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Starting at the Beginning: Laying the Foundation for Lifelong Mental Health coincides with the 24th International Association for Child and Adolescent Psychiatry and Allied Professions (IACAPAPA) Congress in Singapore, June 2020. This book examines the determinates of individual differences in children and young people, along with the origins of maladjustment and psychiatric disorders. It addresses the ways in which interventions and mental health services can be developed and shaped to address individual differences among children. Additional topics include environmental hazards and mental health and cultural psychiatry as a basic science for addressing mental health disparities. Chapters dive deeper into anxiety disorders in infants, gaming disorder, the pitfalls of treatment in OCD, and ADHD developmental neuropsychiatry. Another targeted section focuses on policies for child and adolescent mental health, including a review of mental health services in China, Oceania and East Asia. - Emphasizes social and environmental influences - Focuses on early developmental and infancy processes - Addresses the training of child and adolescent psychiatrists across Europe - Covers a range of illustrative psychiatric disorders and problems - Works toward the goal of producing a mental health workforce with internationally recognized competencies

This book offers a comprehensive overview of current research, policy, and practice developments in promoting mental health and well-being. It offers guidance on developing and delivering mental health promotion interventions across a variety of settings internationally. Chapters outline key mental health promotion concepts, implementation processes, and outcomes through empirical findings, practical advice based on successful evidence-based approaches, and templates for action. In addition, chapters answer key “how” questions on practical implementation as well as the “whys”, providing rationales for mental health promotion and identifying the key factors and underlying principles that make these interventions work. The book includes examples of evidence-based practice with 17 case studies of innovative interventions from different international settings. These case studies illustrate the practical aspects of intervention development and delivery and the realities of implementing policies and programes outside of controlled research conditions. Topics featured in this book include: · Interventions that promote gender equality. · Community empowerment models of mental health promotion. · Mental health promotion in the home for children and parents. · Promoting social and emotional learning in schools. · Addressing stress and promoting mentally healthy workplaces. · Mental health promotion within primary health care. · Re-orienting mental health services to mental health promotion for service users and caregivers. Implementing Mental Health Promotion, Second Edition, is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as health promotion, public health, child and school psychology, social work, clinical psychology, child and adolescent psychiatry, health psychology, educational policy and practice, school nursing, occupational therapy, school counseling, and family studies.

Leading scholars offer perspectives from the philosophy of science on the crisis in psychiatric research that exploded after the publication of DSM-5.Psychiatry and mental health research is in crisis, with tensions between psychiatry's clinical and research aims and controversies over diagnosis, treatment, and scientific constructs for studying mental disorders. At the center of these controversies is the Diagnostic and Statistical Manual of Mental Disorders (DSM), which—especially after the publication of DSM-5—many have found seriously flawed as a guide for research. This book addresses the crisis and the associated “extraordinary science” (Thomas Kuhn's term for scientific research during a state of crisis) from the perspective of philosophy of science. The goal is to help reconcile the competing claims of science and phenomenology within psychiatry and to offer new insights for the philosophy of science. The contributors discuss the epistemological origins of the current crisis, the nature of evidence in psychiatric research, and the National Institute for Mental Health's Research Domain Criteria project. They consider particular research practices in psychiatry—computational, personalized, mechanistic, and user-led—and the specific categories of schizophrenia, depressive disorder, and bipolar disorder. Finally, they examine the DSM's dubious practice of pathologizing normality.ContributorsRichard P. Bentall, John Bickle, Robyn Bluhm, Rachel Cooper, Kelso Cratsley, Owen Flanagan, Michael Frank, George Graham, Ginger A. Hoffman, Harold Kincaid, Aaron Kostko, Edouard Machery, Jeffrey Poland, Claire Pouncey, Şerife Tekin, Peter Zachar

This key text book presents a critical overview of the main theoretical perspectives relevant to mental health practice and argues that no one theory provides a comprehensive framework for practice. By examining traditional models of mental health, as well as new, it challenges some of the accepted views in the field and illustrates the importance of recognising the contribution, strengths and limitations of the range of different ideas.Part of Palgrave's Foundations of Mental Health Practice series, this is indispensable reading for any one studying or working in mental health, whether as a nurse or social worker.

Este texto se centra en el amplio campo de las psicoterapias cognitivas. El libro es de gran interes para terapeutas en formacion o con experiencia en el modelo cognitive que quieren estar al dia en este campo, asi como disponer de un manual de uso (teorico y practice) que integre tecnicas y formatos de diversos modelos cognitivos, desde modelos de reestructuracion cognitiva a modelos construccionistas en psicoterapias cognitivas. Ampliando esta introduccion teorica, se exponen sus principales tecnicas, como por ejemplo tecnicas de tipo cognitive, conductual, experiencial, lingiifstico y narrativo. Igualmente, se presentan, de forma practica, las principales formas de evaluacion cognitiva de tipo racionalista o de tipo construct!vista, sin olvidar cuestiones relativas a la formación de los terapeutas cognitivos, junto a sus características y sus competencias básicas.