The consultee-attended (C-A) interview, a format in which the liaison psychiatrist interviews the patient in the consultees' presence, is described. The background, strategy, concepts and methods, obstacles and resistances, and countertransference difficulties of C-A interview are discussed. The C-A interview is an experiential teaching instrument with which to facilitate consultees' "participant-observation," a clinical posture that complements other approaches to the care of sick people.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1016/0163-8343(79)90075-6 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
"I Ran to Make a Point": Predicting and Preventing Youth Runaway from Foster Care.
Child Adolesc Social Work J
June 2023
TFI Family Services, Inc, 217 Southeast 4th Street, Topeka, KS 66603 USA.
Youth who run away from foster care experience danger to health and safety and increased risk of adverse child welfare outcomes. By applying a concurrent mixed-methods approach, this study aimed to develop a deeper understanding of runaway risk that used a person-centered lens and amplified youth voices. Collectively, this approach can inform service innovations to support youth placed in out-of-home care.
View Article and Find Full Text PDFMental Health Service Experiences Among Transition-Age Youth: Interpersonal Continuums that Influence Engagement in Care.
Child Adolesc Social Work J
November 2022
Steve Hicks School of Social Work, The University of Texas at Austin, 1925 San Jacinto Blvd, 78712 Austin, TX United States.
Transition-age youth (TAY) who have experienced or are experiencing complex trauma, system involvement and homelessness are at increased risk for serious mental health needs and related challenges. However, these vulnerable and historically marginalized TAY typically have low rates of mental health service engagement. This study examines how and why TAY experiencing system involvement, homelessness, and serious mental health and substance use symptoms engage in mental health services, and what facilitates and/or hinders their engagement in services.
View Article and Find Full Text PDFAdaptive responsivity: a Youth-Driven Model for Thriving in Foster Care.
Child Adolesc Social Work J
July 2022
University of Maryland School of Social Work, 525 W. Redwood Street, 21201 Baltimore, MD USA.
With notable and growing exceptions, there is a dearth of research on mechanisms by which youth in foster care build resilience and achieve positive outcomes. We report on data from an interview study with young adults exiting or recently exited foster care in Maryland (N=15) designed to understand what facilitates their engagement with courts. Our findings indicate that despite challenges of ?being in foster care?, youth found ways to pursue their goals and make their voices heard through developing stable relationships with supportive adults (including judges, caseworkers, or lawyers) and demanding that child welfare professionals ?speak to me not at me.
View Article and Find Full Text PDFCreative Technology-Based Strategies for Engaging Young People with Serious Mental Health Conditions in Longitudinal Mental Health Services Research.
Child Adolesc Social Work J
June 2021
Steve Hicks School of Social Work, The University of Texas, 1924 San Jacinto Blvd. D3500, Austin, TX 78712 USA.
A better understanding of the transition from child to adult community mental health services is important given the high rates of service drop-out. Conducting longitudinal research is challenging during a major service provider change. Developmentally-typical transition-to-adulthood instability can deter study engagement.
View Article and Find Full Text PDFThe Sense of School Belonging and Implementation of a Prevention Program: Toward Healthier Interpersonal Relationships Among Early Adolescents.
Child Adolesc Social Work J
January 2013
University of Ottawa, Ottawa, ON Canada ; University of Ottawa, 120 University Street, Room 12022, Ottawa, ON K1N 6N5 Canada.
The purpose of this qualitative study is to pave the way for the establishment of healthy interpersonal relations by facilitating an understanding of the impacts of as perceived by adolescents and teachers who took part in it. has become recognized as an evidence-based program for preventing alcohol and drug use through the development of social skills and the promotion of meaningful engagement in the school community (Lions Clubs International, Overview of Skills for Adolescence 2013). Semi-structured interviews were conducted with 7th and 8th grade Francophone and Anglophone adolescents from three schools in Eastern Ontario who had participated in .
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!