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Mental Health: A Person-centred Approach 3rd Revised edition [Minkštas viršelis]

Edited by (University of Tasmania), Edited by (University of South Australia), Edited by (University of South Australia), Edited by (University of Newcastle, New South Wales), Edited by
  • Formatas: Paperback / softback, 488 pages, aukštis x plotis x storis: 254x203x26 mm, weight: 1090 g, Worked examples or Exercises; 40 Tables, black and white; 10 Halftones, black and white; 10 Line drawings, black and white
  • Išleidimo metai: 07-Apr-2022
  • Leidėjas: Cambridge University Press
  • ISBN-10: 1108984622
  • ISBN-13: 9781108984621
Kitos knygos pagal šią temą:
  • Formatas: Paperback / softback, 488 pages, aukštis x plotis x storis: 254x203x26 mm, weight: 1090 g, Worked examples or Exercises; 40 Tables, black and white; 10 Halftones, black and white; 10 Line drawings, black and white
  • Išleidimo metai: 07-Apr-2022
  • Leidėjas: Cambridge University Press
  • ISBN-10: 1108984622
  • ISBN-13: 9781108984621
Kitos knygos pagal šią temą:
Mental Health: A Person-centred Approach equips students with the tools they need to provide exceptional person-focused care when supporting improved mental health of diverse communities.The third edition has been updated and restructured to provide a more logical and comprehensive guide to mental health practice. It includes new chapters on trauma-informed care, different mental health conditions and diagnoses, suicide and self-harm and the mental health of people with intellectual or developmental disabilities. Significant updates have been made to the chapters on the social and emotional well-being of First Nations Australians and mental health assessment. Taking a narrative approach, the text interweaves personal stories from consumers, carers and workers with lived experience. Each chapter contains 'Translation to Practice' and 'Interprofessional Perspective' boxes, reflection questions and end-of-chapter questions and activities to test students' understanding of key theories. Written by experts in the field, Mental Health remains an essential, person-centred resource for mental health students.

Mental Health: A Person-centred Approach equips students with the tools to provide exceptional person-focused care when supporting improved mental health of diverse communities. The third edition has been updated and restructured to provide a more logical and comprehensive guide to mental health practice.

Daugiau informacijos

Mental Health equips students with the tools to provide person-focused care when supporting improved mental health of diverse communities.
Foreword: Carer v
Margaret O'Donnell
Foreword: Consumer viii
Mary O'Hagan
About the authors xxii
Acknowledgements xxx
1 Introduction to mental health and mental illness: Human connectedness and the collaborative consumer narrative
1(25)
Nicholas Procter
Amy Baker
Kirsty Baker
Lisa Hodge
Davi Macedo
Monika Ferguson
Introduction
2(1)
A narrative approach to mental health
3(1)
Trauma-informed practice
4(1)
Defining mental health and mental illness
5(1)
Mental health
5(1)
Mental illness
6(1)
Contemporary approaches
7(1)
Social determinants of mental health
7(2)
Mental illness and life expectancy
9(1)
Mental illness and substance misuse
10(1)
Mental illness and homelessness
11(1)
Mental illness and violence/aggression
11(1)
Mental illness and risk
11(1)
Mental illness and stigma
12(1)
Beliefs about mental illness
13(1)
Mental health nursing
14(2)
Mental health nursing as a specialist field
16(1)
The importance of trust in mental health nursing
16(1)
Recovery
17(1)
Collaborative practice in mental health nursing
18(1)
Collaborative practice with carers and family members
18(2)
Summary
20(1)
Critical thinking/learning activities
21(1)
Learning extension
21(1)
Further reading
22(1)
References
22(4)
2 Trauma-informed care: Theory into practice
26(18)
Helen P. Hamer
Debra Lampshire
Jane Barrington
Introduction
27(1)
The Power, Threat, Meaning Framework
27(3)
Debra's story - A textbook case?
30(2)
Interpersonal trauma and mental health
32(1)
Self-care
32(2)
Trauma-informed care
34(1)
Stage 1 Safety and stabilisation
35(3)
Stage 2 Trauma resolution
38(1)
Stage 3 Social reconnection
38(1)
Summary
39(1)
Critical thinking/learning activities
40(1)
Learning extension
40(1)
Further reading
40(1)
References
41(3)
3 Maori mental health
44(17)
Kerri Butler
Jacquie Kidd
Introduction
45(1)
Maori health
46(1)
Kawa whakaruruhau (cultural safety)
47(2)
Whanau ora
49(1)
Hauora (health) and oranga (wellness)
50(1)
Wairua: Spirituality
51(1)
Whanaungatanga: Engagement with tangata whaiora
52(2)
Tumata Kokiritia: Shifting the paradigm
54(3)
Summary
57(1)
Critical thinking/learning activities
58(1)
Learning extension
58(1)
Further reading
59(1)
References
59(2)
4 The social and emotional well-being of First Nations Australians
61(22)
Katrina D. Ward
Rhonda L. Wilson
Introduction
62(1)
Social and emotional well-being
63(1)
Determinants of social and emotional well-being
64(3)
Suicide
67(1)
Closing the gap
68(2)
Cultural safety
70(1)
Story
71(1)
The effects of child removals
72(1)
Formal apology to First Nations people
73(4)
Summary
77(1)
Critical thinking/learning activities
78(1)
Learning extension
79(1)
Acknowledgement
79(1)
Further reading
79(1)
References
80(3)
5 Mental illness and narratives of experience
83(18)
Nicholas Procter
Kirsty Baker
Monika Ferguson
Lisa Hodge
Davi Macedo
Mark Loughhead
Introduction
84(1)
Diagnosis of mental illnesses
84(1)
Contemporary diagnostic classification systems
84(1)
Common mental illnesses
85(1)
Anxiety conditions
85(1)
Affective conditions
86(1)
Obsessive-compulsive related conditions
87(1)
Trauma and stress-related conditions
88(1)
Schizophrenia spectrum and other conditions featuring psychosis
89(1)
Eating conditions
90(1)
Substance misuse
90(1)
Personality conditions
91(1)
Why is the diagnosis of mental illness controversial? Critiques to classification systems
92(4)
COVID-19 and mental illness
96(1)
Summary
96(1)
Critical thinking/learning activities
97(1)
Learning extension
97(1)
Further reading
98(1)
References
98(3)
6 Assessment practices and processes in mental health
101(26)
Mark Loughhead
Kate Rhodes
Kirsty Baker
Davi Macedo
Introduction
102(1)
Approaching assessment: Understanding mental illness and mental health
102(1)
Principles of care informing assessment: Strengths, cultural safety, trauma-informed and person-centred approaches
103(2)
Consumer experience of assessment and diagnosis
105(2)
Mental health diagnosis
107(1)
Help-seeking and engagement
108(2)
Meeting needs and assistance
110(1)
Comprehensive mental health assessment
111(1)
Timing of the CMHA
111(1)
Core components of the CMHA
111(4)
Assessment of risk
115(2)
Use of therapeutic skills and connection in assessment
117(1)
Engagement skills
117(1)
Connecting: Empathy
117(2)
Normalising mental illness experience
119(1)
Validation
119(2)
Language when describing peoples' experience
121(1)
Strengths-based assessment
121(1)
Shared decision-making
122(1)
Care planning
122(1)
Pandemics and mental health assessment
122(1)
Summary
123(1)
Critical thinking/learning activities
123(1)
Learning extension
124(1)
Further reading
124(1)
References
124(3)
7 Person-centred care in suicide and self-harm distress
127(17)
Nicholas Procter
Davi Macedo
Monika Ferguson
Introduction
128(1)
Defining suicide and self-harm
128(1)
How widespread is suicide?
129(1)
Risk factors for suicide behaviour
130(1)
The interpersonal theory of suicide behaviour
131(3)
Responding to suicide with a person-centred approach
134(1)
The Connecting with People program
134(1)
Safety planning
135(1)
Integrating the person's family and support persons
136(2)
COVID-19 effects on self-harm and suicidal behaviours
138(1)
Summary
139(1)
Critical thinking/learning activities
140(1)
Learning extension
140(1)
Further reading
140(1)
References
141(3)
8 Mental health in the interprofessional context
144(29)
Anne Storey
Denise McGarry
Introduction
145(1)
Historical professional precedents
145(1)
The interprofessional mental health workforce
146(1)
The composition of the mental health workforce
146(1)
Nursing
146(3)
Specialist RNs working in the interprofessional context
149(2)
Medicine and psychiatry
151(1)
Social work
151(1)
Occupational therapy
151(1)
Psychology
152(4)
Dietitians
156(1)
Speech pathologists
156(1)
Clergy
156(1)
Police
156(1)
Paramedics
156(1)
Hospital and community pharmacists
157(1)
Exercise physiologists
158(1)
Accredited persons
158(2)
Counsellor
160(1)
Welfare worker
160(1)
Mental health services
160(1)
Private sector
160(2)
Public sector
162(1)
Forensic mental health services
162(1)
Regulation of the mental health workforce
163(1)
Professional associations
164(1)
Professional standards for practice
165(1)
Effectiveness of interprofessional workforces
165(1)
Teamwork
166(1)
Barriers to implementation of IPT
167(1)
Looking after yourself
167(1)
Summary
168(1)
Critical thinking/learning activities
169(1)
Learning extension
169(1)
Further reading
169(1)
References
170(3)
9 Use of psychotropic medicines in mental health care
173(28)
Mark Loughhead
Simon Bell
Davi Macedo
Nicholas Procter
Introduction
174(1)
Why do I need to know about the use of medicines?
174(1)
Community beliefs and understandings of psychiatric medicines
175(3)
Medicines used in mental health care
178(1)
Where to find information
178(1)
Antidepressants
178(1)
Anti-dementia medicines
179(1)
Anti-psychotics
180(1)
Benzodiazepines
181(1)
Mood stabilisers
182(1)
Opioids
183(2)
Shared decision-making in mental health treatment
185(1)
Consumer experience and decisions about medicines
186(2)
Decision-making amid complex evidence for psychotropic medication use
188(1)
Anti-psychotic use
188(1)
Complex evidence on the efficacy of antidepressants
189(1)
Clinical practice and experience of medicine
189(2)
Quality use of medicines and medicine reviews
191(1)
Role of the pharmacist in QUM
192(1)
Quality use of medicines in mental health
193(1)
Use of psychotropics during a pandemic
194(1)
Summary
194(1)
Critical thinking/learning activities
195(1)
Learning extension
195(1)
Further reading
195(1)
References
196(5)
10 Legal and ethical aspects in mental health care
201(20)
Helen P. Hamer
Debra Lampshire
Introduction
202(1)
An ethical and legal framework for practice
202(1)
Ethical framework
202(1)
Examples of ethical dilemmas in practice
202(1)
Introduction to a legal framework
203(1)
A background to mental health law
204(2)
Mental health law and human rights
206(1)
Mental Health Acts in Australia and Aotearoa New Zealand
206(1)
The law, reciprocity, and recovery
207(1)
The effects of involuntary treatment
208(1)
Procedural justice
209(4)
The role of crisis plans and consumer preferences
213(1)
The law and intellectual disability
213(1)
Mental health legislation in the year 2042
214(1)
Summary
215(1)
Critical thinking/learning activities
216(1)
Learning extension
216(1)
Further reading
217(1)
References
217(4)
11 e-Mental health
221(26)
Rhonda L. Wilson
Introduction
222(1)
What is digital health?
222(1)
Digital health disorder
223(1)
What is e-mental health?
224(1)
Implications of mental health care using the phone in your pocket
225(1)
Five modes of communications technologies to deliver e-mental health interventions
226(7)
Social media policy and guidelines
233(1)
Cost-effectiveness and quality of e-mental health digital services
233(1)
Telephone triage services
233(1)
Digital platforms
234(1)
Designing health information for digital environments
235(1)
e-Mental health literacy
236(1)
The safe administration of digital interventions
236(3)
Digital interventions and blended care
239(1)
Commercial and social enterprise innovation in e-mental health
239(1)
Benefits
239(1)
Risks and limitations
239(1)
Opportunities for safe e-mental health development
240(1)
Summary
241(1)
Critical thinking/learning activities
242(1)
Learning extension
242(1)
Acknowledgements
242(1)
Further reading
243(1)
References
243(4)
12 Mental health and substance use
247(34)
Rhonda L. Wilson
Andrea E. Donaldson
Bernadette Solomon
Introduction
248(1)
Prevalence of co-occurring disorders
248(1)
Harm minimisation
249(1)
Harm prevention
249(1)
An overview of substance-use problems
250(1)
An overview of drugs and their effects
251(1)
Alcohol
251(1)
Caffeine
252(1)
Cannabis
252(1)
Synthetic drugs
253(1)
Amphetamines
253(1)
Methamphetamine
253(1)
Cocaine
254(1)
Opioids
254(1)
Benzodiazapines
255(1)
Nicotine
255(1)
Solvents
255(1)
Paracetamol
256(2)
A holistic framework for understanding people who use drugs and those who misuse drugs
258(1)
Biological influences on the experiences of mental health and substance use
258(2)
Psychological influences on the experiences of mental health and substance use
260(1)
Social influences on the experiences of mental health conditions and substance use
261(1)
Cultural influences on experiences of mental health conditions and substance use
262(1)
Spiritual/meaning-making influences on experiences of mental health conditions and substance use
262(1)
Developmental influences on experiences of mental health conditions and substance use
263(1)
Ecological influences on experiences of mental health conditions and substance use
263(7)
Mental health conditions and substance-use problems in combination with each other
270(1)
Mental health and drug and alcohol models of care
271(1)
Motivational interviewing
271(1)
Stages of change
271(2)
Solution-focused therapy
273(1)
What needs to change in the future?
273(1)
Summary
274(1)
Critical thinking/learning activities
275(1)
Learning extension
275(1)
Acknowledgement
275(1)
Further reading
276(1)
References
276(5)
13 Nutrition, physical health and behavioural change
281(34)
Anne Storey
Denise McGarry
Introduction
282(1)
Prevalence
283(2)
Diagnostic overshadowing
285(3)
Common co-occurring physical conditions
288(1)
Metabolic syndrome
288(1)
Diabetes
289(1)
Hyperlipidaemia
290(1)
Cardiovascular diseases (hypertension, cardia arrhythmias)
290(1)
Obesity
291(2)
Nutritional patterns
293(1)
Exercise behaviours
293(2)
Cancers
295(1)
Hepatitis and HIV/AIDS
295(1)
Sexual health
295(2)
Back pain, migraine and arthritis
297(1)
Smoking
297(2)
Urinary incontinence
299(1)
Dental health
299(1)
Dysphagia
300(1)
Complementary and alternative therapies and mental health care
301(1)
Over-the-counter medications
301(1)
Exercise and well-being strategies
302(1)
Interventions
302(2)
Implications for mental health practice
304(1)
Strengths-based approach
304(1)
Emerging physical health challenges
305(1)
Summary
305(1)
Critical thinking/learning activities
306(1)
Learning extension
306(1)
Further reading
306(1)
References
307(8)
14 Mental health of people of immigrant and refugee backgrounds
315(24)
Nicholas Procter
Amy Baker
Mary Anne Kenny
Davi Macedo
Monika Ferguson
Introduction
316(2)
What is meant by the terms refugee, immigrant and asylum seeker?
318(1)
Temporary protection
319(1)
Mental health of people of immigrant and refugee backgrounds
320(1)
Risk and protective factors
321(1)
Physical illness
322(1)
Isolation
322(1)
Culture and explanatory models in mental health
323(2)
Engagement with mainstream mental health services
325(1)
Traumatic stress
326(1)
Trauma-informed care
326(1)
Barriers to talking about trauma with practitioners
327(1)
Access and engagement when in distress
328(2)
Trust and human connectedness in mental health
330(1)
Older people with immigrant backgrounds
330(1)
Consequences of the COVID-19 pandemic for refugees and asylum seekers
331(1)
Summary
332(1)
Critical thinking/learning activities
333(1)
Learning extension
333(1)
Acknowledgement
334(1)
Further reading
334(1)
References
335(4)
15 Gender, sexuality and mental health
339(21)
Helen P. Hamer
Jane Barrington
Debra Lampshire
Introduction
340(1)
Continua of sexuality and gender
340(2)
Self-identification
342(1)
Intersex
342(2)
Pathologising gender and sexual diversity
344(1)
Hetero-sexism and hetero-normativity
345(1)
Gender and health
345(1)
Maternal mental health
345(1)
Culturally competent human connectedness
346(4)
Effects of homophobia, homonegativity and trans-phobia
350(1)
Genders, sexualities and power
350(1)
Interpersonal and intimate partner violence and abuse
351(1)
Interpersonal and intimate partner abuse
351(1)
Family and intimate partner violence
352(2)
Summary
354(1)
Critical thinking/learning activities
355(1)
Learning extension
355(1)
Further reading
356(1)
References
356(4)
16 Intellectual and developmental disability
360(19)
Henrietta Trip
Margaret Hughes
Reece Adams
Isaac Tait
Introduction
361(1)
Defining the terminology
361(1)
Intellectual disability
362(1)
Developmental disability
362(1)
Learning disability
362(1)
Dual diagnosis or dual disability
363(1)
Aetiology
363(1)
Common causes
363(1)
Philosophical approaches to service provision
364(1)
Normalisation, social-role valorisation and the social model of disability
364(1)
Philosophical principles in practice
365(1)
O'Brien and Lyle's accomplishments for community living
365(1)
Physical health, mental illness and well-being
366(2)
Diagnostic overshadowing
368(1)
Intersectionality
369(1)
Autonomy, consent and self-determination and strategies to promote healthcare access
370(2)
Chronic sorrow
372(2)
Summary
374(1)
Critical thinking/learning activities
374(1)
Learning extension
374(1)
Further reading
374(1)
References
375(4)
17 Mental health of children and young people
379(20)
Rhonda L. Wilson
Serena Riley
Introduction
380(1)
Respect for young people
380(1)
Developing a rapport with young people
381(2)
Developmental stages
383(1)
Reducing risk and vulnerability
383(2)
Drug and alcohol misuse
385(1)
Trauma and abuse
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)
Instilling hope
392(1)
Common mental health conditions in young people
393(1)
Suicide
393(1)
Non-suicidal self-injury
393(1)
Psychosis
394(1)
Depression and anxiety
394(1)
Summary
395(1)
Critical thinking/learning activities
395(1)
Learning extension
395(1)
Acknowledgement
396(1)
Further reading
396(1)
References
396(3)
18 Mental health of older people
399(22)
Helen P. Hamer
Debra Lampshire
Sue Thomson
Introduction
400(1)
Background to the culture of older people
400(1)
The myths of ageing
400(1)
Generativity and life tasks of older people
401(1)
Recovery
402(1)
Culture of older people
403(1)
Human connectedness
404(1)
The dignity of risk
404(1)
Elder abuse
405(1)
Medico-legal aspects
405(1)
Capacity and competency
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)
Depression
408(1)
Delirium
408(1)
Dementia
409(2)
Older people and suicide
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)
Summary
413(1)
Critical thinking/learning activities
413(1)
Learning extension
414(1)
Further reading
414(1)
References
415(6)
19 Rural and regional mental health
421(20)
Rhonda L. Wilson
Introduction
422(1)
What is rural?
422(1)
Waltzing Matilda
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)
Telehealth
433(1)
Recovery and rehabilitation
433(1)
Billabong Clubhouse
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)
Summary
436(1)
Critical thinking/learning activities
437(1)
Learning extension
437(1)
Acknowledgement
437(1)
Further reading
437(1)
References
438(3)
20 Learning through human connectedness on clinical placement: Translation to practice
441(24)
Denise McGarry
Kerry Mawson
Introduction
442(1)
Mental health education: An overview
442(3)
Attitudes, expectations and positive engagement within practice
445(1)
Empathy
446(1)
Collaboration
446(1)
Therapeutic alliance and presence
446(1)
Professional boundaries
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)
Preceptorship
453(1)
Mentorship
453(1)
Clinical supervision
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)
Summary
458(1)
Critical thinking/learning activities
459(1)
Learning extension
459(1)
Further reading
460(1)
References
460(5)
21 Conclusions: Leadership and mentoring for person-centred mental health practice
465(5)
Nicholas Procter
Mark Loughhead
Davi Macedo
Introduction
466(1)
A message of leadership
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
Nicholas Procter PhD MBA GradDip Adult Ed BA CertAdvClinNsg RN CMHN. Nicholas is the University of South Australia's Inaugural Chair: Mental Health Nursing and director of the Mental Health and Suicide Prevention Research and Education Group, located within UniSA Clinical and Health Sciences. Rhonda L. Wilson RN BNSc NM(Hons) PhD. Rhonda is Professor of Nursing in the School of Nursing and Midwifery, University of Newcastle, Australia. She is also Professor of Nursing in the School of Nursing, Massey University, New Zealand. She is proudly Wiradjuri, raised on Anaiwan land and lives and works respectfully on Darkingjung Country. Rhonda is an internationally regarded mental health nursing academic with collaborations throughout Australia, New Zealand, Scandinavia, Europe, UK and USA. She has a wide experience in clinical mental health nursing in rural and regional Australia, and in teaching nursing and mental health curricula to undergraduate and postgraduate students. Her main research focus is in mental health, digital health and First Nations social and emotional well-being to design and support innovative digital health interventions suitable for promotion of mental health, well-being and recovery among diverse and hard-to-reach populations throughout the world. Helen P. Hamer is an independent consultant with many years of experience in mental health nursing, and Fellow of Te Ao Mramatanga: New Zealand College of Mental Health Nurses. Helen's research focuses on citizenship, social justice and social inclusion for people with mental health problems. Helen is recognised internationally as a leader in the development of consumers as co-researchers and academics, and the facilitation of recovery-focused and trauma-informed practice. Helen holds honorary lecturer positions at the University of Auckland, School of Nursing and at Yale University, Programme for Recovery and Community Health, Department of Psychiatry. Denise McGarry is a credentialled mental health nurse and a fellow of the Australian College of Mental Health Nurses. She teaches at the University of Tasmania in the School of Nursing, College of Health and Medicine as a lecturer in mental health nursing. In this capacity she enjoys working with undergraduate and postgraduate students. Mark Loughhead is the inaugural lecturer of lived experience in mental health within the Nursing and Midwifery Program at the University of South Australia. His work aims to promote lived experience perspectives relating to personal recovery and person-centred care, and how mental health supports and systems can be redesigned with lived experience leadership and co-production. Mark is a lived experience leader within the University's Mental Health Suicide Prevention Research and Education Group. Here, he guides research and education relating to the lived experience workforce and the recovery orientated practice skills of learned experience/ clinical workforces. His background includes 25 years experience in community mental health education, consumer advocacy and tertiary education.