scholarly journals Supported Decision-Making: The Expectations Held by People With Experience of Mental Illness

2018 ◽  
Vol 28 (6) ◽  
pp. 1002-1015 ◽  
Author(s):  
Fauzia Knight ◽  
Renata Kokanović ◽  
Damien Ridge ◽  
Lisa Brophy ◽  
Nicholas Hill ◽  
...  

Supported decision-making (SDM) is a principle guiding mental health service provision, which aims to improve people’s ability to make informed decisions about their care. Understanding diverse individual needs is vital to its success. Based on 29 narrative interviews with people diagnosed with mental illness in Australia, we examine how participants reflected on their own experiences of SDM. We find that participants’ conceptualization of mental health expertise, their own experiences and sense of agency, and their varying needs for dependence and independence influenced their relationships with mental health practitioners. These factors in turn shaped their expectations about SDM. Four narrative positions emerged: the “Inward Expert,” the “Outward Entrustor,” the “Self-Aware Observer,” and the “Social Integrator.” These positionings influenced the type or style of support that participants expected and considered most useful. Our findings are relevant to developing effective approaches to SDM that take into account service users’ needs and preferences.

Author(s):  
Melissa K. Holt ◽  
Jennifer Greif Green ◽  
Javier Guzman

Schools are a primary setting for mental health service provision to youth and are also main sources of referral to community mental health service providers. This chapter examines the school context and its key role in the child and adolescent mental health services system. The chapter first provides information about the association of emotional and behavioral disorders with school experiences, including academic performance. Next, the chapter presents a framework for mental health service provision and assessment in schools, including describing methods for identifying students who might need mental health services and tracking their progress. Further, several evidence-based interventions are highlighted as examples of effective practices in schools. The chapter concludes with recommendations for clinical practice in school settings.


2007 ◽  
Author(s):  
M. Teresa Castaño ◽  
Joan L. Biever ◽  
Cynthia G. González ◽  
Kathryn B. Anderson

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