This open access book sets out the stress-system model for functional somatic symptoms in children and adolescents. The book begins by exploring the initial encounter between the paediatrician, child, and family, moves through the assessment process, including the formulation and the treatment contract, and then describes the various forms of treatment that are designed to settle the child’s dysregulated stress system. This approach both provides a new understanding of how such symptoms emerge – typically, through a history of recurrent or chronic stress, either physical or psychological – and points the way to effective assessment, management, and treatment that put the child (and family) back on the road to health and well-being.
In this treatment manual for functional seizures in children, adolescents, and young adults — ‘young people’ — we present the program developed by the mind-body team at The Children’s Hospital at Westmead, a tertiary care paediatric hospital located in New South Wales, Australia. The team’s Mind-Body Program, organised as part of a consultation-liaison psychiatry service within the Department of Psychological Medicine, works with young people, up to the age of 18 years, who present with functional somatic symptoms, including functional seizures. This manual describes the treatment interventions we have developed over the last 20 years through clinical trial and error, by translating research findings into our clinical practice, and by evaluating our own treatment interventions through prospective cohort studies.
The goal of this open access book is to develop an approach to clinical health care ethics that is more accessible to, and usable by, health professionals than the now-dominant approaches that focus, for example, on the application of ethical principles. The book elaborates the view that health professionals have the emotional and intellectual resources to discuss and address ethical issues in clinical health care without needing to rely on the expertise of bioethicists. The early chapters review the history of bioethics and explain how academics from outside health care came to dominate the field of health care ethics, both in professional schools and in clinical health care. The middle chapters elaborate a series of concepts, drawn from philosophy and the social sciences, that set the stage for developing a framework that builds upon the individual moral experience of health professionals, that explains the discontinuities between the demands of bioethics and the experience and perceptions of health professionals, and that enables the articulation of a full theory of clinical ethics with clinicians themselves as the foundation. Against that background, the first of three chapters on professional education presents a general framework for teaching clinical ethics; the second discusses how to integrate ethics into formal health care curricula; and the third addresses the opportunities for teaching available in clinical settings. The final chapter, "Empowering Clinicians", brings together the various dimensions of the argument and anticipates potential questions about the framework developed in earlier chapters.
In this treatment manual for functional seizures in children, adolescents, and young adults — ‘young people’ — we present the program developed by the mind-body team at The Children’s Hospital at Westmead, a tertiary care paediatric hospital located in New South Wales, Australia. The team’s Mind-Body Program, organised as part of a consultation-liaison psychiatry service within the Department of Psychological Medicine, works with young people, up to the age of 18 years, who present with functional somatic symptoms, including functional seizures. This manual describes the treatment interventions we have developed over the last 20 years through clinical trial and error, by translating research findings into our clinical practice, and by evaluating our own treatment interventions through prospective cohort studies.
This open access book sets out the stress-system model for functional somatic symptoms in children and adolescents. The book begins by exploring the initial encounter between the paediatrician, child, and family, moves through the assessment process, including the formulation and the treatment contract, and then describes the various forms of treatment that are designed to settle the child’s dysregulated stress system. This approach both provides a new understanding of how such symptoms emerge – typically, through a history of recurrent or chronic stress, either physical or psychological – and points the way to effective assessment, management, and treatment that put the child (and family) back on the road to health and well-being.
Attachment & Family Therapy offers an integrative, family-based approach to understanding and addressing the psychological and relational needs of distressed children and their parents. The book blends attachment theory and basic developmental research with the diverse insights and methods of all schools of family systems theory. The problems addressed range from mild developmental issues, to autism, ADHD, disability, divorce and separation, psychosomatic disorders, and child protection and out-of-home placement. The solutions described involve not only traditional forms of family therapy, but also formulations and conceptualizations that combine individual, couples, and family work around specified issues. The authors present a sophisticated model of attachment that fits the breadth of clinical variation, focuses on family strengths, and is informed by insights from neurology and information-processing.
The goal of this open access book is to develop an approach to clinical health care ethics that is more accessible to, and usable by, health professionals than the now-dominant approaches that focus, for example, on the application of ethical principles. The book elaborates the view that health professionals have the emotional and intellectual resources to discuss and address ethical issues in clinical health care without needing to rely on the expertise of bioethicists. The early chapters review the history of bioethics and explain how academics from outside health care came to dominate the field of health care ethics, both in professional schools and in clinical health care. The middle chapters elaborate a series of concepts, drawn from philosophy and the social sciences, that set the stage for developing a framework that builds upon the individual moral experience of health professionals, that explains the discontinuities between the demands of bioethics and the experience and perceptions of health professionals, and that enables the articulation of a full theory of clinical ethics with clinicians themselves as the foundation. Against that background, the first of three chapters on professional education presents a general framework for teaching clinical ethics; the second discusses how to integrate ethics into formal health care curricula; and the third addresses the opportunities for teaching available in clinical settings. The final chapter, "Empowering Clinicians", brings together the various dimensions of the argument and anticipates potential questions about the framework developed in earlier chapters.
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