Mental Health, Psychiatry and the Arts: a Teaching Handbook

Why use the arts to teach mental health and psychiatry?WHAT DO THE ARTS BRING TO MENTAL HEALTH PRACTICE?HOW DO YOU ESTABLISH AND RUN A MEDICAL HUMANITIES COURSE?Finding collaboratorsFinding materialRecruiting studentsTeaching format and styleFacilitating engagementAssessmentEvaluation and sustainabilityAssociated activitiesTHE CHAPTERSCONCLUSIONACKNOWLEDGEMENTSSOME USEFUL RESOURCESREFERENCESA brief history of psychiatry through the artsTHE EIGHTEENTH CENTURY AND THE BIRTH OF PSYCHIATRYThe age of nerves and melancholyInsanity and the beginnings of moral treatmentThe visual arts and the asylumMichel Foucault: madness and civilisationTHE NINETEENTH CENTURYThe growth of the asylumThe visual representation of madnessDarwin and degeneration theoryDegenerationThe fin de siecle: medicine and the artsTHE TWENTIETH CENTURY AND BEYONDThe World Wars and the HolocaustFreud and psychoanalysisTherapy cultureBrain therapyExistential psychiatryPostpsychiatryCONCLUSIONREFERENCESA day in the life of a cinemeducatorMY DAY-9:30 a.m.-12:00 p.m.-1:30 p.m-3:30 p.m.-6:00 p.m.-7:00 p.m.SUMMARYAPPENDIXREFERENCESThe quest to understand the afflicted mind: Hans Prinzhorn and the artistry of the mentally illINTRODUCTION: UNDERSTANDING OTHER MINDSHANS PRINZHORN, THE COLLECTION OF PSYCHIATRIC ART AND ITS DENUNCIATION AS ‘DEGENERATED’THE ‘MATERIALISATION OF THE SOUL’ IN IMAGESTHE MAIN CHARACTERISTICS OF PSYCHIATRIC IMAGESQUESTIONS AND PROBLEMSCONCLUSIONSOME SUGGESTED TEACHING TASKS AND QUESTIONSREFERENCESPoetry and clinical humanitiesPOETRY OF DISQUIET Administering madnessMelancholiaJEALOUS MISTRESS NostalgiaCompassion fatigueLife and deathACTIVITIESSmall group teachingReading out loudInterpretationsLink to other literary textsASSESSMENTSCONCLUSIONSRESOURCESREFERENCESWhen art and medicine collide: using literature to teach psychiatryAIMS OF THE CHAPTERWHY USE LITERATURE?Understanding the patient and carer experienceUnderstanding psychopathologyAwareness of the selfTherapeutic reading and relaxationReflective practiceDeveloping skills in medical ethicsWHAT DO THE STUDENTS THINK ABOUT THIS APPROACH TO LEARNING PSYCHIATRY?HOW TO USE LITERATURESetting aims for the sessionPossible areas for discussionSelection of the textBackground preparation and the start of a sessionPromoting engagementOrganising responsesFacilitating discussion and popular areas for discussionApplication of the session to the ‘real world’Providing the opportunity for feedbackCosts and copyrightRECRUITMENT CRISIS IN PSYCHIATRYCONCLUSIONREFERENCESCreative writing as reflective practice in health professions educationRATIONALE/LITERATURE REVIEWWHAT WORKS WELLHomogeneity (in terms of year of study) of student participantsLength and format of course sessionsGround rules for sharing and feedbackAssignment overviewResourcesREFERENCESTHEORIES OF CREATIVITYPSYCHOTHERAPY THEORYBoundaries and containmentThe therapeutic relationshipART THERAPYThe therapeutic contractIMAGE-MAKING PROCESSINTRODUCING ART PSYCHOTHERAPY PRACTICEExperiential learningReflection on the imageCase studiesCONCLUSIONSRecommended readingREFERENCESA FORMAT FOR GROUP DISCUSSIONSCRITICAL APPROACHESCriticismPhilosophyAestheticsDiscussion groups: A to DDiscussion Group A: Elevated MoodDiscussion Group B: Racing ThoughtsDiscussion Group C: Confusion (Time)Discussion Group D: DelusionsCLOSING REMARKSLearning about community artsA BRIEF HISTORY OF THE ARTS AND MENTAL HEALTHTHE POLITICS OF COMMUNITY ARTS IN THE UKTWO EXAMPLES OF COMMUNITY ARTS PROJECTSBACKGROUND TO ARTS AND HEALTH RESEARCHAN EDUCATIONAL PHILOSOPHY FOR PARTICIPATIONCOMMUNITY ARTS IN THE FUTUREREFERENCESThe use of drama and theatre arts in mental health educationMATERIALS FOR USESESSION PLANNINGSETTING BOUNDARIESTECHNIQUE AND SKILLS TRAININGCLINICIAN INVOLVEMENTRUNNING THE SESSIONCONCLUSIONRESOURCESACKNOWLEDGEMENTSREFERENCESMusic and psychiatryWHY STUDY MUSIC AND PSYCHIATRY?INTRODUCING MEDICAL STUDENTS TO WORKING WITH MUSICLIVED EXPERIENCE: ROBERT SCHUMANN (1810-56)PORTRAYED EXPERIENCE: OPERA AND PETER GRIMESWHAT DO WE NEED TO STUDY THIS AREA?CONCLUDING REMARKSREFERENCESWhat can we learn from blues music?Blues musicSOCIAL HISTORY OF THE BLUESMUSICAL ROOTS OF THE BLUESDifferentiation of bluesWhat is blues music?Varieties of bluesBiographical dataWhat are blues songs about?What is absent from blues lyricsWhat is present in blues lyricsTHEORETICAL BACKGROUNDFunctions and effects of musicIntrapersonal benefitsInterpersonal and transpersonal benefitsNeuropsychologyMirroring the doctor-patient (therapist-client) interactionCONCLUSIONAPPLICATION TO TEACHINGACKNOWLEDGEMENTSBIBLIOGRAPHYREFERENCES
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