The Impact of Shame and Cultural Beliefs on Mental Illness and Treatment Adherence: A Case Report

Author(s):  
Ahmed Albassam
2017 ◽  
Vol 41 (S1) ◽  
pp. S511-S511 ◽  
Author(s):  
A. Albassam ◽  
A. Ameen ◽  
V. Chiappetta ◽  
A. Hanif ◽  
L. Gonzalez

IntroductionShame, especially when enmeshed in cultural beliefs about mental illness and cultural roles, could be a detrimental factor in psychiatric illness in context of adherence to treatment and continuation of care. Shame is defined as a painful experience which embodies multiple components including: collapse of self esteem, feeling of humiliation, rupture of self continuity, sense of isolation, and feeling of being watched by critical others.ObjectiveUnderstanding the psychodynamics of shame, in a particular cultural milieu and its components which could impact psychiatric treatment and care.MethodHere we present a case report of a 41-years-old Arab male patient from Yemen, with a history of paranoid schizophrenia who was admitted to inpatient psychiatric service for bizarre and aggressive behavior.ResultsInitially the depth of patient's delusions and psychotic symptoms were not fully appreciated due to the cultural gap between the patient and the treatment team. He was then re-valuated through the implementation of the cultural formulation interview (CFI) by clinicians from same cultural background. This team was able to elucidate the deep feelings of shame and inadequacy in patient's presentation and provide a culturally tailored treatment plan.ConclusionsEvaluation of psychiatric patients in a different cultural setting where western values do not apply might not be sufficient to assess the breadth of psychotic symptoms especially when an underlying feeling of shame contribute to presenting symptoms. Treatment of those patients with neuroleptics without assessing the cultural dynamics might result in poor adherence to medication and follow up.Disclosure of interestThe authors have not supplied their declaration of competing interest.


2014 ◽  
Vol 3 (1) ◽  
pp. 45-47
Author(s):  
N Rajbhandari ◽  
DR Shakya ◽  
N Sapkota ◽  
M Basnet

Culture, though difficult to define, is a collection of beliefs, attitudes, knowledge, customs, habits and behaviour which influence cognitions and social development of a patient. Cultures determine how sickness and illness are defined and that will determine what the first port of call is. It also colors the psychopathology. We here describe a case of a 36 years woman who presented with psychosis which co-occurred with left temporal lobe lesion who had significant delay in receiving proper treatment because of the ethno-cultural beliefs.DOI: http://dx.doi.org/10.3126/jpan.v3i1.11353 J Psychiatrists’ Association of Nepal Vol .3, No.1, 2014: 45-47


2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Mahesh M M ◽  
Dr. Johnson Alex

42 years old male patient referred from neurology department, working as a teacher, educated up to MSc, premorbidly anxious personality, family history mental illness (first degree relatives), comes from MSES with presenting complaints of difficulty in writing or copying since seven years. Disability progressed and he was unable to write even a few words legibly and could not hold object which leads to anxiety and dependency. When the patient was examined at Neurology OPD, find out that he has normal sensory and motor nerve functions. The present treatment involved the use of Bahaviour therapy. The findings in this case is very encouraging and studies with large sample sizes can be considered for further conclusive evidence on the treatment of writer’s cramp.


Author(s):  
Caitlin Vitosky Clarke ◽  
Brynn C Adamson

This paper offers new insights into the promotion of the Exercise is Medicine (EIM) framework for mental illness and chronic disease. Utilising the Syndemics Framework, which posits mental health conditions as corollaries of social conditions, we argue that medicalized exercise promotion paradigms both ignore the social conditions that can contribute to mental illness and can contribute to mental illness via discrimination and worsening self-concept based on disability. We first address the ways in which the current EIM framework may be too narrow in scope in considering the impact of social factors as determinants of health. We then consider how this narrow scope in combination with the emphasis on independence and individual prescriptions may serve to reinforce stigma and shame associated with both chronic disease and mental illness. We draw on examples from two distinct research projects, one on exercise interventions for depression and one on exercise interventions for multiple sclerosis (MS), in order to consider ways to improve the approach to exercise promotion for these and other, related populations.


2021 ◽  
pp. 102543
Author(s):  
Amine Bouabdallaoui ◽  
Salma Taouihar ◽  
Ghizlane El Aidouni ◽  
Mohamed Aabdi ◽  
Rajae Alkouh ◽  
...  

2021 ◽  
pp. 009862832110153
Author(s):  
Rhea L. Owens ◽  
Sean Heaslip ◽  
Meara Thombre

Background: While abnormal psychology courses have traditionally focused on psychopathology, there are several benefits to adopting a strengths-based approach. Objective: This study examined the teaching of a strengths-based assessment approach (the DICE-PM Model), compared to teaching as usual, in an undergraduate abnormal psychology course. Method: Two sections of an abnormal psychology course were taught a strengths-based assessment approach while two sections were taught as usual. All participants completed measures of knowledge of psychological disorders and mental illness stigma at the beginning and end of the semester. Results: Both groups demonstrated significant improvements in knowledge of disorders and a significant decrease in mental illness stigma with the exception of one category assessed (recovery), generally with small effect sizes. Those in the strengths group, compared to the control, showed a significantly greater decrease in mental illness stigma involving anxiety related to others with mental illness, though also with a small effect. Conclusion: Findings suggest strengths-based assessment education does not compromise the instruction of psychological disorders and is equivalent to a traditional abnormal psychology course in reducing mental illness stigma. Teaching Implications: Such an approach may be beneficial early in students’ education to reduce mental illness stigma and promote comprehensive assessment practices.


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