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Whole Psychiatry: Alternatives to Conventional Psychopharmacology with Robert Hedaya
Meds: Myths and Realities: NP0035 – Session 4
Is psychopharmacology is a 'go-to' in your practice? Join Robert Hedaya as he discusses how to treat the bodily systems that underlay many mental health issues while avoiding medication. After the session, please let us know what you think. If you ever have any technical questions or issues, please feel free to email support@psychotherapynetworker.org.Tough Customers: Is It Them or Us?
By Rich Simon As therapists, many of us practice in two different worlds. In the first, we see polite, well-behaved, articulate clients with solid values. They engage fully in therapy, talk cogently about their problems, listen attentively to our responses, make reasonably good-faith efforts to follow our suggestions, and sooner or later get better. No wonder we genuinely like these people! Does This Kid Need Medication? with Ron Taffel
Meds: Myths and Realities: NP0035 – Session 3
Do you feel like you could be a more effective therapist with your younger clients? Do you find it hard to determine when interventions--psychological and pharmacological--might be needed? Join Ron Taffel and learn to identify key diagnostic signs that indicate medications could be helpful when dealing with depression, anxiety, AD/HD, and affective disorders. After the session, please let us know what you think. If you ever have any technical questions or issues, please feel free to email support@psychotherapynetworker.org.
| From Intention to Action - Page 4 |
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I ended up taking a dozen friends, students, and professionals with me, all of whom would raise money for scholarships and act as witnesses for those who contributed, taking back with them the stories of the girls we were supporting. At this point, I had no clear agenda in mind, except that I wanted others to see what I'd seen, hoping they'd be as strongly affected as I'd been. Reality Check When our group got to Nepal, we recognized that we were tampering with the social hierarchy of a culture that had been developing for thousands of years. We knew we had to proceed cautiously and be especially aware of the family and community dynamics surrounding the girls we were trying to help. We conceived the idea of developing rituals to perform in the village to honor the girls who were selected by the teachers as most deserving, and their families. The public ceremony to acknowledge the girls' value would be a form of intervention that might prevent their progress from being sabotaged from inside and outside their families. It wouldn't do much good to support the girls' education if others in the village didn't want this project to succeed. During this first trip, and a half-dozen that followed with more than a hundred other therapists, students, and health professionals, we devised a plan in which we'd divide into small teams, each assigned to do home visits for each of the scholarship girls. Spreading out around the region, we'd walk an hour or longer to each home and then conduct our intervention in front of the extended family members and neighbors. Typically this involved drinking milk tea and eating an egg, after which one of us would give a speech: "We are here to honor your daughter. We have come very far to be here with you because we believe it's so important that your girls have an opportunity for an education." |
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