Articles
1992
Below is a list of articles, abstracts, book chapters, or handbooks authored by Center for Psychiatric Rehabilitation staff. Due to copyright laws some articles are not available for full-text download. In most cases, these articles are available for purchase after searching the publisher's web site.
Anthony, W. A. (1992). Psychiatric rehabilitation: Key issues and future policy. Health Affairs, 11(3), 164-171.
INTRODUCTION
Medical practitioners have long recognized the critical importance of treating the consequences of physical illness as well as the illness itself. This concept did not take hold in the mental health arena until decades later, when the deinstitutionalization movement gained momentum, and increased numbers of persons with severe psychiatric disabilities changed residence from the back ward to the back street to, in many cases, the main street.
Nemec, P. B., McNamara, S., Walsh, D. (1992). Direct skills teaching. Psychosocial Rehabilitation Journal, 16(1), 13-25.
As the field of community support and rehabilitation matures, and new program models and methods are developed, the need increases for knowledge about the various programs and methods. Recent literature suggests that interventions designed to develop client skills have a positive impact on client outcomes. While descriptions of the principles of skills training have been published, little has been written about the techniques of direct skills teaching. In this article, the principles of direct skills teaching are presented, its elements are described, and issues related to application with groups are discussed. Direct skills teaching is contrasted with skills training.
Spaniol, L., Zipple, A. M., et al. (1992). The role of the family in psychiatric rehabilitation. Schizophrenia Bulletin, 18(3), 341-347.
This article describes the multiple roles that families can play in the psychiatric rehabilitation process and suggests ways for professionals to collaborate with them. The authors discuss the family's experience of loss and their process of recovery; their caregiving role; their role in supporting other families; their teaching and educational role; their advocacy role; their role as researchers and research subjects; and some suggestions for supporting family roles.
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