Book: Contemporary Psychotherapies for a Diverse World

Book Title:

Contemporary Psychotherapies for a Diverse World.

Author(s): Jon Frew and Michael D. Spiegler.

Year: 2012.

Edition: First (1ed).

Publisher: Routledge.

Type(s): Hardcover.

Synopsis:

This unique text is the first to provide an introduction to the theory and practice of the major theories of psychotherapy and, at the same time, illustrate how these approaches are dealing with the ever-increasing diversity of today’s clients. Frew and Spiegler have assembled the leading contemporary authorities on each theory to offer an insider’s perspective that includes exposure to the style and language used by adherents of the approach, which is not available in any other text. The history of each approach and the latest, cutting-edge theory and practice are integrated with an emphasis on an awareness of the needs of diverse non-majority clients, creating a comprehensive, practical, and invaluable text for any counselling theories course.

The major psychotherapeutic approaches are presented in roughly the chronological order in which they were developed, and each chapter follows the same basic format to ensure consistency throughout the text. Along with traditional theories, there are chapters on reality therapy, feminist therapy, and narrative therapy, and the chapter on ethics includes multicultural and feminist perspectives. Each chapter includes:

  • The origin and evolution of the theory.
  • Theoretical foundations and how the theory is manifested in practice.
  • An evaluation of the evidence for the theory’s success, limitations, blind spots, and challenges.
  • “The Author’s Journey,” in which authors describe what lead them to adopt their approach and how their own practice has evolved over time.
  • Multicultural competencies and their importance in the context of the theory.

Resources are available online for instructors to supplement the material in the text and include a test bank and PowerPoint lecture slides.

What is Integrative Psychotherapy?

Introduction

Integrative psychotherapy is the integration of elements from different schools of psychotherapy in the treatment of a client.

Integrative psychotherapy may also refer to the psychotherapeutic process of integrating the personality: uniting the “affective, cognitive, behavioural, and physiological systems within a person”.

Background

Initially, Sigmund Freud developed a talking cure called psychoanalysis; then he wrote about his therapy and popularised psychoanalysis. After Freud, many different disciplines splintered off. Some of the more common therapies include: psychodynamic psychotherapy, transactional analysis, cognitive behavioural therapy, gestalt therapy, body psychotherapy, family systems therapy, person-centred psychotherapy, and existential therapy. Hundreds of different theories of psychotherapy are practiced (Norcross, 2005, p.5).

A new therapy is born in several stages. After being trained in an existing school of psychotherapy, the therapist begins to practice. Then, after follow up training in other schools, the therapist may combine the different theories as a basis of a new practice. Then, some practitioners write about their new approach and label this approach with a new name.

A pragmatic or a theoretical approach can be taken when fusing schools of psychotherapy. Pragmatic practitioners blend a few strands of theory from a few schools as well as various techniques; such practitioners are sometimes called eclectic psychotherapists and are primarily concerned with what works. Alternatively, other therapists consider themselves to be more theoretically grounded as they blend their theories; they are called integrative psychotherapists and are not only concerned with what works, but why it works (Norcross, 2005, p.8).

For example, an eclectic therapist might experience a change in their client after administering a particular technique and be satisfied with a positive result. In contrast, an integrative therapist is curious about the “why and how” of the change as well. A theoretical emphasis is important: for example, the client may only have been trying to please the therapist and was adapting to the therapist rather than becoming more fully empowered in themselves.

Different Routes to Integration

The most recent edition of the Handbook of Psychotherapy Integration (Norcross & Goldfried, 2005) recognized four general routes to integration: common factors, technical eclecticism, theoretical integration, and assimilative integration (Norcross, 2005).

Common Factors

The first route to integration is called common factors and “seeks to determine the core ingredients that different therapies share in common” (Norcross, 2005, p.9). The advantage of a common factors approach is the emphasis on therapeutic actions that have been demonstrated to be effective. The disadvantage is that common factors may overlook specific techniques that have been developed within particular theories. Common factors have been described by Jerome Frank (Frank & Frank, 1991), Bruce Wampold (Wampold & Imel, 2015), and Miller, Duncan and Hubble (2005). Common factors theory asserts it is precisely the factors common to the most psychotherapies that make any psychotherapy successful.

Some psychologists have converged on the conclusion that a wide variety of different psychotherapies can be integrated via their common ability to trigger the neurobiological mechanism of memory reconsolidation in such a way as to lead to deconsolidation (Ecker, Ticic & Hulley 2012; Lane et al. 2015; Welling 2012 – but for a more hesitant view of the role of memory reconsolidation in psychotherapy see the objections in some of the invited comments in: Lane et al. 2015).

Technical Eclecticism

The second route to integration is technical eclecticism which is designed “to improve our ability to select the best treatment for the person and the problem…guided primarily by data on what has worked best for others in the past” (Norcross, 2005, p.8). The advantage of technical eclecticism is that it encourages the use of diverse strategies without being hindered by theoretical differences. A disadvantage is that there may not be a clear conceptual framework describing how techniques drawn from divergent theories might fit together. The most well known model of technical eclectic psychotherapy is Arnold Lazarus’ (2005) multimodal therapy. Another model of technical eclecticism is Larry E. Beutler and colleagues’ systematic treatment selection (Beutler, Consoli, & Lane, 2005).

Theoretical Integration

The third route to integration commonly recognised in the literature is theoretical integration in which “two or more therapies are integrated in the hope that the result will be better than the constituent therapies alone” (Norcross, 2005, p.8). Some models of theoretical integration focus on combining and synthesizing a small number of theories at a deep level, whereas others describe the relationship between several systems of psychotherapy. One prominent example of theoretical synthesis is Paul Wachtel’s model of cyclical psychodynamics that integrates psychodynamic, behavioural, and family systems theories (Wachtel, Kruk, & McKinney, 2005). Another example of synthesis is Anthony Ryle’s model of cognitive analytic therapy, integrating ideas from psychoanalytic object relations theory and cognitive psychotherapy (Ryle, 2005). Another model of theoretical integration is specifically called integral psychotherapy (Forman, 2010; Ingersoll & Zeitler, 2010). The most notable model describing the relationship between several different theories is the transtheoretical model (Prochaska & DiClemente, 2005).

Assimilative Integration

Assimilative integration is the fourth route and acknowledges that most psychotherapists select a theoretical orientation that serves as their foundation but, with experience, incorporate ideas and strategies from other sources into their practice. “This mode of integration favours a firm grounding in any one system of psychotherapy, but with a willingness to incorporate or assimilate, in a considered fashion, perspectives or practices from other schools” (Messer, 1992, p.151). Some counsellors may prefer the security of one foundational theory as they begin the process of integrative exploration. Formal models of assimilative integration have been described based on a psychodynamic foundation (Frank, 1999; Stricker & Gold, 2005) and based on cognitive behavioural therapy (Castonguay, Newman, Borkovec, Holtforth, & Maramba, 2005).

Govrin (2015) pointed out a form of integration, which he called “integration by conversion”, whereby theorists import into their own system of psychotherapy a foreign and quite alien concept, but they give the concept a new meaning that allows them to claim that the newly imported concept was really an integral part of their original system of psychotherapy, even if the imported concept significantly changes the original system. Govrin gave as two examples Heinz Kohut’s novel emphasis on empathy in psychoanalysis in the 1970s and the novel emphasis on mindfulness and acceptance in “third-wave” cognitive behavioural therapy in the 1990s to 2000s.

Other Models that Combine Routes

In addition to well-established approaches that fit into the five routes mentioned above, there are newer models that combine aspects of the traditional routes.

Clara E. Hill’s (2014) three-stage model of helping skills encourages counsellors to emphasize skills from different theories during different stages of helping. Hill’s model might be considered a combination of theoretical integration and technical eclecticism. The first stage is the exploration stage. This is based on client-centred therapy. The second stage is entitled insight. Interventions used in this stage are based on psychoanalytic therapy. The last stage, the action stage, is based on behavioural therapy.

Good and Beitman (2006) described an integrative approach highlighting both core components of effective therapy and specific techniques designed to target clients’ particular areas of concern. This approach can be described as an integration of common factors and technical eclecticism.

Multitheoretical psychotherapy (Brooks-Harris, 2008) is an integrative model that combines elements of technical eclecticism and theoretical integration. Therapists are encouraged to make intentional choices about combining theories and intervention strategies.

An approach called integral psychotherapy (Forman, 2010; Ingersoll & Zeitler, 2010) is grounded in the work of theoretical psychologist and philosopher Ken Wilber (2000), who integrates insights from contemplative and meditative traditions. Integral theory is a meta-theory that recognises that reality can be organised from four major perspectives: subjective, intersubjective, objective, and interobjective. Various psychotherapies typically ground themselves in one these four foundational perspectives, often minimising the others. Integral psychotherapy includes all four. For example, psychotherapeutic integration using this model would include subjective approaches (cognitive, existential), intersubjective approaches (interpersonal, object relations, multicultural), objective approaches (behavioural, pharmacological), and interobjective approaches (systems science). By understanding that each of these four basic perspectives all simultaneously co-occur, each can be seen as essential to a comprehensive view of the life of the client. Integral theory also includes a stage model that suggests that various psychotherapies seek to address issues arising from different stages of psychological development (Wilber, 2000).

The generic term, integrative psychotherapy, can be used to describe any multi-modal approach which combines therapies. For example, an effective form of treatment for some clients is psychodynamic psychotherapy combined with hypnotherapy. Kraft & Kraft (2007) gave a detailed account of this treatment with a 54-year-old female client with refractory IBS in a setting of a phobic anxiety state. The client made a full recovery and this was maintained at the follow-up a year later.

Comparison with Eclecticism

In Integrative and Eclectic Counselling and Psychotherapy (Woolfe & Palmer, 2000, pp.55 & 256), the authors make clear the distinction between integrative and eclectic psychotherapy approaches: “Integration suggests that the elements are part of one combined approach to theory and practice, as opposed to eclecticism which draws ad hoc from several approaches in the approach to a particular case.” Psychotherapy’s eclectic practitioners are not bound by the theories, dogma, conventions or methodology of any one particular school. Instead, they may use what they believe or feel or experience tells them will work best, either in general or suiting the often immediate needs of individual clients; and working within their own preferences and capabilities as practitioners (Norcross & Goldfried, 2005, pp.3-23).

References

  • Beutler, L.E., Consoli, A.J. & Lane, G. (2005). Systematic treatment selection and prescriptive psychotherapy: an integrative eclectic approach. In J.C. Norcross & M.R. Goldfried (Eds.), Handbook of Psychotherapy Integration (2nd Ed, pp.121-143). New York: Oxford.
  • Brooks-Harris, J.E. (2008). Integrative Multitheoretical Psychotherapy. Boston: Houghton-Mifflin.
  • Castonguay, L.G., Newman, M.G., Borkovec, T.D., Holtforth, M.G. & Maramba, G.G. (2005). Cognitive-behavioral assimilative integration. In J.C. Norcross & M.R. Goldfried (Eds.), Handbook of Psychotherapy Integration (2nd Ed, pp.241-260). New York: Oxford.
  • Ecker, B., Ticic, R. & Hulley, L. (2012). Unlocking the Emotional Brain: Eliminating Symptoms at Their Roots Using Memory Reconsolidation. New York: Routledge.
  • Forman, M.D. (2010). A Guide to Integral Psychotherapy: Complexity, Integration, and Spirituality in Practice. Albany, NY: SUNY Press.
  • Frank, J.D. & Frank, J.B. (1991). Persuasion and Healing: A Comparative Study of Psychotherapy (3rd Ed). Baltimore, MD: Johns Hopkins University.
  • Frank, K.A. (1999). Psychoanalytic Participation: Action, Interaction, and Integration. Mahwah, NJ: Analytic Press.
  • Good, G.E. & Beitman, B.D. (2006). Counseling and Psychotherapy Essentials: Integrating Theories, Skills, and Practices. New York: W.W. Norton.
  • Govrin, A. (2015). Blurring the threat of ‘otherness’: integration by conversion in psychoanalysis and CBT. Journal of Psychotherapy Integration. 26(1), pp.78-90.
  • Hill, C.E. (2014). Helping Skills: Facilitating Exploration, Insight, and Action. 4th Ed. Washington, DC: American Psychological Association.
  • Ingersoll, E. & Zeitler, D. (2010). Integral Psychotherapy: Inside Out/Outside In. Albany, NY: SUNY Press.
  • Kraft T. & Kraft D. (2007). Irritable bowel syndrome: symptomatic treatment approaches versus integrative psychotherapy. Contemporary Hypnosis, 24(4), pp.161-177.
  • Lane, R.D., Ryan, L., Nadel, L. & Greenberg, L.S. (2015). Memory reconsolidation, emotional arousal and the process of change in psychotherapy: new insights from brain science. Behavioral and Brain Sciences, 38, pp.e1.
  • Lazarus, A.A. (2005). Multimodal therapy. In J.C. Norcross & M.R. Goldfried (Eds), Handbook of Psychotherapy Integration. 2nd Ed. pp.105-120). New York: Oxford.
  • Messer, S.B. (1992). A critical examination of belief structures in integrative and eclectic psychotherapy. In J.C. Norcross, & M. R. Goldfried, (Eds), Handbook of Psychotherapy Integration (pp.130-165). New York: Basic Books.
  • Miller, S.D., Duncan, B.L. & Hubble, M.A. (2005). Outcome-informed clinical work. In J.C. Norcross, & M.R. Goldfried (Eds.), Handbook of Psychotherapy Integration (2nd Ed, pp. 84-102). New York: Oxford.
  • Norcross, J.C. (2005). A primer on psychotherapy integration. In J.C. Norcross & M.R. Goldfried (Eds), Handbook of Psychotherapy Integration (2nd Ed, pp.3-23). New York: Oxford.
  • Norcross, J.C. & Goldfried, M.R. (Eds) (2005). Handbook of Psychotherapy Integration (2nd Ed). New York: Oxford.
  • Prochaska, J.O. & DiClemente, C.C. (2005). The transtheoretical approach. In J.C. Norcross & M.R. Goldfried (Eds), Handbook of Psychotherapy Integration (2nd Ed, pp.147-171). New York: Oxford.
  • Ryle, A. (2005). Cognitive analytic therapy. In J.C. Norcross & M.R. Goldfried (Eds), Handbook of Psychotherapy Integration (2nd Ed, pp.196-217). New York: Oxford.
  • Stricker, G. & Gold, J. (2005). Assimilative psychodynamic psychotherapy. In J.C. Norcross & M.R. Goldfried (Eds.), Handbook of Psychotherapy Integration (2nd Ed, pp.221-240). New York: Oxford.
  • Wachtel, P.L., Kruk, J.C. & McKinney, M.K. (2005). Cyclical psychodynamics and integrative relational psychotherapy. In J.C. Norcross & M.R. Goldfried (Eds), Handbook of Psychotherapy Integration (2nd Ed, pp.172-195). New York: Oxford.
  • Wampold, B.E. & Imel Z.E. (2015). The Great Psychotherapy Debate: The Evidence for What Makes Psychotherapy Work (2nd Ed). New York: Routledge.
  • Welling, H. (June 2012). Transformative emotional sequence: towards a common principle of change. Journal of Psychotherapy Integration, 22(2), pp.109-136.
  • Wilber, K. (2000). Integral Psychology: Consciousness, Spirit, Psychology, Therapy. Boston: Shambhala.
  • Woolfe, R. & Palmer, S. (2000). Integrative and Eclectic Counselling and Psychotherapy. London; Thousand Oaks, CA: Sage Publications.

Theoretical Assumptions & Mental Disorders

Research Paper Title

Should definitions for mental disorders include explicit theoretical elements?

Background

In this article the researchers argue that mental disorders have come to be defined according to a descriptive theory of meaning. In other words, mental disorders are defined according to superficial descriptive criteria that count as necessary and sufficient criteria for the inclusion of a particular instance under its corresponding class.

These descriptive criteria are allegedly theory independent, leading to the assumption that psychiatric symptoms are directly identified in an object-like fashion.

Against this view, the researchers hold that a descriptive theory of meaning is unable to offer a proper account of the meaning of mental disorders both due to its own internal limitations and to the specific nature of psychiatric phenomena.

Due to the hermeneutic structure of psychiatric practice, they argue that the identification and description of mental symptoms and disorders unavoidably depends on (frequently unacknowledged) theoretical assumptions.

Since there is no global consensus regarding these theoretical commitments, and due to the fact that these significantly affect the final picture the researchers hold with respect to each mental disorder, they believe that these commitments should be explicitly stated both in diagnostic argumentation and in theoretical discussions in order to maximise self- and mutual understanding.

Reference

Adan-Manes, J. & Ramos-Gorostiza, P. (2020) Should definitions for mental disorders include explicit theoretical elements? Psychopathology. 47(3), pp.158-166. doi: 10.1159/000351741. Epub 2013 Aug 30.

On This Day … 09 November

People (Births)

  • 1939 – Paul Cameron, American psychologist and academic.

People (Deaths)

  • 2002 – William Schutz, American psychologist and academic (b. 1925).

Paul Cameron

Paul Drummond Cameron (born 09 November, 1939) is an American psychologist. Cameron has been designated by the Southern Poverty Law Centre as an anti-gay extremist.

While employed at various institutions, including the University of Nebraska, he conducted research on passive smoking, but he is best known today for his claims about homosexuality. After a successful 1982 campaign against a gay rights proposal in Lincoln, Nebraska, he established the Institute for the Scientific Investigation of Sexuality (ISIS), now known as the Family Research Institute (FRI). As FRI’s chairman, Cameron has written contentious papers asserting associations between homosexuality and the perpetration of child sexual abuse and reduced life expectancy. These have been heavily criticised by others in the field.

In 1983, the American Psychological Association expelled Cameron for non-cooperation with an ethics investigation. Position statements issued by the American Sociological Association, Canadian Psychological Association, and the Nebraska Psychological Association accuse Cameron of misrepresenting social science research.

William Schutz

William Schutz (19 December 1925 to 09 November 2002) was an American psychologist.

Schutz was born in Chicago, Illinois. He practiced at the Esalen Institute in the 1960s. He later became the president of BConWSA International. He received his PhD from UCLA. In the 1950s, he was part of the peer-group at the University of Chicago’s Counselling Centre that included Carl Rogers, Thomas Gordon, Abraham Maslow and Elias Porter. He taught at Tufts University, Harvard University, University of California, Berkeley and the Albert Einstein College of Medicine, and was chairman of the holistic studies department at Antioch University until 1983.

In 1958, Schutz introduced a theory of interpersonal relations he called Fundamental Interpersonal Relations Orientation (FIRO). According to the theory three dimensions of interpersonal relations were deemed to be necessary and sufficient to explain most human interaction: Inclusion, Control and Affection. These dimensions have been used to assess group dynamics.

Schutz also created FIRO-B, a measurement instrument with scales that assess the behavioural aspects of the three dimensions. His advancement of FIRO Theory beyond the FIRO-B tool was most obvious in the change of the “Affection” scale to the “Openness” scale in the “FIRO Element-B”. This change highlighted his newer theory that behaviour comes from feelings (“FIRO Element-F”) and the self-concept (“FIRO Element-S”). “Underlying the behaviour of openness is the feeling of being likable or unlikeable, lovable or unlovable. I find you likable if I like myself in your presence, if you create an atmosphere within which I like myself.”

W. Schutz authored more than ten books and many articles. His work was influenced by Alexander Lowen, Ida Pauline Rolf and Moshe Feldenkrais. As a body therapist he led encounter group workshops focussing on the underlying causes of illnesses and developing alternative body-centred cures. His books, “Profound Simplicity” and “The Truth Option,” address this theme. He brought new approaches to body therapy that integrated truth, choice (freedom), (self) responsibility, self-esteem, self-regard and honesty into his approach.

In his books one encounters the concept of energy cycles (e.g. Schutz 1979) which a person goes through or call for completion. The single steps of the energy cycles are: motivation – prepare – act – feel.

Schutz died at his home in Muir Beach, California in 2002.

A New Definition of Mental Health!

Research Paper Title

A proposed new definition of mental health.

Background

The authors propose a new approach to the definition of mental health, different than the definition proposed by the World Health Organisation, which is established around issues of person’s well-being and productivity.

It is supposed to reflect the complexity of human life experience.

Introduction

The definition of mental health proposed by the World Health Organization (WHO) is organised around a hedonic and eudaimonic perspective, in which a key role is assigned to person’s well-being and productivity. While regarding well-being as a desirable goal for many people, its inclusion in the definition of mental health raises concerns. According to Keyes, well-being includes emotional, psychological and social well-being, and involves positive feelings (e.g., happiness, satisfaction), positive attitudes towards own responsibilities and towards others, and positive functioning
(e.g., social integration, actualisation and coherence).

However, people in good mental health experience a wide range of emotions, such as sadness, anger or unhappiness; most adolescents are often unsatisfied, unhappy about present social organisation and may lack social coherence. Does this mean that they are not in good mental health? A person responsible for her/his family might feel desperate after being fired from his/her job, especially in a situation characterised by scarce occupational opportunities; should we question her/his mental health? Actually, raising the bar of mental health may create unrealistic expectations, encourage people
to mask most of their emotions while pretending constant happiness, and even favour their isolation when they feel sad, angry or worried.

Also the concept of positive functioning (“can work productively and fruitfully”), in line with the eudaimonic tradition, raises concerns, as it implies that a person at an age or in a physical or even political condition preventing her/him from working productively is not by definition in good mental health.

The definition of mental health is clearly influenced by the culture that defines it. However, as also advocated by Vaillant, an effort can be made to identify elements that have a universal importance for mental health, as for example, vitamins and the four basic food groups are universally given a key role in eating habits, in spite of cultural differences.

You can read the rest of the article here.

Reference

Galderisi, S., Heinz, A., Kastrup, M., Beezhold, J. & Sartorius, N. (2020) A proposed new definition of mental health. Psychiatria Polska. 51(3), pp.407-411. doi: 10.12740/PP/74145. Epub 2017 Jun 18.

Book: Psychiatry Disrupted

Book Title:

Psychiatry Disrupted: Theorising Resistance and Crafting the (R)evolution.

Author(s): Bonnie Burstow, Brenda A LeFrancois, and Shaindl Diamond.

Year: 2014.

Edition: First (1st).

Publisher: McGill-Queen’s University Press.

Type(s): Paperback and EPUB.

Synopsis:

There is growing international resistance to the oppressiveness of psychiatry. While previous studies have critiqued psychiatry, Psychiatry Disrupted goes beyond theorising what is wrong with it to theorizing how we might stop it. Introducing readers to the arguments and rationale for opposing psychiatry, the book combines perspectives from anti-psychiatry and critical psychiatry activism, mad activism, antiracist, critical, and radical disability studies, as well as feminist, Marxist, and anarchist thought.

The editors and contributors are activists and academics – adult education and social work professors, psychologists, prominent leaders in the psychiatric survivor movement, and artists – from across Canada, England, and the United States.

From chapters discussing feminist opposition to the medicalisation of human experience, to the links between psychiatry and neo-liberalism, to internal tensions within the various movements and different identities from which people organise, the collection theorises psychiatry while contributing to a range of scholarship and presenting a comprehensive overview of resistance to psychiatry in the academy and in the community.

A courageous anthology, Psychiatry Disrupted is a timely work that asks compelling activist questions that no other book in the field touches.

Book: Decolonising Global Mental Health

Book Title:

Decolonizing Global Mental Health: The Psychiatrisation of the Majority World.

Author(s): China Mills.

Year: 2014.

Edition: First (1st).

Publisher: Routledge.

Type(s): Paperback.

Synopsis:

Decolonising Global Mental Health is a book that maps a strange irony.

The World Health Organisation (WHO) and the Movement for Global Mental Health are calling to ‘scale up’ access to psychological and psychiatric treatments globally, particularly within the global South. Simultaneously, in the global North, psychiatry and its often chemical treatments are coming under increased criticism (from both those who take the medication and those in the position to prescribe it).

The book argues that it is imperative to explore what counts as evidence within Global Mental Health, and seeks to de-familiarise current ‘Western’ conceptions of psychology and psychiatry using postcolonial theory. It leads us to wonder whether we should call for equality in global access to psychiatry, whether everyone should have the right to a psychotropic citizenship and whether mental health can, or should, be global.

As such, it is ideal reading for undergraduate and postgraduate students, as well as researchers in the fields of critical psychology and psychiatry, social and health psychology, cultural studies, public health and social work.

Book: Understanding Children and Young People’s Mental Health

Book Title:

Understanding Children and Young People’s Mental Health.

Author(s): Anne Claveirole and Martin Gaughan (Editors).

Year: 2010.

Edition: First (1st), Illustrated Edition.

Publisher: Wiley-Blackwell.

Type(s): Paperback and Kindle.

Synopsis:

Understanding Children and Young People’s Mental Health has been designed to help the student and newly qualified health care professional to familiarise themselves with the key theoretical frameworks underpinning the field of children and young people’s mental health.

It explores the mental health challenges that children and young people face, and how we as adults can work alongside them to help them face and overcome such challenges.

This book provides comprehensive information on the theory and practice of particular mental health difficulties which children and young people may have to face, including self-harm, depression, suicide, child abuse, eating disorders, substance misuse, and early onset psychosis.

Understanding Children and Young People’s Mental Health is essential reading for pre-registration students in nursing and healthcare on child and mental health branches, and for newly qualified nursing, health and social care practitioners who work with children and young people.

  • Brings together specialist practitioners and academics in the field
  • Incorporates the latest guidelines and policies.
  • Practical and accessible in style with learning outcomes, activities, examples and recommended reading in each chapter.