The Recovery Movement and Its Implications for Transforming Clinical and Rehabilitative Practice

Author(s):  
Larry Davidson ◽  
Michael Rowe ◽  
Janis Tondora ◽  
Maria J. O'Connell ◽  
Martha Staeheli Lawless

We begin with a snapshot of the world we hope to leave behind. While it may not be necessary to reiterate the reasons why transformation is needed for most readers—who, as we noted in the Introduction, may be only too familiar with the challenges presented by our current systems of care—we think it useful nonetheless to establish a point of departure. We also strive throughout this volume to make our ideas concrete through the use of stories derived from our own experiences, putting a human face on what might frequently appear to be abstract or idealistic concepts. In our experience, and in our previous publications (e.g., Davidson, Stayner, et al., 2001), there has been very little about mental health concepts of recovery that are either abstract or idealistic. In fact, we have consistently stressed the everyday nature of recovery (Borg & Davidson, 2007), fi nding it embodied and exemplifi ed in such mundane activities as washing one’s own dishes, playing with a child, or walking a dog. We strive to continue this concrete focus in what follows, alternating our exposition of principles and practices with descriptions of real-life examples from our practice. This not only is our own preference in teaching and training but was strongly encouraged by the reviewers of an earlier draft of this book. We are happy to oblige. Passage of legislation such as the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 held great promise for individuals with disabilities, especially in relation to their opportunity to participate fully in all aspects of community life. Unfortunately, it is now widely recognized that the implementation of these acts for persons with serious mental illness lags far behind parallel efforts in the broader disability community, with expectations for expanded access and opportunity largely still to be realized (Chirikos, 1999; Fabian, 1999; Hernandez, 2000; Wylonis, 1999). In response to this national tragedy, several recent calls have been made for radical reforms to the mental health system. The Surgeon General’s Report on Mental Health, for example, called for mental health services to be “consumer oriented and focused on promoting recovery” (DHHS, 1999, p. 455).

2020 ◽  
Author(s):  
Yaron Sela ◽  
Lorena Santamaria ◽  
Yair Amichai-Hamburger ◽  
Victoria Leong

The commercial availability of many real-life smart sensors, wearables and mobile apps provides a valuable information resource about a wide range of human behavioral, physiological and social markers which can be used to infer the user’s mental state and mood. However, there are currently no commercial digital products that integrate these psychosocial metrics with real-time measurement of neural activity. In particular, electroencephalography (EEG) is a well-validated and highly-sensitive neuroimaging method that yields robust markers of mood and affective processing, and has been widely used in mental health research for decades. The integration of wearable neuro-sensors into existing multimodal sensor arrays could hold great promise for deep digital neurophenotyping in the detection and personalized treatment of mood disorders. In this paper we propose a Multi-Domain Digital Neurophenotyping Model which is based on the socio-ecological model of health. The proposed model presents a holistic approach of digital mental health, leveraging on recent neuroscientific advances, and therefore could deliver highly personalized diagnoses and treatments. The technological and ethical challenges of this model are discussed.


Sensors ◽  
2020 ◽  
Vol 20 (20) ◽  
pp. 5781
Author(s):  
Yaron Sela ◽  
Lorena Santamaria ◽  
Yair Amichai-Hamburge ◽  
Victoria Leong

The commercial availability of many real-life smart sensors, wearables, and mobile apps provides a valuable source of information about a wide range of human behavioral, physiological, and social markers that can be used to infer the user’s mental state and mood. However, there are currently no commercial digital products that integrate these psychosocial metrics with the real-time measurement of neural activity. In particular, electroencephalography (EEG) is a well-validated and highly sensitive neuroimaging method that yields robust markers of mood and affective processing, and has been widely used in mental health research for decades. The integration of wearable neuro-sensors into existing multimodal sensor arrays could hold great promise for deep digital neurophenotyping in the detection and personalized treatment of mood disorders. In this paper, we propose a multi-domain digital neurophenotyping model based on the socioecological model of health. The proposed model presents a holistic approach to digital mental health, leveraging recent neuroscientific advances, and could deliver highly personalized diagnoses and treatments. The technological and ethical challenges of this model are discussed.


2007 ◽  
Author(s):  
Jon Perez ◽  
Merritt Schreiber ◽  
Robin Gurwitch ◽  
Jeff Coady

Author(s):  
Helen Herrman ◽  
Shekhar Saxena ◽  
Rob Moodie

2002 ◽  
Author(s):  
Carole Siegel ◽  
Gary Haugland ◽  
Ethel Davis Chambers ◽  
Carmen Aponte ◽  
Ralph Blackshear ◽  
...  

Schools have become the default mental health providers for children and adolescents, but they are often poorly equipped to meet the mental health needs of their students. The introduction tackles how to make students eligible for school-based services using the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act. Using the new DSM-5 as an organizing principle, this book then addresses the 12 most common mental disorders of childhood and adolescence, ages 3–18. While there are many books that address child and adolescent psychopathology, this book focuses on how to help students with mental disorders in pre-K–12 schools. Each chapter addresses the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, rapid assessment instruments available, school-based interventions using multitiered systems of support, and easy-to-follow suggestions for progress monitoring. Unique to this book, each chapter has detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems so that school, home, and community work together. Each chapter ends with a list of extensive web resources and a real-life case example drawn from the clinical practice of the authors. The final chapter addresses two newly proposed diagnoses for self-harm in the DSM-5 and brings a cautious and sensible approach to assessing and helping students who may be at risk for serious self-injury or suicide.


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