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AbstractObjective: This randomized controlled trial investigated the efficacy of dynamic relational group therapy (DRT) relative to group psychodynamic supportive therapy (PST) in improving perfectionism-related attitudes and components of the perfectionistic self-relationship. Method: Based on a comprehensive conceptualization of perfectionism, 80 community-recruited, highly perfectionistic individuals were randomly allocated to 12 sessions of group DRT (n = 41; 5 groups) or group PST (n = 39; 5 groups). Patients completed measures of dysfunctional attitudes, self-criticism, self-esteem, and self-reassurance at pre-, mid-, and post-treatment, and six months post-treatment. Results: Multigroup latent growth curve modeling revealed significant (p < .05) decreases in dysfunctional attitudes, concern over mistakes, two types of self-criticism, and self-esteem problems, along with a significant increase in self-reassurance, from pre-treatment to six-month follow-up in both DRT and PST. Moderate-to-large between-group differences favoring DRT over PST were found for dysfunctional attitudes and self-reassurance. A majority of patients in both conditions maintained reliable improvement at six-month follow-up in dysfunctional attitudes, concern over mistakes, and self-criticism focused on inadequacy. Conclusion: Findings provide evidence for the use of psychodynamic group therapy approaches in treating perfectionism-related attitudes and self-relational elements of perfectionism, and support the relative efficacy of DRT for dysfunctional attitudes and self-reassurance. [ABSTRACT FROM AUTHOR]

Objectives: This health promotion project used participatory processes to engage all stakeholders to design and pilot preventive health tools in partnership with and for individuals with incarceration experience. This article outlines the methods of engaging with this marginalized population and interventions conducted to successfully utilize participation in the planning phases of the project to develop collaborative values, mission, and project scope., Participants: Eighteen men and women with incarceration experience participated through two community organizations that were invited to work as project partners., Setting: Participatory planning was conducted through an iterative process and partnership between an academic institution and community organizations., Intervention: Engagement was developed through community networks and partnership building, including articulation of shared values and formation of a Project Advisory Committee. Participatory planning was facilitated through focus groups and interviews conducted with prison leavers to narrow the scope of the project to three health priority areas. Discussion analysis was conducted using interpretive phenomenological qualitative methodology to extract themes in terms of underlying systemic barriers to health and suggestions for ways to address them., Outcomes: The interventions resulted in collaborative project planning and allowed for the prioritization of promoting holistic health for individuals with incarceration experience in mental health and addiction, cancer, and blood-borne infectious diseases by sharing knowledge, supporting self-advocacy, and strengthening relationships., Discussion: Community engagement and participatory processes allowed the project to be more relevant to those it serves, and also meaningfully engaged prison leavers in an empowering participatory process to address health inequities.

The inaugural collaborative Canadian Prison-Academic-Community Health and Education was organized by the Collaborating Centre for Prison Health and Education and supported by the University of British Columbia (UBC), Nicola Valley Institute of Technology (NVIT) and Simon Fraser University (SFU) on 4th and 5th December 2008. The conference objective was to encourage and facilitate collaborative opportunities for enhancing health, education, research, service and advocacy, for the social well-being and (re)integration of individuals in custody, their families and communities. Four conference goals were articulated: (1) To share promising practices, current evidence and scholarship in health and education related to prison populations. (2) To bring together prison, academic and community members to create collaborative opportunities for partnerships and reciprocal learning. (3) To discuss and develop policy initiatives to promote positive change within prison health and education. (4) To explore the mental, physical, emotional and spiritual aspects of prisoner health and education.