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Exploring the therapeutic alliance in mental health care for people with serious mental illness : A focus group study with clients, care professionals, and peer support workers
No full textObjective: A good therapeutic alliance (TA) positively influences many outcomes in the treatment of people with severe mental illness (SMI). However, there is little evidence-based advice on how to build and maintain a good TA with SMI clients, with clients' perspectives largely missing from current literature.Research Design and Methods: The views of clients, peer support workers (PSW) and other mental health care professionals (MHCP) on the TA in multidisciplinary mental health care teams are investigated through 13 open-ended focus groups with three separate types of stakeholders: clients, PSWs and other MHCPs from five Dutch psychiatric institutes. Transcriptions were analyzed qualitatively using grounded theory, with an open coding approach and inductive thematic analysis.Results: In the collected data, four main domains were identified: authenticity, trust and reliability, shared treatment goals and availability. To build a good TA all parties should communicate transparently and MHCPs should be reliably available, listen actively to the needs of the client and build trust before discussing treatment goals. Showing authentic interest helps maintaining a good TA, as well as adapting to clients’ changing needs, stability in contact and being available in case of need.Conclusions: Investing in long-term TA is needed, which can be achieved by building trust over time, being available as a team and by genuinely listening to a client in order to understand and find agreement on their treatment goals. Clients’ needs with regard to the TA may change while they move through various stages of recovery, to which MHCP should adapt
Professionalism and Professional Ethics: Representative Perspectives of Social Researchers in Vietnam
No full textProfessionalism has always been an influential concept in the social sciences. However, its definition and characteristics constantly require cross-checking and modification to adapt to the growing multifaceted contexts in modern times. This paper offers a small-scale qualitative study examining the perceptions of professionalism and professional ethics of the social research community in Vietnam to understand and acknowledge their contextual conditions and hardships. The findings reveal the complex situation of social researchers in Vietnam, which demands that they respond to external pressures and requirements while maintaining professional ethics and good consciousness. Locally, two corresponding issues are highlighted: unsatisfactory education and training and a lack of motivation for long-term changes. More broadly, the paper proposes a theory of selective motivations and a set of extensive tools, adapted from existing literature, to effectively address professionalism from a marginalized perspective
Understanding the Heartwork of Indigenous Student Services during the Challenging Times of Reconciliation, Decolonization, and Indigenization
No full textIndigenous Student Centres (ISCs) are student affairs units specialized to serve Indigenous students and communities. These Centres are places of significance on campus for Indigenous students for their cultural relevance and embodiment of Indigenous ways of being. Professionals working in and with ISCs ground their work firmly in Indigenous Knowledges that often evoke distinct cultural protocols and ways of being. Kirkness and Barnhardt’s (1991) 4Rs of Respect, Relevance, Reciprocity, and Responsibility and Archibald’s (2008) Indigenous storywork are the foundation of the co-authors’ research with ISC staff and administrators. The history of Indigenous academic programming is shared to provide the foundation for the evolution of ISCs. The co-authors explore how ISCs holistically support Indigenous students while encountering resistance and systemic challenges, such as cultural illiteracy, by non-Indigenous units and reconciliation fatigue. They conclude with suggestions for supporting reconciliation work as an ally or good neighbour.Les Centres étudiants autochtones (CEA) sont des unités de services spécialement conçues pour répondre aux besoins des étudiantes et étudiants et des communautés autochtones. Les CEA occupent une place importante sur les campus en raison de leur pertinence culturelle et de la manière dont ils incarnent les modes de vie autochtones. Les professionnelles et professionnels des CEA orientent leur travail à partir des savoirs autochtones, qui font souvent appel à des protocoles culturels distincts et à des façons d’être propres aux peuples autochtones. Les 4R de Kirkness et Barnhardt (1991) – Respect, Pertinence (Relevance), Réciprocité et Responsabilité – ainsi que le travail d’Archibald (2008) sur les récits autochtones constituent les fondements de la recherche des coauteures auprès du personnel et des responsables des CEA. L’histoire des programmes universitaires autochtones y est retracée afin de mieux comprendre l’évolution des CEA. Les coauteures examinent comment les CEA soutiennent de manière holistique les étudiantes et étudiants autochtones, tout en faisant face à des résistances et à des défis systémiques, tels que l’illettrisme culturel des unités non autochtones ou encore la fatigue liée au processus de réconciliation. Elles concluent en proposant des pistes pour soutenir ce travail de réconciliation dans un esprit d’alliance et de bon voisinage
