Plendil
Andrew Chan, MD
- Resident, Neurological Surgery, University of California, San Francisco, San Francisco, CA
https://profiles.ucsf.edu/andrew.chan
Our research originated with a survey of articles dealing with sadomasochism in psychiatric journals (both in English and Portuguese) heart attack youtube purchase cheapest plendil and plendil. While not exactly central to the current psychiatric feld blood pressure 2 purchase plendil 5mg with mastercard, these articles resonate with recent scholarly studies of * Translated from Portuguese by the author and reviewed by Thaddeus Blanchette diastolic blood pressure 0 purchase plendil no prescription. These claims are mainly expressed by an effort to wards legitimacy that has very well defned goals and is expressed by an institutionalized discourse (Cf wide pulse pressure icd 9 code generic 5mg plendil overnight delivery. Consent blood pressure of 150/100 generic 2.5mg plendil, in this case hypertension over 65 purchase on line plendil, is unders to od to be an exercise of individual will and an expression of the rational desire to engage in sexual activity. In large part, this was due to direct pressures from the gay movement against the defnition of homosexuality as a pathology. Being a medium that is characterized by its ease of communication, the promise of anonymity and the opportunity to contact people sharing mutual interests, the internet is ideal for the formation of identity groups creating different types of virtual communities. This type of text aims to serve as a to ol for clarifcation and giving ammunition to practitioners for them to defend their preferences. In part, this fact is due to the very nature of hypertext: it is no longer possible or necessary to differentiate a text or even a piece of it from its original location or the place of its copy because the data is diffused in the entire range of the hypertext via an infnite reproduction (Cf. Indeed, one can consider the mailing list and the site to be a single institution. The psychiatric and academic felds, as well as other felds of knowledge, are frequently called upon to give a scientifc basis for the legitimacy the site struggles to wards. These claims build upon the idea of the existence of a set of practices that are sexual in nature and consented to by all its participants. What I am describing here is a variety of ways for lovers to enjoy one another, if and only if they both want to , and both give their consent. These will be translated from material quoted in Portuguese, since the original English version is no longer available on the internet. However, there are certain contradictions in this attitude and one can perceive that the defnition of consent is constantly being negotiated. This contradiction is perceived by the practitioners themselves as a kind of paradox inherent in the idea of consenting to be violated. We recognize here that different people really do have different sexualities, and different preferences. The only exception is the condemnation for disrespecting the wishes (or pleasures) of another. These people are in to uch with one another through the internet, and look to legitimize their practices by presenting themselves as an organized and politicized sexual identity. The understanding of consent is debated exhaustively so that it can be theoretically applied to every practice and context in the community. Because of this, its application is unders to od as controversial and subject to individual interpretation. Such arrangements may be associated with fetishism: erotic preferences that range from the use of accessories and leather garments to the preference for specifc body parts such as hair or feet. Someone can be identifed as a sadist and a dominant, for example, with a fetish for leather who likes to immobilize the partner in bondage. The division between to ps and bot to ms seems to have a fairly clear boundary, however, but even this can be overcome in terms of the diverse experiences in the trajec to ries of a individual. This time of dialogue between participants is meant to defne what is and what is not working in accordance with the preferences of those engaged in the scene. The safeword allows a scene to be interrupted at any time via a predetermined code, which need not be a word, but could also be a gesture or other signal. This behavior may include, but is not limited to this, the use of physical and / or psychological stimulation with the purpose of producing sexual arousal and satisfaction. Often, one partner assumes the active role ( to p or dominant) and the other assumes the passive or receptive role (bot to m or submissive). These triggers involve humiliation and subjugation sometimes construed as a manipulation of emotional or psychological pain. While not necessarily involving genital stimulation, or even physical contact, these activities are unders to od as sexual due to their erotic content, which is exciting for those involved. Commitment and complicity are precisely the sexually stimulating elements in this sort of relationship and they remain the basis of the consenting act, allowing one partner to consent to submitting to the other and for the dynamics of power exchange to occur seamlessly. It is unders to od that there is not a 11 the letter S for submission is commonly used in lower case as a mark of subjection. For pain-based stimulation to have an erotic meaning, it must obviously be consented to . The argument is that everyone must learn to draw a line between what is acceptable and what is not. One way to distinguish real mental illness from sanity is to observe if the behavior patterns of an individual cause problems in his life. Washing hands until the skin peels off or so frequently as to affect daily activities, for example, is a sign of mental illness. Consensual is to respect the limits imposed by each of the participants during the entire time. If a practitioner feels emotionally and physically comfortable with his or her activities, then these can be considered legitimate. The image they seem to have is of the lovers who need say no words; every to uch, every action, is perfect. Some partners fnd their need for a safeword gradually diminishes as they come to know each other better. This kind of argument demonstrates a more psychological / psychotherapeutic interpretation of sexual disorders. Also, the current classifcation criteria for mental illness used by psychiatrists make no reference to psychological processes or structures underlying the behavioral symp to ms of a specifc diagnosis (such as the psychoanalytical idea of neurosis. These criteria make possible arguments where a differentiation between a pathological behavior and another behavior that is connected to a lifestyle can be established. Even a hard scene, involving ruthless domination and serious pain, is an act of love, and a very deep one at that; it takes a lot of trust and a strong connection between the people involved to create such a scene. It may not be all black-and-white, either; there may be some particular activities or roles or words that will make you feel unsafe, scared, or worthless, and you may well want to avoid those activities/roles/words. That is exactly what negotiation is for; you have the right to do what feels good to you and avoid what does not, and you have the right to insist your partner respect your boundaries. It is remarkable that homosexuality is absent from this list, given that it was a diagnostic category unders to od to be a perversion in the nineteenth century. The Diagnostic and Statistical Manual of Psychiatric Conditions is a document produced by the American Psychiatric Association. They are subjects of psychiatric inquiry, as in case of pedophilia (which because it is sex with children, who cannot consent, is non-consensual) or non-consensual or simulated Sexual Sadism Disorder. This can be observed in their efforts to censure contents that would make these practices unacceptable, most particularly elements of violation. Practitioners also y emphasize individual self-control and adherence to rules that are extensively debated by the group and which are based on the notion of consent as an element of distinction from criminal behaviors (which are non-consensual). The author sees these practices as a pragmatic approach to sexual function and believes that this sexual ideal changes the role of violence within sexual practices. Moreover, by making violence less visible in the erotic feld, efforts to ensure its politically correct exercise are strengthened. This invisibility process is executed by a notion of consent that is mainly articulated with sadomasochist fantasies. This attempt to accommodate different points of view is associated with the diffusion of egalitarian ideals, already typical of the political arena, in the feld of representations about sexuality. Consent is a concept which ensures that the limits of individual rights are not exceeded. The subversive element is thus stripped from the erotic: what is erotic cannot be subversive, and what is subversive cannot be erotic. The reform of notions about sexual behavior that developed in twentieth century sexology has had great diffusion in to the social fabric. Bejin (1987) speaks of a resonance 16 Judith Butler, Gayle Rubin and Carol Vance are her main interlocu to rs. For Bejin, these ideas about sexuality refer to the body / spirit dualism, which operates with ascetic designs and which preaches the rational use of the body and its pleasures on one level while, on another level, instigating a hedonistic and sensualist sexual satisfaction. Masturbation is a canonical form in this ideal of sexuality, in which subjects can understand the various forms of sex as variants of the masturba to ry act itself. Because of this there can be a regular exchange between different forms of expression of sexuality on the common grounds of a self sexuality, especially in the passage from hetero to homosexuality18. Moreover, this hedonist ideology is marked by the notion that everyone has the right to enjoy their pleasures. Pleasure rights are guaranteed by the rationalization of sexual activity that takes place through the ideals of communication and the expression of individual will.
Classroom Topics for Lecture and Discussion At least three to pics for classroom lectures and discussions are given in each chapter hypertension vs pulmonary hypertension discount plendil express. Also blood pressure guidelines proven 10mg plendil, throughout the chapters we have added to pics that allow students to think clinically and make differential diagnoses hypertension range cheap plendil online amex. These Internet annotations will allow you to have the most current information on a specific to pic high blood pressure medication new zealand order plendil no prescription, thus enhancing your lectures blood pressure chart pdf uk order plendil overnight delivery. Classroom Demonstrations Every chapter contains at least three classroom demonstrations blood pressure medication for young adults purchase plendil 2.5 mg line, selected for their ability to draw students in to many of the issues and challenges confronting abnormal psychology. Many of the demonstrations come with handouts that can easily be removed from the perforated manual and copied for classroom use. Internet annotations for the classroom demonstrations are also included in this section. These Internet annotations will allow you to have the most current information on the specific demonstration, thus enhancing your effectiveness. Selected Readings A list of selected readings is supplied in each chapter to support text material and classroom discussions. The lists comprise many articles and books dealing with important issues in abnormal psychology. Instruc to rs can use these resources to support classroom presentations or as discussion starters. On the Internet Information is provided about web addresses for Internet sites related to abnormal psychology. Internet addresses are listed, with annotations about sites to visit for general to pics presented in the chapter. Each clip is accompanied by overviews and discussion questions to help bring the study of abnormal psychology alive for students. Test Bank the Test Bank features 100 multiple-choice and three essay questions (with sample answers) per chapter. Each question is labeled with the corresponding text page reference as well as the type of question being asked for easier test creation. PowerPoint Slides A completely revamped set of PowerPoint slides is available with the Eighth Edition. Supplements for Students Study Guide the Study Guide provides a complete review of the chapter with chapter outlines, learning objectives, fill-in-the-blank review of key terms, and multiple-choice questions. Answers to test questions include an explanation for both the correct answer and incorrect answers. Reality Exercises, and Case Study Exercises, all of which provide extra review of concepts and terms studied in the abnormal psychology course. All web resources may be accessed by logging on to our website at psychology. Case Studies in Abnormal Psychology Case Studies in Abnormal Psychology, by Clark Clipson, California School of Professional Psychology, and Jocelyn Steer, San Diego Family Institute, contains 16 studies and can be shrink-wrapped with the text at a discounted package price. The case proceeds with sections on assessment, case conceptualization, diagnosis, and treatment outlook, and is concluded by a final set of discussion questions. Abnormal Psychology in Context: Voices and Perspectives this supplementary text, written by David Sattler, College of Charles to n, Virginia Shabatay, Palomar College, and Geoffrey Kramer, Grand Valley State University, features 40 cases and can be shrink-wrapped with the text at a discounted package price. This unique collection contains first-person accounts and narratives written by individuals who live with a psychological disorder and by therapists, relatives, and others who have direct experience with someone suffering from a disorder. These vivid and engaging narratives are accompanied by critical-thinking questions and a psychological concept guide that indicates which key terms and concepts are covered in each reading. Readers familiar with previous editions of Understanding Abnormal Behavior will notice that the extended case of Steven V. Chapter 2 (Models of Abnormal Behavior): this condensed chapter describing six approaches to abnormal behavior is an excellent place to use the Steven V. Written assignments, panel discussions, and debates are activities that can engage students in the important process of analyzing this single case from different angles. Chapter 3 (Assessment and Classification of Abnormal Behavior): Because this chapter surveys the many forms that assessment can take, it suggests that Steven V. Each theoretical orientation emphasizes certain forms of data and using particular methods to collect them. Again, an assignment requiring students to describe, compare, and contrast assessment approaches taken by clinicians of different theoretical stripes reinforces the importance of flexible thinking. An integrative approach to assessment, using neurological, psychological, and observational techniques, could be emphasized here since most clinicians are eclectic rather than purist. Sexual performance concerns and embarrassment with his genitalia are both relevant to the material in this chapter. His use of sexually violent videos in adolescence illustrates some of the points made in the text about a behavioral explanation for sexual disorders. His Oedipal relationship with his mother relates to the psychoanalytic explanation. Here you can compare the diagnostic criteria for bipolar and major depressive disorder with the symp to ms that Steven displays. Ask students which signs are missing, which are present, and which ones we must speculate about. Give them a reasonable amount of discretion in speculating on the circumstances in which he would become more and more suicidal. What kinds of suicide prevention efforts might have been put in place on his university campusfi But what disorders would have been diagnosed when he was eight or twelve or fifteenfi Ask students what interventions with his parents might have changed the trajec to ry of his personality development. Chapter 17 (Therapeutic Interventions): Here, as in Chapters 2 and 3, students have an opportunity to describe, differentiate, and critique the use of different theoretical approaches with one case. Once again, you could ask students to design an integrative approach that would take the best of the many approaches described to effectively treat him and, perhaps, his family. The conflict between and among him, his father, and his mother may trigger some strong reactions from students who often face similar, if less intense, circumstances. An entertaining and thought-provoking activity is to have students role-play a family therapy session with the V. Chapter 18 (Legal and Ethical Issues in Abnormal Psychology): Clearly, a key issue in the case of Steven V. Students should see the links between the Tarasoff ruling and the case of Steven V. They can also think about the means by which a therapist attempts to predict dangerousness. Ask students what evidence from the past would indicate that Steven was prepared to harm his former girlfriend; have them assess the risks of overpredicting dangerousness versus the risks of underpredicting it. Finally, compare the list of exemptions from privileged communications given in the text and the situation the counseling center therapist found himself in when Steven discussed his plans to harm his girlfriend. During the past few weeks, however, with the encouragement of his therapist, Steve had begun to open up and express his innermost feelings. His depression had lifted, but it was replaced by a deep anger and hostility to ward Linda. Minutes ago, with his hands clenched in to fists, his knuckles white, he had abruptly lowered his voice and looked his therapist in the eye. One wheel of his swivel chair squealed sharply, breaking the silence, as he backed away from his client. Now he wondered whether Steve could be the one client in ten thousand to act out such a threat. His case records, nearly two inches thick, contained a number of diagnoses, including labels such as schizoid personality, paranoid schizophrenia, and manic-depressive psychosis (now referred to as bipolar mood disorder). His father was a prominent businessman who worked long hours and traveled frequently. The few interactions they had were characterized by his constant ridicule and criticism of Steve. Once, when Steve was about ten years old, he came home from school with a bloody nose and bruised face, crying and complaining of being picked on by his schoolmates. She had often allowed Steve to sleep with her in her bed when her husband was away on business trips. This behavior had continued until Steve was twelve, when his mother abruptly refused to let Steve in to her bed. The sudden withdrawal of this privilege had confused and angered Steve, who was not certain what he had done wrong. He knew, though, that his mother had been quite upset when she awoke one night to find him masturbating next to her. His birthdays were celebrated with a cake and candles, but the only celebrants were Steve and his mother. His fantasies were often extremely violent, and his foes were vanquished only after much blood had been spilled. As Steve grew older, his fantasies and heroes became increasingly menacing and evil. When he was fifteen, he obtained a pornographic videotape that he viewed repeatedly on a video player in his room. Often, Steve would masturbate as he watched scenes of women being sexually violated. He was addicted to the Nightmare on Elm Street films, in which the villain, Freddie Kruger, disemboweled or slashed his victims to death with his razor-sharp glove. Steve now recalls that he spent much of his spare time between the ages of fifteen and seventeen watching X-rated videotapes or violent movies, his favorite being the Texas Chainsaw Massacre, in which a madman saws and hacks women to pieces. Steve always identified with the character perpetrating the outrage; at times, he imagined his parents as the victims. At about age sixteen, Steven became convinced that external forces were controlling his mind and behavior and were drawing him in to his fantasies. Although he was strongly attracted to his fantasy world, he also felt that something was wrong with it and with him. After seeing the movie the Exorcist, he became convinced that he was possessed by the devil. In kindergarten the school psychologist had described his condition as autisticlike because Steve seldom spoke, seemed unresponsive to the environment, and was socially isolated. His parents had immediately hired a prominent child psychiatrist to work with Steve. The psychiatrist had assured them that Steve was not autistic but would need intensive treatment for several years. And throughout these years of treatment, Steve never acted out any of his fantasies. With the development of his interest in the occult and in demonic possession, however, he became outgoing, flamboyant, and even exhibitionistic. Against his will, he was hospitalized twice by his parents with diagnoses of, respectively, bipolar affective disorder and schizophrenia in remission. Steve was twenty-one years old when he met Linda at an orientation session for first-year university students. Linda struck him as different from other women students: unpretentious, open, and friendly. But although Linda dated Steve frequently over the next few months, she did not seem to reciprocate his intense feelings. She to ok part in several extracurricular activities, including the student newspaper and student government, and her willingness to be apart from him confused and frustrated Steve.
Nothing in this Agreement is intended to be construed so as to suggest that either Party (except as expressly set forth herein) is obligated to provide heart attack versus heartburn discount plendil 2.5mg mastercard, directly or indirectly blood pressure medication and pregnancy order plendil 10 mg line, any advice heart attack risk assessment order plendil 2.5 mg amex, consultations prehypertension hypertension stage 1 cheap 5 mg plendil, or other services to the other Party blood pressure charts readings order generic plendil canada. This Agreement is not a partnership agreement arteria omerale purchase 5 mg plendil with mastercard, and nothing in this Agreement shall be construed to establish a relationship of co-partners or joint venturers between the Parties. This Agreement shall be binding upon, and subject to the terms of the foregoing sentence, inure to the benefit of the Parties here to , their permitted successors, legal representatives and assigns. 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Part 58, and (iii) the equivalent Laws in any relevant country, each as may be amended and applicable from time to time. For purposes herein, Placebo refers to finished but unlabeled form of such substance. Pre-Marketing shall include market research, key opinion leader development, advisory boards, medical education, disease-related public relations, health care economic studies, sales force training and other pre-launch activities prior to the First Commercial Sale of the Product in a given country or other regula to ry jurisdiction in the Terri to ry. Subject to the terms and conditions of this Agreement, Brickell hereby grants to Kaken during the Term the following licenses or sublicenses, as applicable, [***], and including [***]: (i) an [***], (ii) an [***], (iii) an [***], (iv) [***] and (v) an [***]. 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The danger to the patient is that the side effects may be serious or the doc to r may not be consulted for a reduction in dosage blood pressure medicine side effects buy generic plendil 2.5 mg. Further blood pressure units discount 5 mg plendil with mastercard, some drugs are prescribed to treat the side effects of other drugs arteria genus buy discount plendil line, and they themselves have side effects hypertension nursing care plan discount plendil 2.5mg without a prescription. Cogentin and Artane are trade names for anti-Parkinsonian drugs given when schizophrenics are on phenothiazines arrhythmia urination order cheapest plendil. But because these drugs tend to cause a drying out of tissues in patients blood pressure chart excel discount 10mg plendil with visa, other drugs are given to offset this effect. Warn students that some psychiatrists go overboard when using drugs to treat behavioral and emotional problems. Although there are relatively few television portrayals, the movies Ordinary People, Prince of Tides, and others show a dramatized version of psychoanalytic therapy. Alternatively, therapy is shown to be cliched and ineffective as in What About Bobfi What therapists say with their bodies can be as important as what they say with words, particularly in initial sessions. The experienced therapist knows that the client will reveal more when the therapist conveys, verbally and nonverbally, an attitude of openness, attention, and concern. S stands for squarely facing the other person so you convey that you are available to that person. L stands for leaning slightly forward at times to underscore the idea that you are listening and empathizing with the other person. E stands for eye contact that avoids staring but tells the other person you are interested. And R stands for remaining relatively relaxed so as to model an attitude of trust. You should cover the five components, model them, and show the opposite of good posture or gesture for each so that students can learn how not to do it. Tell them they will be interviewing each other on a specific to pic for about six minutes. One to pic might be what they think of the different therapies that are discussed in your text. The to pic is really irrelevant; it just needs to be something on which all participants can voice an opinion. They should slouch, avert eye contact, fiddle with pens, and so on while continuing the interview. Those who are being interviewed should keep track of how they felt and what they thought during the two parts of the interview. Was it harder for interviewers to remember what was said when they were physically distantfi When the exercise is over, suggest that, as homework, students note the quality of nonverbal communications in their daily conversations during the next several days. Have them write down their observations and ask for them in the next class period. This exercise makes students aware of the generally poor quality of listening that characterizes day- to -day interactions and points up the special quality of therapeutic ones. Community psychology emphasizes the potential for community resources to be used for the prevention of psychological and other problems. Chapter 17: Therapeutic Interventions 291 about the ability of people to work collaboratively and consistently for the common good. The 1980s were characterized by a general pessimism that government or any other community agency could reduce suffering and prevent problems. The author has polled students in the way described in the Handout for Demonstration 7 for some 15 years and has seen a small increase in optimism lately. Some conditions, however, are seen as unalterable: mental retardation and addictions among them. Give feedback to the class about the issues that were seen as likely to be eradicated and the ones that are seen as unchangeable. Probe the kinds of research and interventions that would be necessary to prevent social problems. Clarify for them the difference between primary and secondary prevention approaches. Ask the students to conduct their own Internet research in to the common psychotropic medications listed in the text. The students should gather information concerning the situations in which these medications are most commonly prescribed, recommended dosage, side effects, possible drug interactions, and any other information of interest. An extensive list of drugs used in the treatment of psychological disorders, including dosage, warning, effects, and side effects. Have the students form small groups of 4-7 individuals depending on your class size and space limitations. Ask each group to develop this list based on the following to pic with the most salient examples first. Ask the students to discuss which type(s) of therapy they liked the best for the lecture and textbook. The following paragraph presents background information about the character you will play. Please memorize the information so that when you are interviewed you will not need to look at this handout. You are a 20-year-old college student with symp to ms of both anxiety and depressive disorders. You have had recurring nightmares in which you are threatened by a large man who snickers at your fear of him. During the day, you are fatigued and apathetic; you push yourself through the day. Formerly you enjoyed conversations with friends and family; now it is a chore to be around them. For instance, you are concerned about your financial situation: Your part-time job was eliminated and you have many bills to pay. More distressing, you are preoccupied with how unfriendly your friends seem to be and whether you have offended them in small ways. You have always been something of a perfectionist, so recent inadequacies in academic, social, and job-related situations have you doubting your worth. For each, indicate the degree to which you think the problem could be eliminated within your lifetime if adequate money and other resources were put to work to prevent it. Within your lifetime, given adequate resources, how likely is it that this problem will be eliminatedfi An excellent debate on the pros and cons of the asylum concept, and long-term care is a highlight. Frederick (Fritz) Perls shows how the gestalt method can teach individuals to increase their potential and to understand the idea of suffering. This film presents six patients and a psychiatrist in a portion of a group psychotherapy session. It shows one patient who achieves a significant breakthrough to ward self-understanding. Patients, family members, and doc to rs are interviewed, and reentry in to community life is discussed. This segment examines community-based projects (mostly primary prevention) at different points in the lifespan of the person: one for infants, one for adolescents, and one for middle-aged people. Each provides skills to participants but also examines environmental fac to rs that produce disorders. This film depicts three phases in the therapist-client interaction (building trust, self-awareness, and working through) that are found in most psychotherapies. Shows the relationships among theory, research, and practice and how cultural and social forces influence the treatment of psychological disorders. He explains his paradigm in which irrational beliefs determine the effect of events on feelings, and he presents alternatives to irrational self-talk. This very short video describes a unique approach to treatment: the coaching and convening of schizophrenics and their family and friends for the purpose of reducing social isolation and mobilizing continuing care. Because of its brevity, the video glosses over the complexities of network therapy. Criminal commitment: the incarceration of an individual for having committed a crime A. Insanity defense: legal term (not psychological) arguing that defendant who admits to committing a crime is not guilty because of being mentally disturbed at the time 1. Martin Ome cleverly deduced that Kenneth Bianchi was faking multiple personality 2. Guilty, but mentally ill: adopted after John Hinckley verdict; Insanity Reform Act (1984) bases insanity solely on ability to understand what one did 4. Competency to stand trial: defendant knows nature of proceedings and can assist in own defense (not mental state at time of crime) 1. Civil commitment: involuntary confinement of a person judged to be a danger to himself, herself, or others, even though the person has not committed a crime A. Negative effects: lifelong social stigma, lowered self-esteem, lost civil liberties B. Mistakes due to rarity of the event (fewer than 10 percent of psychotic patients are assaultive), dangerousness situation-specific, best predic to r is past conduct or his to ry of violence D. Involuntary (temporary action or longer detention after court hearing) a) Concerned person petitions the court b) Court hears testimony of two independent professionals as well as others c) Length of treatment usually finite (generally six to twelve months) 3. Protection against involuntary commitment a) Critics argue that criminals have more rights than mentally ill (liberty denied in anticipation of actions) b) Opposite view: committed incapable of decision, will be grateful later 4. Donaldson (1975): cannot confine nondangerous person capable of independent or supervised living c) Youngberg v. Klein (1978): people have constitutional right to refuse drug medication b) Rogers v. Deinstitutionalization: shifting responsibility for care of mental patients from large central institutions to agencies within local communities A. Patient rights; belief that mainstreaming in community can be accomplished by outpatient service or halfway house 3. Privileged communication a narrower legal concept a) Client holds privilege of privileged communication b) Exemptions from privileged communication: civil or criminal commitment; client sues therapist; client under 16 and victim of crime; criminal action involved; client dangerous 3. Exceptions from privileged communications a) Civil and criminal commitment b) Defense in a civil action c) Client is younger than sixteen or is a dependent elderly person who the therapist believes has been the victim of a crime d) Client is a danger to self or others B. Cultural bound concepts of mental health and mental disorders (specific to middle-class, white, highly individualistic, ethnocentric population) result in misdiagnosis and inappropriate treatments that often victimize ethnic-minority clients B. Similar problems extend to other marginalized groups (women, homosexuals, the disabled) C. Working with culturally different clients is unethical unless the mental health professional has adequate training and expertise in multicultural psychology 2. Describe the criteria for finding a defendant competent to stand trial and the procedures involved in determining it, including due process. Describe the concept of civil commitment and the criteria by which individuals are committed. Explain the rationale for civil commitment, the procedures involved, and the protections that exist against its abuse. Discuss the key legal rulings concerning the rights of mental patients, including the level of proof necessary for commitment (Adding to n v. Texas), the least restrictive environment principle, and the right to treatment (Wyatt v. Discuss the reasons for and the impact of the deinstitutionalization of mental patients.
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References
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