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180 | (1) |
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181 | (1) |
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182 | (1) |
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183 | (2) |
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Shared decision-making in mental health treatment |
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185 | (1) |
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Consumer experience and decisions about medicines |
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186 | (2) |
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Decision-making amid complex evidence for psychotropic medication use |
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188 | (1) |
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188 | (1) |
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Complex evidence on the efficacy of antidepressants |
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189 | (1) |
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Clinical practice and experience of medicine |
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189 | (2) |
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Quality use of medicines and medicine reviews |
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191 | (1) |
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Role of the pharmacist in QUM |
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192 | (1) |
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Quality use of medicines in mental health |
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193 | (1) |
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Use of psychotropics during a pandemic |
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194 | (1) |
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194 | (1) |
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Critical thinking/learning activities |
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195 | (1) |
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195 | (1) |
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195 | (1) |
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196 | (5) |
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10 Legal and ethical aspects in mental health care |
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201 | (20) |
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202 | (1) |
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An ethical and legal framework for practice |
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202 | (1) |
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202 | (1) |
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Examples of ethical dilemmas in practice |
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202 | (1) |
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Introduction to a legal framework |
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203 | (1) |
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A background to mental health law |
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204 | (2) |
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Mental health law and human rights |
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206 | (1) |
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Mental Health Acts in Australia and Aotearoa New Zealand |
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206 | (1) |
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The law, reciprocity, and recovery |
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207 | (1) |
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The effects of involuntary treatment |
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208 | (1) |
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209 | (4) |
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The role of crisis plans and consumer preferences |
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213 | (1) |
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The law and intellectual disability |
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213 | (1) |
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Mental health legislation in the year 2042 |
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214 | (1) |
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215 | (1) |
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Critical thinking/learning activities |
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216 | (1) |
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216 | (1) |
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217 | (1) |
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217 | (4) |
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221 | (26) |
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222 | (1) |
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222 | (1) |
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223 | (1) |
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224 | (1) |
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Implications of mental health care using the phone in your pocket |
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225 | (1) |
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Five modes of communications technologies to deliver e-mental health interventions |
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226 | (7) |
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Social media policy and guidelines |
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233 | (1) |
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Cost-effectiveness and quality of e-mental health digital services |
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233 | (1) |
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Telephone triage services |
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233 | (1) |
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234 | (1) |
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Designing health information for digital environments |
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235 | (1) |
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236 | (1) |
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The safe administration of digital interventions |
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236 | (3) |
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Digital interventions and blended care |
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239 | (1) |
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Commercial and social enterprise innovation in e-mental health |
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239 | (1) |
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239 | (1) |
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239 | (1) |
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Opportunities for safe e-mental health development |
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240 | (1) |
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241 | (1) |
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Critical thinking/learning activities |
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242 | (1) |
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242 | (1) |
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242 | (1) |
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243 | (1) |
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243 | (4) |
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12 Mental health and substance use |
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247 | (34) |
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248 | (1) |
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Prevalence of co-occurring disorders |
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248 | (1) |
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249 | (1) |
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249 | (1) |
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An overview of substance-use problems |
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250 | (1) |
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An overview of drugs and their effects |
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251 | (1) |
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251 | (1) |
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252 | (1) |
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252 | (1) |
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253 | (1) |
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253 | (1) |
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253 | (1) |
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254 | (1) |
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254 | (1) |
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255 | (1) |
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255 | (1) |
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255 | (1) |
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256 | (2) |
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A holistic framework for understanding people who use drugs and those who misuse drugs |
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258 | (1) |
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Biological influences on the experiences of mental health and substance use |
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258 | (2) |
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Psychological influences on the experiences of mental health and substance use |
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260 | (1) |
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Social influences on the experiences of mental health conditions and substance use |
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261 | (1) |
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Cultural influences on experiences of mental health conditions and substance use |
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262 | (1) |
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Spiritual/meaning-making influences on experiences of mental health conditions and substance use |
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262 | (1) |
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Developmental influences on experiences of mental health conditions and substance use |
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263 | (1) |
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Ecological influences on experiences of mental health conditions and substance use |
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263 | (7) |
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Mental health conditions and substance-use problems in combination with each other |
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270 | (1) |
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Mental health and drug and alcohol models of care |
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271 | (1) |
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Motivational interviewing |
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271 | (1) |
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271 | (2) |
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273 | (1) |
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What needs to change in the future? |
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273 | (1) |
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274 | (1) |
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Critical thinking/learning activities |
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275 | (1) |
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275 | (1) |
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275 | (1) |
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276 | (1) |
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276 | (5) |
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13 Nutrition, physical health and behavioural change |
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281 | (34) |
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282 | (1) |
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283 | (2) |
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285 | (3) |
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Common co-occurring physical conditions |
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288 | (1) |
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288 | (1) |
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289 | (1) |
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290 | (1) |
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Cardiovascular diseases (hypertension, cardia arrhythmias) |
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290 | (1) |
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291 | (2) |
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293 | (1) |
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293 | (2) |
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295 | (1) |
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295 | (1) |
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295 | (2) |
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Back pain, migraine and arthritis |
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297 | (1) |
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297 | (2) |
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299 | (1) |
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299 | (1) |
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300 | (1) |
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Complementary and alternative therapies and mental health care |
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301 | (1) |
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Over-the-counter medications |
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301 | (1) |
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Exercise and well-being strategies |
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302 | (1) |
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302 | (2) |
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Implications for mental health practice |
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304 | (1) |
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304 | (1) |
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Emerging physical health challenges |
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305 | (1) |
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305 | (1) |
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Critical thinking/learning activities |
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306 | (1) |
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306 | (1) |
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306 | (1) |
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307 | (8) |
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14 Mental health of people of immigrant and refugee backgrounds |
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315 | (24) |
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316 | (2) |
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What is meant by the terms refugee, immigrant and asylum seeker? |
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318 | (1) |
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319 | (1) |
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Mental health of people of immigrant and refugee backgrounds |
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320 | (1) |
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Risk and protective factors |
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321 | (1) |
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322 | (1) |
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322 | (1) |
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Culture and explanatory models in mental health |
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323 | (2) |
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Engagement with mainstream mental health services |
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325 | (1) |
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326 | (1) |
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326 | (1) |
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Barriers to talking about trauma with practitioners |
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327 | (1) |
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Access and engagement when in distress |
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328 | (2) |
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Trust and human connectedness in mental health |
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330 | (1) |
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Older people with immigrant backgrounds |
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330 | (1) |
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Consequences of the COVID-19 pandemic for refugees and asylum seekers |
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331 | (1) |
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332 | (1) |
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Critical thinking/learning activities |
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333 | (1) |
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333 | (1) |
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334 | (1) |
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334 | (1) |
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335 | (4) |
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15 Gender, sexuality and mental health |
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339 | (21) |
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340 | (1) |
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Continua of sexuality and gender |
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340 | (2) |
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342 | (1) |
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342 | (2) |
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Pathologising gender and sexual diversity |
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344 | (1) |
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Hetero-sexism and hetero-normativity |
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345 | (1) |
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345 | (1) |
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345 | (1) |
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Culturally competent human connectedness |
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346 | (4) |
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Effects of homophobia, homonegativity and trans-phobia |
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350 | (1) |
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Genders, sexualities and power |
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350 | (1) |
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Interpersonal and intimate partner violence and abuse |
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351 | (1) |
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Interpersonal and intimate partner abuse |
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351 | (1) |
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Family and intimate partner violence |
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352 | (2) |
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354 | (1) |
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Critical thinking/learning activities |
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355 | (1) |
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355 | (1) |
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356 | (1) |
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356 | (4) |
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16 Intellectual and developmental disability |
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360 | (19) |
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361 | (1) |
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361 | (1) |
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362 | (1) |
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362 | (1) |
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362 | (1) |
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Dual diagnosis or dual disability |
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363 | (1) |
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363 | (1) |
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363 | (1) |
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Philosophical approaches to service provision |
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364 | (1) |
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Normalisation, social-role valorisation and the social model of disability |
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364 | (1) |
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Philosophical principles in practice |
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365 | (1) |
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O'Brien and Lyle's accomplishments for community living |
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365 | (1) |
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Physical health, mental illness and well-being |
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366 | (2) |
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368 | (1) |
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369 | (1) |
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Autonomy, consent and self-determination and strategies to promote healthcare access |
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370 | (2) |
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372 | (2) |
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374 | (1) |
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Critical thinking/learning activities |
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374 | (1) |
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374 | (1) |
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374 | (1) |
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375 | (4) |
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17 Mental health of children and young people |
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|
379 | (20) |
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380 | (1) |
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380 | (1) |
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Developing a rapport with young people |
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|
381 | (2) |
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383 | (1) |
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Reducing risk and vulnerability |
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383 | (2) |
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385 | (1) |
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385 | (1) |
|
Bullying - what it is like to be 12 years old and bullied |
|
|
386 | (2) |
|
Mental health promotion, prevention and early intervention for young people |
|
|
388 | (1) |
|
What is it like to be a young person experiencing a mental illness? |
|
|
388 | (4) |
|
|
392 | (1) |
|
Common mental health conditions in young people |
|
|
393 | (1) |
|
|
393 | (1) |
|
|
393 | (1) |
|
|
394 | (1) |
|
|
394 | (1) |
|
|
395 | (1) |
|
Critical thinking/learning activities |
|
|
395 | (1) |
|
|
395 | (1) |
|
|
396 | (1) |
|
|
396 | (1) |
|
|
396 | (3) |
|
18 Mental health of older people |
|
|
399 | (22) |
|
|
|
|
|
400 | (1) |
|
Background to the culture of older people |
|
|
400 | (1) |
|
|
400 | (1) |
|
Generativity and life tasks of older people |
|
|
401 | (1) |
|
|
402 | (1) |
|
|
403 | (1) |
|
|
404 | (1) |
|
|
404 | (1) |
|
|
405 | (1) |
|
|
405 | (1) |
|
|
405 | (1) |
|
Advance preferences and statements |
|
|
406 | (1) |
|
Common mental health problems |
|
|
406 | (2) |
|
Cognitive decline, depression, delirium or dementia? Getting the diagnosis right |
|
|
408 | (1) |
|
|
408 | (1) |
|
|
408 | (1) |
|
|
409 | (2) |
|
|
411 | (1) |
|
An ethical framework to underpin practice |
|
|
411 | (1) |
|
The future of older people's mental health care |
|
|
411 | (1) |
|
The family and loved ones of older people |
|
|
412 | (1) |
|
|
413 | (1) |
|
Critical thinking/learning activities |
|
|
413 | (1) |
|
|
414 | (1) |
|
|
414 | (1) |
|
|
415 | (6) |
|
19 Rural and regional mental health |
|
|
421 | (20) |
|
|
|
422 | (1) |
|
|
422 | (1) |
|
|
423 | (1) |
|
Overview of the rural and regional clinical contexts |
|
|
424 | (3) |
|
Prevalence of mental health problems in rural and regional communities |
|
|
427 | (1) |
|
Rural mental health promotion and prevention |
|
|
428 | (3) |
|
Rural early intervention mental health services |
|
|
431 | (1) |
|
Community mental health and primary health services |
|
|
432 | (1) |
|
Bed-based mental health services |
|
|
432 | (1) |
|
|
433 | (1) |
|
Recovery and rehabilitation |
|
|
433 | (1) |
|
|
433 | (1) |
|
Travel implications for rural people with mental healthcare needs |
|
|
434 | (1) |
|
Natural disasters and the implications for rural communities |
|
|
435 | (1) |
|
Agriculture, mining and itinerant workforces |
|
|
436 | (1) |
|
|
436 | (1) |
|
Critical thinking/learning activities |
|
|
437 | (1) |
|
|
437 | (1) |
|
|
437 | (1) |
|
|
437 | (1) |
|
|
438 | (3) |
|
20 Learning through human connectedness on clinical placement: Translation to practice |
|
|
441 | (24) |
|
|
|
|
442 | (1) |
|
Mental health education: An overview |
|
|
442 | (3) |
|
Attitudes, expectations and positive engagement within practice |
|
|
445 | (1) |
|
|
446 | (1) |
|
|
446 | (1) |
|
Therapeutic alliance and presence |
|
|
446 | (1) |
|
|
447 | (1) |
|
Power relations and the therapeutic relationship |
|
|
448 | (1) |
|
Application of interpersonal skills |
|
|
449 | (1) |
|
Legal framework of practice |
|
|
450 | (1) |
|
Ethical and political influences on care |
|
|
450 | (1) |
|
Development of emotional competence |
|
|
451 | (1) |
|
Well-being in the workplace |
|
|
452 | (1) |
|
Reflective practice as a critical thinking process |
|
|
452 | (1) |
|
Support frameworks for working in mental health services |
|
|
453 | (1) |
|
|
453 | (1) |
|
|
453 | (1) |
|
|
454 | (1) |
|
Preparing for clinical placement |
|
|
455 | (1) |
|
Developing objectives for clinical placements |
|
|
455 | (1) |
|
Pragmatic strategies for learning |
|
|
456 | (2) |
|
Self-assessment and personal problem-solving |
|
|
458 | (1) |
|
|
458 | (1) |
|
Critical thinking/learning activities |
|
|
459 | (1) |
|
|
459 | (1) |
|
|
460 | (1) |
|
|
460 | (5) |
|
21 Conclusions: Leadership and mentoring for person-centred mental health practice |
|
|
465 | (5) |
|
|
|
|
|
466 | (1) |
|
|
466 | (1) |
|
Trust and compassion in leadership |
|
|
466 | (1) |
|
Lived experience leadership |
|
|
467 | (1) |
|
The need to self-question |
|
|
468 | (1) |
|
Clinical mentoring and empowerment |
|
|
468 | (2) |
References |
|
470 | (1) |
Index |
|
471 | |