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Daily Tip:
Stigma in mental health
04.05.07 (11:53 pm)   [edit]

STIGMA

 

What is Stigma?

 

The topic we chose to look at is stigma. The first thing we do when trying to answer a question like 'What is Stigma" is to look in a dictionary. The Oxford English Dictionary describes stigma as a 'mark of disgrace', 'condemnation' or 'a branding' (OED, 1989). Another definition is "a shameful reputation that a particular behaviour has because many people disapprove of it" (White, 1999, p.27)

 

Stigma exists in nearly all social interactions. Australia has an idea of what is 'normal' and acceptable to them. Things that can be used as determinants of normality are ethnicity, socio-economic status, types of employment, age, gender, and sexuality (Meadows & Singh, 2004, p.12).

 

Mental health is just another area where people can be stigmatized. When a small group of people have a unique characteristic, it is easy for a majority to impose their beliefs on society. (Meadows & Singh, 2004, p.12) It is often that people attach a certain stigma to other people with a mental illness. This is not necessarily to be malicious, but because we do not understand their experience or condition. (Canadian Mental Health Association, 2006)

 

Within mental health the word stigma is related to an involuntary labeling of individuals affected by a mental disorder to stereotype their character and personality. (Meadows & Singh, 2004, p.12)

 

Unlike other health issues such as heart disease and cancer, people still feel uncomfortable about mental health. (Canadian Mental Health Association) A fear of the unknown and a fear of difference lead people to label people with a mental illness in an attempt to control their fears. (Meadows & Singh, 2004, p.12) Some consequently believe that these people are of weak character and potentially dangerous. (Canadian Mental Health Association, 2006) There can also be a conception that people with a mental disorder are intellectually disabled, untrustworthy, or brain damaged. These are myths that have arisen because of a stigma. Truth be known 95% of people who do have a mental illness are no more likely to be violent than the general population (Northern Territory Department of Health and Community Services, 2006).

This stigma is practiced, shared, and perpetuated by culture causing more marginalisation between society and this group. (Meadows & Singh, 2004, p.12)

 

Stigma is something can be ingrained as a child if a belief already exists about a group within a particular culture. Beliefs may then be subconscious and discrimination occurs without intent. It is therefore important to raise awareness and narrow the existing divide. Stigma is not a new concept.

 

 

 

We will now look at the history of stigma associated with mental health issues.

 

Stigmatization is a particularly effective social sanction that has been used throughout history. The principal effect of using stereotypical conceptions to label and categorise a person is to dehumanise that person. Dehumanisation through stereotyping and labelling is inflicted on those groups and individuals perceived as threatening to the physical and emotional stability of society (Meadows & Singh, 2004, p12).

 

In the dark ages the stigma attached to mental health disorders arose from the belief that ‘madness’ was evidence of demonic possession.  Society was scared of demons and held the belief that the person was ‘lost’ and not able to be recovered; the demon had taken over their physical body.  The only concern was for society, so people displaying outward signs of mental illness were removed from circulation, held in cages, beaten & burned (Meyers, 2002).

 

The classical Greek philosophers believed that for a society to be healthy all of its inhabitants had to maintain perfect physical, mental and spiritual balance.  Therefore any person displaying mental illness was a risk to the well being of the society as a whole.  If the wealthy were afflicted with a mental illness they were kept away from the rest of society by being detained in their homes, where many committed suicide.  The rest – the lower classes were imprisoned in chains, underfed & isolated (Meyers, 2002).

 

In the Middle Ages people believed madness was caused by spiritual possession.  This differs from demonic possession in the belief that the ‘good’ person was still inside & every attempt was made to save them.  Surgical procedures were tried – they removed people’s blood & replaced it with animal blood, they were castrated, they tried removing lengths of intestine.  Until the last 2 centuries the stigmatisation of mental illness has allowed for the disempowerment of the individual and provided the social sanction to remove them from society, housing them in zoo-like conditions (Meyers, (2002).

 

In the 19th Century people began to believe that all mental illness had a biological cause, and professionals wanted to find a cure.  This provided the impetus for much-needed reform and concession was given to the important role psychological factors played in mental illness.  In the 1950’s they introduced anti-psychotic medication which proved successful in rapidly controlled the positive symptoms of psychosis.  This led to de-institutionalization in the 1970’s (Hegarty, Baldesarini, Tohen, Waternaux, & Oepen, 1994). “However de-institutionalization was not wholly welcomed due to the misconceptions and prejudices at work.  Residents would band together to prevent the introduction into their neighbourhood of services or accommodation for those suffering from mental illness (Meadows & Sing, 2004, p14). 

 

The mass media (film, television, print, and radio) have contributed to the perpetuation of this institutionalized discrimination through their portrayal of people with a mental illness.  The crazed psychotic killer is a staple of films and television programs, and while over the past decade some programmes have attempted to present a more balanced representation, the dominant myth persists.  News media nurture the myth by highlighting violent events in which there is some (often tenuous) link with mental illness because it sells their product.  Unfortunately the continuing link between mental illness and violence reverberates in the public mind, which we need to remember, includes those with a mental illness” (Meadows & Sing, 2004, p14).

 

More recently parents were held responsible and blamed for their children’s mental health problems.  Even health professionals held this attitude which helped to keep mental illness in the closet as a family issue.  There were increased feelings of guilt and isolation, increased reluctance to talk about matters considered shameful, and a consequent strengthening of social taboos around the whole subject (Meadows & Sing, 2004 p12-18).  Throughout time all individuals making up society have held and participated in the cultural attitudes of the general population, its expectations, aspirations, beliefs and fears.  When these expectations are disappointed, personal grief and anger needs to be worked through.  In the past families could express their feelings through few safe outlets.  Even now there is still a reluctance to talk about mental illness ‘in the family’ because of the attendant shame.  This shame is actually a mixture of guilt and disappointment and is a response to stereotypical community attitudes towards mental illness & its causes. 

 

 

We will now look at the impact of stigma on the individual and on society.

 

If you became ill you would go to a doctor. Once you got better, you would expect to get on with life as usual. However life does not always fit back into place for people who have mental health issues. Everyone has the right to fully participate in their community; however, individuals struggling to overcome a mental health issue find themselves facing a constant series of rejections and exclusions.

 

Individuals with a mental health issue and their relatives have reported that increased isolation and loneliness followed the diagnosis of their mental health issue. The typical reaction encountered by someone with a mental health issue is fear and rejection. Individuals with a mental health issue experience stigma in all areas of their life; some have been denied adequate housing, loans, health insurance social benefits and jobs due to their history of mental health issues.

(Canadian Mental Health Association, 2006.)

 

Often individuals with mental illness find that after hospitalisation they are evicted even though rent has been paid in full and on time. Others with illnesses such as non-specific psychosis do not meet eligibility criteria for disability support pensions because they have no crutches, no wheelchair, no burn marks, so they have no problems.

(Meadows and Singh, 2001)

 

Due to the stigma associated with mental health issues many people have found that they lose part of their self-esteem and have difficulty making friends. The most damaging effect of stigma is the unwillingness of people to seek help. Spouses may be reluctant to define their partners as having mental health issues, while families may delay seeking help for their child because of their fears caused by the stigma placed on people with mental health issues.

(CMHA, 2006.)

 

Often when we mark, label, and identify individuals, it is an attempt to control our fear of otherness, or our fear of difference.

(Meadows and Singh, 2001)

 

How do the mentally ill lose from such a stigma? The obvious first point is that they lose -- or suffer is perhaps a more accurate word - from a loss of self esteem. If one is told often enough by many people that they are not good, not contributing, weird, dangerous and abnormal, then one will start to believe it. Even the individual with the strongest sense of self will finally believe what others say about him if it is said often enough. The mentally ill individual usually does not have a strong positive self image or belief that they are a good, contributing member of society. So when they are portrayed time and again with the stigma it does not take them long to start believing what is said.

 

Indeed it is not just what is said but also what is done, or not done. It would be safe to say that the majority in society are kind and considerate and want the best for others. Most of us would not want mentally ill people to feel marginalized, to feel inferior and to feel bad about themselves. Unfortunately when the stigma is stated, whether that be in private statements by individuals, public portrayals in the media, or by the looks and avoidance behaviour of the general public, these tend to get noticed and remembered. The minority of the general public who for whatever reason need to deprecate the mentally ill tend to get heard and the majority who want the best for the mentally ill tend to remain silent. So the stigma is perpetuated as much by silence as by prejudicial comments.

 

This silent majority may seem like a nice, good group of people and members of this group may even gain solace for themselves in that belief. They may even attempt to reassure themselves that they are not biased or bigoted against the mentally ill. That may even be true but there remains one other fact which they cannot deny. The majority of the silent majority play the bystander role, or they would not be silent! Their thoughts and actions go along the lines of, I myself do not think mentally ill people are strange and a drain on society, but I do not do anything about it. They stand on the side and do nothing. If the silent majority stopped being silent, the stigma against the mentally ill would quickly vanish. But they do not, they remain as bystanders, and bystanders support prejudice and ridicule by inaction. It seems safe to conclude that if they really wanted to do something about the stigma then they would not be a silent bystander.

 

So society does have a stigma about the mentally ill. That seems beyond question. It is however a double edged sword. This unfair discrimination is indeed unfair. But what does the mentally ill individual, and those around them, do with that knowledge? It can be used to motivate action to fight the stigma both at a political level and at an individual to individual level.

 

On the other side it can lead to the mentally ill individual taking on the victim position. ‘Poor me’ or ‘Ain't life awful’ are easy positions to fall into for the mentally ill. It is a safe position, as one can easily use it to justify their inaction, or their giving up on life. They can believe - What is the point of doing anything if society thinks I am no good.

 

It is an unfortunate reality of life that in the human species it is the politically strong that get treated best and get the most resources. Throughout the history of mankind I do not know of any politically weak group in any society who has fared well in the long term. The mentally ill certainly have not. As a result of their illness they have always been political infants. Throughout history societies have essentially dealt with the mentally ill by putting them away somewhere. Keeping them out of sight. Long term favourable and fair treatment has been rare for this group over history. To hope that this aspect of human nature is going to be different in our lifetimes or even the next few generations is false hope. We can even think that it should be different, and that it is not fair.

 

Indeed it is not fair and it should be different, but that is how it is and how it is going to remain at least in the near future. The mentally ill and those around them need to actively avoid the victim standpoint. To feel maligned or hard done by as a result of the stigma will do no good, in fact it will harm. The stigma is there, it must be recognized for what it is, it needs to be confronted at a societal or political level, but as importantly it is each individual mentally ill person who must fight for their own self image and demand respect from others. This is what will really, finally, bring the long term demise of the stigma against mentally ill people.

 

(White, 1999)

 

So how does this affect society?

 

Today, those who experience mental health problems endure the shame and disgrace placed on them by modern society. The life opportunities of many people are frequently undermined by stigmatizing attitudes and discriminatory behavior (CCSR, 2006).

 

Stigma against those with mental illness cut across all classes and social groups, and, to the extent that many mental conditions are chronic and incapacitating, those affected can hardly migrate out of the grip of negative social attitudes. The result is social annihilation that constricts the lives of those with mental illness, preventing them from fully reengaging in their communities and participating in the social activities of their groups of reference. (CPA, 2005). 

Mental health patients who show visible signs of their conditions because either their symptoms or medication side effects make them appear strange, who are socially construed as being weak in character or lazy are stigmatised. By a process of association and class identity, all persons with mental illness are equally stigmatized: regardless of impairment or disability level, the individual patient is lumped into a class, and belonging to that class reinforces the stigma against the individual. Individuals have reported that they have been dismissed or forced into redundancy due to their mental disorder. Fear of discrimination also has prevented people from disclosing details of their mental health history in social settings, on application forms (e.g. for employment and insurance).www.mentalhealth.org.

Mental illness can be called the invisible illness. Often, the only way to know whether someone has been diagnosed with a mental illness is if they tell you. The majority of the public is unaware of how many mentally ill people they know and encounter every day. As a society, we are bombarded with negative images of people with mental illnesses

The media and entertainment industries overwhelmingly present people with mental illnesses as dangerous, violent and unpredictable individuals. These inaccurate and unfair portrayals shape the public’s perception of those who suffer from mental disorders as people to be feared and avoided.

Newspapers, often stress a history of mental illness in the backgrounds of people who commit crimes of violence. Television news programs frequently sensationalize crimes where persons with mental illnesses are involved. Comedians make fun of people with mental illnesses, using their disabilities as a source of humor.  Also, national advertisers use stigmatizing images as promotional gimmicks to sell products.

Television or movie characters who are aggressive, dangerous and unpredictable can have their behaviour attributed to a mental illness. Mental illness also has not received the sensitive media coverage that other illnesses have been given. We are surrounded by stereotypes, popular movies talk about killers who are "psychos," and news coverage of mental illness only when it related to violence. We also often hear the causal use of terms like "lunatic" or "crazy," along with jokes about the mentally ill. These representations and the use of discriminatory language distort the public’s view and reinforce inaccuracies about mental illness (MHW, n.d.).

The Canadian paper, by Dr Heather Stuart, deals with the problem of media reporting. It evaluates a media-intervention program carried out in Calgary within the activities of the Open the Doors pilot program, which aimed to combat stigma and discrimination toward persons with schizophrenia. This paper highlights both the importance of media reporting on sensational crimes supposedly committed by persons with mental illness and how broader social situations can influence media reporting. A conclusion to be drawn from this paper is that, while the media have a responsibility to inform the public, mental health service providers, relatives, and consumers alike also have a responsibility to ensure that patients are properly treated and adhere to acceptable treatment protocols to minimize or eliminate violent incidents caused by mentally ill persons. One single case of violence is enough to undermine any good work to combat stigma and discrimination(www.cpa-apc.org).

Recent research has also demonstrated that the fear of mental illness is not related just to the behaviour sometimes demonstrated by affected persons. It is also related to the label itself and to the consequences that flow from the illness.

Ironically, the media also offers our best hope for eradicating stigma because of its power to educate and influence public opinion. Mindframe Media and Mental Health is an Australian project that is designed to ensure proper reporting of suicides. See: http://www.mindframe-media.info/" title="http://www.mindframe-media.info/" target="_blank"http://www.mindframe-media.in...

The Mindframe-media website, based on the print resource 'Reporting Suicide and Mental Illness', provides practical advice and information to support the work of media professionals by informing them about sensitive and appropriate reporting of suicide and mental illness.

The Mindframe Media and Mental Health (MMMH) project is one of a suite of projects on suicide, mental illness and the media developed as part of a national media strategy. The MMMH project is coordinated by the Hunter Institute of Mental Health in partnership with the Australian Network for Promotion, Prevention and Early Intervention for Mental Health (Auseinet), SANE Australia and two Indigenous consultants. MMMH aims to build a collaborative relationship with the Australian media and mental health systems to enable a more accurate and sensitive portrayal of suicide and mental health issues across all news media in Australia.

Successful treatment and community management of mental illness relies heavily on the involvement of many levels of government, social institutions, clinicians, caregivers, the public at large, consumers, and their families. Successful community reintegration of mental health patients and the acceptance of mental illness as an inescapable element of our social fabric can only be achieved by engaging the public in a true dialogue about the nature of mental illnesses, their devastating effects on individuals and communities, and the promise of better treatment and rehabilitation alternatives. An enlightened public, working in unison with professional associations and with lobby groups on behalf of persons with mental illness, can leverage national governments and health care organizations to provide equitable access to treatment and to develop legislation against discrimination. With these tools, communities can enter into a candid exchange of ideas about the causes of stigma and the consequences of stigmatizing attitudes in their midst. Only these concerted efforts will eventually dispel the stigma associated with mental illness (CPA, 2005).

 

 

We will now look at the relevant policies at National and State levels, as well as the involvement of Non-Government Organisations.

 

The National Mental Health Strategy is a commitment by the Australian and State and Territory governments to improve the lives of people with a mental illness.

 

The National Mental Health Strategy aims to:

 

  • Promote the mental health of the Australian community
  • To, where possible, prevent the development of mental disorder
  • Reduce the impact of mental disorders on individuals, families and the community
  • Assure the rights of people with mental illness.

 

It is estimated that mental health problems and mental illness will affect more than 20% of the adult population in their lifetime and between 10-15% of young people in any one year. Many will recover spontaneously and, of the remainder, the vast majority can be treated and will fully recover. However, a smaller number of people will experience longer periods of distress and disability.

Despite the suffering and the great personal and financial costs resulting from mental illness, the community has not always recognised the needs of people with a mental illness, or their right to live independent lives. People with a physical illness evoke community concern and sympathy, and we readily recognise their needs. People with a mental illness are not usually so fortunate.

In the past, the more severely affected people were isolated and treated in psychiatric institutions, and had little opportunity to participate in the life of the community.

Recently, things have changed and, although some people with severe mental illness will still require hospitalisation, the emphasis is now on treating and supporting people with a mental illness in their own communities.

For community-based treatment of people with an ongoing illness to be effective, they may need access to a range of different services: specialised mental health services that recognise their rights and respect their dignity; general medical services, housing, accommodation support, social support, community and domiciliary care; and income security, employment and training services that can all have a significant impact on the capacity of a person with a mental illness or psychiatric disability to live in the community, free from discrimination and stigma.

 

As a result, all levels of Australian government have recognised that they need to work together to reform services and mental health policy to ensure that, wherever possible, people with a mental illness are able to enjoy the same opportunities as other Australians.

 

(Australian Government: Department of Health and Ageing, 2006)

The section in the National Mental Health Plan 2003-2008 that is relevant to the topic of stigma can be found under the section:

 

Promoting mental health

 

Mental health promotion aims to protect, support and sustain the emotional and social wellbeing of the population, from the earliest years through adult life to old age. It should address people who are currently well, those at risk of developing a mental health problem, and those experiencing mental health problems or mental illness.

 

A range of factors influences mental health. Public policies in sectors such as health, housing, welfare, education, employment, justice and corrections, art, sport and recreation, and the media impact on mental health. Supportive social, economic, educational, cultural and physical environments provide a basic framework for developing and maintaining mental health, particularly for children and adolescents whose early experiences shape their later mental health. Communities that recognise and accept diversity also contribute to social and emotional wellbeing. Communities in which people feel involved, included and empowered to influence decisions that affect them are supportive of mental health.

 

Knowledge about risk and protective factors for mental health, symptoms of mental health problems and mental illness, and sources of help and self-help contribute to emotional resilience. Such knowledge is also essential in order to dispel the stigma of mental illness. The media have a major role to play in community education regarding mental health, but there are opportunities for all sectors to contribute to improving the mental health knowledge and skills of individuals, groups and communities. Settings such as schools, workplaces, primary care and community organisations are particularly suitable for such education.

 

Much of the activity in mental health promotion needs to occur beyond the system of direct mental health service provision, in other sectors that impact on the daily lives of individuals and communities. However, those who work in mental health have an important role to play in engaging these other sectors and alerting them to their capacity to impact positively upon mental health. Mental health services need to embrace mental health promotion in their own settings, by adopting a recovery orientation for consumers. Furthermore, mental health services should consider their wider role in terms of promoting mental health. Attitudes of the mental health workforce can perpetuate the stigma of mental illness. Improved attitudes towards consumers, their families and carers, along with continuous professional development that emphasises the priority of consumer rights and participation, are urgently needed.

 

Outcome 3 in this section of the National Mental Health Plan 2003-2008 looks at stigma specifically.

 

Outcome 3: Increased levels of mental health literacy in the general community and in particular settings, and decreased levels of stigma experienced by people with mental health problems and mental illness

 

Key direction 3.1: Build on initiatives aimed at raising community awareness about mental health, mental health problems and mental illness

 

Key direction 3.2: Develop new and innovative programs and continue to support existing programs aimed at increasing mental health literacy and resilience, delivered in specific settings

 

Key direction 3.3: Further promotion of accurate portrayal of mental health problems and mental illness in the media

 

Key direction 3.4: Support antidiscrimination initiatives aimed at identifying and combating the impact of racism on the wellbeing of Aboriginal and Torres Strait Islander populations, and people from culturally and linguistically diverse backgrounds

 

(Australian Health Ministers, 2003)

 

State policy

 

In order to eliminate stigma associated with mental illness there is a need for policies to be put in place.

 

New South Wales has four mental health strategies. That guide care of people who have mental illness. There are also a number of smaller policies that provide specific detail about care with individuals. The four strategies are:

  • Caring for mental health: a framework for mental health care in NSW
  • Making mental health better for children and adolescents: NSW Strategy
  • Getting in early: A framework for early intervention and prevention in mental health for young people in NSW
  • Suicide: we can make a difference. NSW Suicide Prevention strategy

 

With in the strategy "Caring for mental health: a framework for mental health care in NSW" there are four objectives which are:

  • Developing partnerships, particularly with General Practitioners and non government agencies
  • Emergency mental health response Prevention, promotion and early intervention
  • Providing better mental health care
  • Quality and effectiveness

(NSW Department of Health, 2005)

 

The first one there, "developing partnerships" means that the NSW health initiatives are using partnerships to consolidate new promotion strategies. These partnerships exist between

  • Governments,
  • Other mental health services,
  • All health services,
  • The department of education,
  • The department of community services and
  • Non government organizations.

(NSW Department of Health, 2003)

 

These partnerships are a way of increasing public exposure to mental illness through as many sources as possible and combining their knowledge base to work collaboratively with each body involved. As the next part of our presentation will explain community forums such those held by Rotary are specifically aimed at enhancing community awareness and perceptions towards mental health to eliminate stigma.

 

The second objective is "Prevention, promotion, and early intervention".

In the oxford dictionary promotion is said to be "contributing to the growth of" something (OCED, 1996). If we remember stigma exists because the issue is of a minority and comes about through a lack of understanding. If we are able to grow the area of mental health so it is prominent in society and people possess the knowledge of what is going on stigma surrounding mental health should decrease.

 

The third objective is to "provide better mental health care."  Under this objective there is a principle that care for people with mental illness should be delivered through services that are accessible to all patients(Amos, 2005). This aims to eliminate segregation of the hospital facilities and people, to minimize the differentiation because illness and physical illness.

 

Although thought is being given to processes that can decrease stigma there are still some policies that inadvertently add to this problem with stigma surrounding mental illness. One in particular is the policy of "Medical practitioners – use of assumed names on admission to psychiatric units: NSW health". So for quite some time health professionals that have been admitted to psychiatric hospitals have been doing so under alias a name, being treated in secrecy after request to superintendent has been granted. This in itself is demonstrating that they as individuals felt ashamed to be associated with mental health issues.  (Brown, 2005)

 

 

Now for relevant Non-government organisations and their involvement.

 

    & nbsp;  

Established in 1997 the Mental Health Council of Australia (MHCA) is the peak non government organisation (NGO) for mental health in New South Wales.  It represents and promotes the interests of the Australian mental health sector, & is committed to promoting mentally healthy communities and reducing stigma & isolation.

 

"As the peak body for NSW, MHCA aims to provide leadership and representation on mental health issues and to improve the mental health of the community by promoting and developing non-government organizations in NSW to provide strong quality services”

 

“The MHCA facilitates effective linkages between the government, non-government and private sectors.  The MHCA acts as the liaison body representing the views of its membership."

 

(Mental Health Council of Australia, 2005)

 

MHCA is a registered charity & its members include representatives of mental health service consumers, carers, special needs groups, clinical service providers, public and private mental health service providers and state/territory mental health peak bodies.

 

According to the MHCA website (accessed 3//8/06) the overwhelming perception of those who currently use or provide services is that we have now arrived at a position of 'OUT OF HOSPITAL, OUT OF MIND!'. That is, one of the most chronically disadvantaged groups in this country continues to be ignored.   In 2002 the MHCA conducted a survey called 'Out of Hospital, Out of Mind'   It asked people in the community to indicate their priority areas of action.  Stigma reduction campaigns came in at 10th place.

 

10. Stigma reduction campaigns:

 

  • Support for national stigma reduction campaigns
  • Support for development of regional and local stigma reduction campaigns
  • Prioritise stigma reduction amongst health care providers
  • Support for stigma reduction focusing on psychotic disorders
  • Support for stigma reduction focusing on non-psychotic disorders
  • Other (e.g. especially among children and adolescents)

 

Community health support services are increasingly provided by non-government community-managed organisations recognised as providers of necessary components of a comprehensive mental health service.  The overall goal is to facilitate and support active consumer participation in living, learning, working, playing, and relating within the local communities. 

Misconceptions surrounding mental illness have fuelled stigma & legitimised society’s exclusion of consumers.  Increased visibility & interaction between consumers & mainstream society should reduce misconceptions that have fuelled stigma & made alienation of consumers morally acceptable.

 

Non-government community health support programs provide consumers with resources, opportunities, knowledge, and skills for participating in, contributing to, and affecting the life of the community (Meadows & Sing, 2004, p.39).  The community health support workers are essential elements of the network of mental health services (Meadows & Sing, 2004, p.158).  Often community support programs are designed and run with the help of volunteer consumers, in accordance with the Disability Services Act and the Mental Health Standards. (NSCCAHS, 2005. pg 42).  Unfortunately, even within the mental health profession there is stigma attached to the role of volunteer community support mental health worker. 

 

Health professionals have a tendency to regard volunteer consumer participation as  therapeutically rewarding to the volunteer, and therefore the service is doing  a ‘favour’ for a less able member of society by allowing them to be involved in service delivery (Meadows & Sing, 2004, p.140).  This disregard for the volunteer’s abilities, knowledge, and their unique and important perspective is profoundly disrespectful & is likely to impact on the consumers psychological state as public-esteem and self-esteem are highly interdependent (Yalom (1995, p.57).  Our society relies heavily on volunteers but getting paid carries more significance than dollar value; it is an acknowledgment of a person’s value.  The lack of financial recognition may impact on a consumer’s self-concept, they’re more vulnerable than the general population due to the loss of self-esteem and self-confidence that often results from the stigma accompanying mental distress (Meadows & Sing, 2004, p.139)

 

Examples of non government community support services for people with mental illness are; Mission Australia, Centacare, & The Yakkalla St Program.

 

We will now look at the possibility of OT involvement at government, society and the individual level.

 

To start of with, at government level.

 

OT involvement in stigma reduction at Government level takes different forms.

 

OT Australia is the peak professional body representing OT’s across Australia.  This organisation makes submissions to the Government regarding issues important to its members.  As individuals we can petition the Director General who is ultimately responsible for informing public opinion, promoting research into mental illness, and the education of those who deliver mental health services (NSW Institute of Psychiatry, 2003, p.2). 

 

OT’s are employed at both Commonwealth and State Government level in initiatives that aim to encourage responsible, accurate and sensitive portrayal of mental illness and mental health in the media. The media has a choice in the way stories are framed and this has serious ramifications for how audiences interpret news.  If the right choices are made, the media can help to destigmatise mental illness in our community and improve the lives of many people with mental illness. 

 

A project undertaken in 2000 at the Hunter Institute of Mental Health was the ‘Response Ability’ project for Journalism Education. This was a Commonwealth Government Dept of Health & Ageing initiative under the National Mental Health Strategy.   It aims to influence tertiary curriculum so that graduates in journalism will be aware of and able to respond to issues relating to mental illness. 

 

The Response Ability multi-media package for Journalism Education distributed in 2002

As an international postgraduate student I now feel I can more confidently report on issues of suicide and mental health whilst being considerate to society and those directly involved/implicated. 
(Student, University of Queensland, April 2005)

The Response Ability resource package provides universities and media organisations with a tool to introduce journalists and journalism students to the professional and ethical issues involved in reporting on mental illness.  The free package includes CD’s with case studies, media examples and discussion questions.  Additional supplementary resources were distributed in 2005 and included issues related to the reporting of violent incidents involving those with mental illness. www.responsability.org accessed 8/09/06.

 

Another example of a Commonwealth Govt initiative with OT involvement is ‘Mindframe for the Mental Health Sector’.  The Mindframe project managed by the Hunter Institute of Mental Health in partnership with SANE Australia, Auseinet and Multicultural Mental Health Australia ran between August 2005 and June 2006.  Kirsti was the project officer.  The aim of Mindframe was to assist the mental health sector in its dealings with the Australian media.  We’ve talked about how stories reported by the media tend toward sensationalism if a mental illness is involved or suspected. Mindframe provided a set of principals for the mental health sector to adopt.  The principals provide guidance for a sector consistent approach to the provision of information on mental illness to journalists and other media professionals. (www.himh.org.au accessed 9/08/06).  

 

A website was set up to enable journalists to access a book and associated quick reference cards that accurately depict latest knowledge surrounding mental health.  It poses questions such as ‘Is the person's mental illness really relevant to the story? Should it be mentioned in the headline?  It also reminds journalists to be conscious about using appropriate language.  Recent research (Pirkis et al (2001) shows that terms such as 'lunatic', 'schizo', 'crazies', 'maniac', 'looney bin', are still used by media. This language stigmatizes mental illness and perpetuates discrimination (www.mindframe-media.info accessed 9/08/06).

 

Now lets look at the society level.

 

Knowing about mental illness isn’t enough to for the community to accept individuals with mental illness. Acceptance needs to come through changes in feelings, behaviours, and attitudes to these people needs to take place through a community education program.

 

The role of the community in stigma is quite large and a lack of knowledge and cultural beliefs about mental illness continue to fuel stigma. Broad community awareness paves the way for providing education strategies, campaigns not specifically aimed at changing attitudes but really to put the issue on the table.

 

As Occupational Therapists we can become involved in broad based community campaigns, which reach lots of people indirectly. Strategies can include; slogans and posters, newspapers and newsletters, radio segments, television interviews and community advertising, and social marketing such as stickers, balloons, badges and pens.

 

We can have a role in finding community representatives called community mobilisers who either had or have mental illness and will openly discuss their personal stories in the media or just well known personalities that will act as a role model with positive attitudes and behaviours towards mental illness.

 

There is very little point engaging in a campaign with specific target groups while the group is distracted on an individual level with their own issues. We can be involved in running or developing Community information sessions that are conducted to address different subjects such as the range of mental illnesses, what services are available in the community, how the mental health service works, who can access services, and how stigma stops people seeking help.

 

Strategies to reduce stigma recognize that there is an array of factors that influence it and aim at removing the notion of blaming the individual. The changes to beliefs, attitudes and behaviours of a community need to be pushed forward at the same time as the changes individually and from the government level, through the environment, education, improved service delivery, and funding.

 
Aboriginal Education
04.05.07 (11:50 pm)   [edit]

Aboriginal Education Policy "disadvantaged and disempowered"

Indigenous people in Australia have undergone many changes and faced many challenges in their way of life over the past 220 years since the Europeans arrived and settled on the land. Changes to Aboriginal customs, traditions, social systems and languages have all continued to impact negatively on the Aboriginal people (Macintyre, 1999). Along with many other aspects of life, the education of Aboriginal children has significantly altered.

There are a number of government policies that have been legislated concerning Aboriginal education that appear to make positive moves towards improving equality but have stopped self-management and traditional learning. Self-determination of Aborigines is linked to full participation in education (Broome, 2001). Few non-indigenous Australians have been given the opportunity to learn about indigenous heritage and their contemporary culture (Jonas, 2003).

Without correct information, the community as a whole remains unaware and this results in stereotypes and inaccuracies that can impact on Aborigines in the area of education and quality of life (Australian National Training Authority, 2000). Indigenous education is about improving aboriginal access to learning and about educating the community about their needs (Lovett-Gardiner, 1998).

Traditionally aborigines educated their children through continually developing and reinforcing behaviours shown to them as part of a community approach (Whitt, et al, 2001). Different members of the family display a level of responsibility for the teaching of the children (Hughes & More, 1997). Aboriginal society was non-literate and knowledge about kinship, religion and ways of survival were past down from elders to children instead of being written (Hughes & More, 1997). This imparting of these skills and important knowledge was done through art, role modeling, dance, and stories. Dreamtime stories were a way to connect the land and animals to individuals as they learnt about laws, beliefs and totems within their community (Cook, 1995).

Upon settling Australia the Europeans brought wit them ideas about how to civilize indigenous people and developed the concept of constructing missions for aboriginal people to live on that were managed by clergymen (Carey, 1996). The Select Committee on Aborigines was established in 1837 and implemented policies that maintained missions were civilizing these people as a way to compensate for their lost land. It was more so the first of many attempts to de-Aboriginalize and Christianize indigenous people (Carey, 1996).

After 1911 the Aboriginal Protection Act was applicable to all states and territories, with the aim to promote religion and education. Later policies were included that enabled the government to relocate Aborigines to missions. This was done with force under the excuse it was to control and increase their assimilation endeavours (Crotty & Eklund, 1996). This Act also allowed for Aboriginal children to be removed from their families with the belief that these children would have a better opportunity in life if they were to be educated with the European culture and placed in white society doing maid or farm hand jobs that were considered occupations (Fletcher, 1989).

Governments were aware of how aboriginal people passed on their teachings and stopped Aborigines from speaking or acting in a way that could be interpreted as teaching traditional indigenous culture. Racism has been an important factor in hindering indigenous children's education. The Clean, Clad and Courteous Policy of 1884 was created for racist settlers who feared that aboriginal children would transmit disease (Heitmeyer, 1998). This policy remained until 1972.

These changes had many affects on Aboriginal children and their education suffered because of the policies and missions that were designed to assimilate these children into European society and eradicate their traditional culture (Victorian Aboriginal Education Association Incorporated [VAEAI], 2006).

Every new policy that was bought in supported the de-Aboriginalising of children, imposing European ideals that have increased the aboriginal struggle to maintain culture and identity (Vardy, 2005).

    & nbsp;   &n bsp;   During an interview, Dr. Bill Jonas (2000) told about the effects that exclusion from education has. Jonas tells an Aboriginal man's story about how governmental policies impacted on his education. This aboriginal man grew up being denied access to schooling and although the wife of the mission manager tried to educate this man, she didn’t succeed. When trying to find employment it was near impossible to compete with educated men.

    & nbsp;   &n bsp;   In the referendum of 1967, the inclusion in the census and the introduction of the power to vote, the Aboriginal population began to be better acknowledged in Australia (VAEAI, 2006). Aboriginal affairs became a federal concern, with decisions regarding education being a nationwide issue (VAEAI, 2006). This was to start creating equality for indigenous people. Governments started to consider that having Aborigines participating in policymaking and although making it appear Aborigines had more control non-Aboriginal politicians continued to manipulate and monitor this process (Bennett, 1999).

    & nbsp;   &n bsp;   The New South Wales Aboriginal Education Policy was released initially in 1982 with the aim of promoting educational achievements for aboriginal students and increasing the awareness of aboriginal culture among all students (Department of School Education, 1996). Australian Bureau of Statistics research shows the inequality that exists between aboriginal educational outcomes and non-indigenous peoples educational outcomes. The statistics show lower levels of literacy and less aboriginal students completing the higher school certificate (Australian Bureau of Statistics, 2002).

    & nbsp;   &n bsp;   Whatman and Duncan (2005) state that the New South Wales School curriculum does not address the needs of all Australian children and policies have only led to an increase in a lack of resources and access to education. Despite some improvements, the aspirations of indigenous families in regards to their expectations for their children's education are not being met (Malin & Maidment, 2003). There is a lower rate of indigenous teachers and indigenous people graduating university (Malin & Maidment, 2003).

The Aboriginal Education Policy fails to recognize that Aboriginals belong to different communities and clans that each has unique laws, culture, languages and teaching techniques (Heitmeyer, 1998). Whatman and Duncan (2005) state that there continues to be a focus on students being the problem. This stops the concentration being focused on making changes to the education system and the delivery methods in order for Aboriginal students to meet their learning objectives. Policies made, need to have their targets set out more explicitly and time frames for action are evident (Scott, 1998).

Educational policies developed by the government, such as the Aboriginal Education Policy described within, have been designed with Western beliefs about the curriculum and the Department of Education creates outcomes without consideration of the Aboriginal needs. Dominant society's ideas about what should be taught as the focus of primary education includes socializing skills and imparting values that will enable children to become productive and participative members if society (Partington, 1998).

    & nbsp;   &n bsp;   There have been some initiatives used to help address the issues that are related to Aboriginal education. This includes addressing cultural relevance through an increase in decision-making involvement from the community in order to focus on quality of the Aboriginal students education (Scott, 1998). Burden asks the question of how much self-management and self-determination is involved when making policies. The 1982 Aboriginal Education Policy had little input in writing it from indigenous people (Heitmeyer, 1998). Burden also says that policy making is continuing to create inequalities as politicians produce policies to match their own agenda.

Mooney, et al (2003) make us consider the issue of teacher and school involvement when implementing policies. In some circumstances there was success in the introduction of Aboriginal Studies there was examples where teachers resisted the motion to teach aboriginal studies. Over two thirds of schools did not offer aboriginal studies as a program.

One of the major problems surrounding the policy making for Aboriginal education is the length of time that exits between policy review dates. This can be seen with the Aboriginal Education Policy as it was, as I have mentioned, created in 1982 and it wasn’t until 1996 when it was finally reviewed and replaced (Depatrment of School Education, 1996). Students are also disadvantaged by the policy because there is not set standards for educating teachers about how to pass the knowledge onto students culturally appropriately and effectively. There is a need for teachers, whether they be indigenous or not, to complete Aboriginal Studies as part of their training and then be involved in continuing teaching development in order to ensure high quality learning for indigenous students.

In regards to education, Aboriginal Students will face continuing disadvantages until a number of changes take place in the education system as a whole. The policy on Aboriginal Education should ensure that teachers complete mandatory education on the subject. There is a great need for the Aboriginal Education Policy to consider all aspects of Aboriginal education that may have an impact on indigenous people. The policy needs to have explicit directions that ensure expectations are clear to everyone and holds people responsible and accountable for ensuring implementation and quality control in Aboriginal education. Including Aboriginal Studies as part of all school curriculums will increase the awareness if the issues and advantage all students. In all the Aboriginal Education Policy as it exists is disadvantaging and dis-empowering Aboriginal people.


References

Australian Bureau of Statistics. (2002). Schools, Australia, 2002, catalogue number 4221.0. Canberra; Australian Bureau of Statistics. Reteieved September 15, 2006 from, http://www.abs.gov.au/AUSSTAT...@.nsf/allprimarymainfeature s/6A2BF878DC579A80CA256E4 3007DDF4C?opendocument

Australian National Training Authority. (2000). Partners in a learning culture national strategy for implementation. Brisbane; Australian National Training Authority.

Bennett, S. (1999). White politics and black Australians. St Leonards; Allen & Unwin.

Broome, R. (2001). Aboriginal Australians: Black responses to white dominance 1788-2001. Sydney; Allen & Unwin

Carey, H.M. (1996). Believing in Australia: a cultural history of religions. In Crotty, M. & Eklund, E. Australia to 1901: selected readings in the making of a nation. Croydon; Tertiary Press

Cook, T. (1995). Black on white: policy and curriculum development in Aboriginal education. Epping, New South Wales; Human Factor Press.

Crotty, M. & Eklund, E. (1996). Australia to 1901: selected readings in the making of a nation. Croydon; Tertiary Press

Department of School Education (1996). Aboriginal education policy. Aboriginal education unit; New South Wales Department of School Education.

Fletcher, J.J. (1989). Documents in the history of Aboriginal education in New South Wales. Sydney, New South Wales; Southwood Press Pty ltd.

Heitmeyer, D. (1998). The issue is not black and white: aboriginality and education. In Allen, J. (Edits), Sociology of education: possibilities and practices. Katoomba, New South Wales; Social Science Press.

Hughes, P. & More, A.J. (1997). Aboriginal ways of learning and learning styles. Vancouver, Canada; Australian Association for Research in Education.

Jonas, B. (2000). Reconciliation Debate. Lateline. Australian Broadcasting Commission. Retrieved September 15, 2006 from, http://www.abc.net.au/latelin...

Jonas, W. (2003). 'This is a crisis': Social Justice Commissioner urges government to recommit to reconciliation HREOC press release. Retrieved September 15, 2006 from, http://www.humanrights.gov.au...

Lovett-Gardiner, I. (1998). Lady of the lake. Melbourne; Koorie Heritage Trust Inc.

Macintyre, S. (1999). A concise history of Australia. In Crotty & Eklund, Australia to 1901: selected readings in the making of a nation. Croydon; Tertiary Press

Malin, M. & Maidment, D. (2003). Education, indigenous survival and wellbeing: emerging ideas and programs. The Australian Journal of Indigenous Education. Vol.32 p.85

Mooney, J., Halse, C., & Craven, R.G. (2003). Postgraduate teachers’ commitment to teach Aboriginal studies in Australian schools. Auckland, New Zealand. Retrieved September 17, 2006 from, http://www.aare.edu.au/03pap/...

Partington, G. (1998). When many worlds meet: ethnicity and education in Australia. In Allen, J. (Edits), Sociology of education: possibilities and practices. Katoomba, New South Wales; Social Science Press.

Scott, E. (1998). Doing the right thing: Aboriginal Studies and reconciliation. Council for Aboriginal reconcilitation 8th annual conference. University of Sydney; Aboriginal Studies Association. Retrieved September 15, 2006 from, http://austlii.law.uts.edu.au...

Vardy, P. (2005). Values Education for intercultural and interfaith understanding. New horizons in education. Vol.112

Victorian Aboriginal Education Association Incorporated, [VAEAI]. (2006). Retrieved September 15, 2006 from, http://www.vaeai.org.au/timel...

Whatman, S. & Duncan, P. (2005). Community participation in indigenous education: learning from the past in policy and practice. In Phillips & Lampbert, Introductory indigenous studies in education: the importance of knowing. Frenchs Forest, New South Wales; Pearson Education Australia.

Whitt, L.A., Roberts, M., Norman, W., & Grieves, V. (2001). Indigenous perspectives. In Jamieson, D. (Edits) A comparison to environmental philosophy. Oxford; Blackwell Publishers Inc.

 
Aboriginal Health Care
04.05.07 (11:48 pm)   [edit]
Health care is an important aspect of life for everyone. Not only do we want to live happily but also we would like to do so healthily. For many Aboriginals and Torres Strait Islanders in rural and remote areas, they are experiencing more difficulty in getting access to health care than the rest of the population (Australian Institute of Health and Welfare 2004). There are a number of reasons why Aboriginals have difficulty getting access to health care and this paper will hopefully draw on a few for discussion. This first aspect that influences how much access Aboriginals get to health care is locality. In rural and especially remote areas where large populations of Aboriginals reside there is lower rates of practicing General Practitioners, lower rates of hospital procedures, and there is usually more admission to hospital (Australian Institute of Health and Welfare 2004). It is often difficult to get full sets of data collection so numerical and minute comparisons are hard to make, so I can not give a specific percentage or such as to the situation I have just mentioned. However in 2001, there were 113 medical practitioners for 100,000 people in remote areas where as there were 318 per 100,000 people in metropolitan areas (Australian Institute of Health and Welfare 2004). There are factors that add to the need for additional health care for this population in rural and remote areas. Some of these are that people from rural and remote regions tend to be more likely to drink alcohol and smoke cigarettes in harmful quantities, and that many rural occupations are more psychically risky, for example miners (Australian Institute of Health and Welfare 2004). Another reason why there is a need for an improved access to health care is because there are a greater proportion of accidents in and around aboriginal communities. One of these is motor vehicle accident due to long distant driving, greater speeds, and animals on the road (Australian Institute of Health and Welfare 2004). The lack of hospital and specialty care means that a large majority of these accidents result in death. Another reason why there is a need to improve access to health care for aboriginal people is the significantly higher morality rates than for non-indigenous people. A few examples of these are that mortality as a result of injury is three and a half times higher for aboriginal people than it is for non-indigenous people, mortality as a result of suicide is 2.9 times higher for aboriginals than non-indigenous people, and death as a result of interpersonal violence is a large 7 times higher for aboriginals than for non-aboriginal people (Australian Institute of Health and Welfare 2003). This shows there is not only a need for more doctors but also specialist's services such as psychologists and social workers. There are a number of health issues for aboriginal people that are not being adequately addressed. Illnesses such as chest infections, middle ear infections, heart disease, bronchitis, urinary tract infections, and substance abuse are just a few that impacts on aboriginal people (Victorian Aboriginal Health Service 2006). There is not only a need for an improved of access to primary health care, that is, doctors and hospitals, but also for education programs to increase awareness to these people about the risk factors that are leading to illness. Because discussing the next issue, which is the number of aboriginals trained to work in health care service positions we need to have a look at the model of health each society has. In Western Culture we have a predominantly biomedical approach to health. In this approach the determinants of health and illness are seen to be biological therefore a belief that the solution to problems can be found with the realm of modern medicine (Germov 2002 p.283). Medicine is a science so it is sometimes assumed that there is no curative factor in the patient and professional relationship (Germov 2002 p.283). Health care in Western society is particularly institutionalized and technology is the main focus of health care (Germov 2002 p.283). Western Culture uses the World Health Organization's definition of health, which is "a state of complete physical, mental and social; well being and not merely the absence of disease or infirmity" (World Health Organization 2006). In traditional aboriginal society there is a significantly different view to health. In Aboriginal health care there is a holistic approach to health (Devanesen, D 2000 p.2). There is a recognition that social, physical and spiritual aspects all give dimension to health and life (Devanesen, D 2000 p.2). Diseases can be linked to culture and beliefs and the knowledge to heal comes from the land, the flora and the fauna (Devanesen, D 2000 p.2). The aboriginal definition of health incases the whole life cycle, with family, food, shelter, warmth, water and exercise all being important factors contributing to health (Devanesen, D 2000 p.3) Although there is a difference in approaches to health care from both societies, Western Culture is still imposing their health care system on aboriginal people. The availability of Aboriginal health workers is very limited and may impact on whether or not indigenous people are able to access health care in an adequate and culturally appropriate manner (Australian Institute of Health and Welfare 2004). An increase in training for aboriginals into health related occupations, especially in rural areas we may be able to lessen the divide and find new ways to incorporate the two views of medicine to improve overall health care for aboriginal people. Although the Australian Government is working with the Office Of Aboriginal And Torres Strait Islander Health to create programs that look at increasing funding to remote areas, providing mainstream and aboriginal specific health services, and improving data collection there is still a lot of work that needs to be make a dint in the mortality and morbidity rates for Aboriginal people (Office Of Aboriginal And Torres Strait Islander Health 2003). As a soon to be practicing Occupational Therapist it is important to be aware of the issues that need addressing and to make an effort to add to the knowledge base and work with others to improve access to health care for aboriginal people in a cultural appropriate way. REFERENCES Australian Institute of Health & Welfare 2003. Rural, regional and remote health: a study on mortality, summary of findings. Prion, Canberra Australian Institute of Health & Welfare 2004. Access to health services. Retrieved August 14, 2006 from http://www.aihw.gov.au/indige... Devanesen, D 2000. Traditional aboriginal medicine practice in the northern territory. Kobe, Japan; World Health Organization. Retrieved August 7, 2006 from http://www.nt.gov.au/health/c...%20Aboriginal%20Medicine% 20-%20Japan%20Paper.pdf p.2-3 Germov, J 2002 "challenges to medical dominance" in Germov J (Ed) Second Opinion: an introduction to health sociology. 2nd edition, Oxford University Press, Mebourne; P.283 Office Of Aboriginal And Torres Strait Islander Health. (2003). Program management guidelines. Department of Health and Aging, Canberra Victorian Aboriginal Health Service 2006. Aboriginal health issues. Retrieved August 7, 2006 from http://www.betterhealth.vic.g... World Health Organisation 2006. definition of health. Rertrieved August 14, 2006 from http://www.fda.gov/ohrms/dock...
 
Group intervention design for young women with anarexia - occupational therapy program
04.05.07 (11:45 pm)   [edit]
Scenario This is a programme for eight females diagnosed with Anorexia Nervosa or Bulimia Nervosa attending a Community Eating Disorders Service. Purpose The ultimate goal is to help clients maintain healthy psychological, physical and social competence (Lim & Agnew, 1994, p.309). It needs to be remembered, the program is not aiming to be a cure (Giles, 1985, p.511). The group will allow clients to gain self-awareness and self-confidence by experiencing interactions with others, expression of emotions, and implementation of coping strategies (Brock, 1991, p.13). There should be an improvement in communication and decision-making. Rationale It is difficult to attain quantitative research for the use of creative therapies, as the experience is subjective. This has led to a decrease in the use of arts therapeutically (Thompson & Blair, 1998, p.50). Art within therapy aims to achieve improved self-esteem, introducing coping strategies, establishing meaningful relationships, improving communication and self-expression and acquiring new skills (Eames, 1999, p.9). There will be a focus on the process and emotions surrounding the activities not the end product (Conroy, et al, 1986, p.322). Center Overview A Community Mental Health Services provides support for people with a mental illness to maintain independence and stay in the community (Queensland Health, 2006). This program will be used as part of the multidisciplinary approach to achieve most favorable treatment (Lim & Agnew, 1994, p.309). Lack of leisure activities and personal achievement along with difficulties forming relationships were also identified as issues that need addressing (Mayers, 2000, p.596). Group work Using group work with creative therapies stimulates greater learning and promotes discussion (Liebmann, 1984, p.157). Groups allow social learning so the context becomes more relevant. Groups also provide opportunity for feedback, mutual support, and problem solving. Using art with group work increases creativity, self-validation, autonomy and insight (Liebmann, 1984, p.158). Clients The eight female clients are between eighteen and twenty-five years old and diagnosed with Anorexia Nervosa or Bulimia Nervosa. Anorexia Nervosa is characterized as weight loss, fear of becoming fat, denial and amenorrhoea and Bulimia Nervosa as recurring binge eating, repeated use of weight loss methods, and obsession with body shape (Halmi, 2003, p.2). People with Anorexia or Bulimia often lack insight into their condition. They experience difficulties in verbalizing their feelings and experiences (Conroy, et al, 1986, p.322). Discussing shared experiences within this group can act to develop this issue. People may have poor social functioning skills. These skills will be addressed as part of the cognitive, inter and intrapersonal performance components in the Occupational Performance Components to be discussed later. Therapist Role In Community Mental health OT's are seen as generic workers (Taylor & Rubin, 1999, p.62). OT's must work within the expectations of the employer, service ideologies and client needs to provide intervention that meets these needs and incorporate core OT principles (Hughes, 2001, p.34). It is also the therapist's role to ensure they have clear communication with other team members regarding client progress (Giles, 1985, p.513). The OT becomes permissive and assures the client that expression of emotion is acceptable (Birtchnell, 1984, p.42). Setting The sessions will take place in the therapy room at the center, equipped with kitchenette and storage cupboards. The programme will consist of ten sessions to give sufficient time for the completion of sculptures including creation, drying, firing and glazing (Broad of Studies, 1997, p.4). The ten sessions will also give the clients ample opportunity to become familiar with each other and practice and improve social functioning. The groups will be 1½ hours duration and held once a week (Brock, 1991, p.13). The sessions one, two, three, and ten of the whole program (Appendix A) will be discussed in detail within this paper. Leadership Strategies The leadership style shall be somewhat democratic which encourages group discussion, and respects client needs with an autocratic decision-making and direction style (Tyson, 1989, p.86). Strategies to be used to ensure the group achieves their goals include encouraging cooperation from all members so everyone is included in the process, validating the client's experiences to reinforce self-esteem and increase self-awareness, and demonstrating the activities prior to clients attempting them so they have verbal as well as visual instructions to cater for different learning styles and alleviate anxiety (Creek, 2002, p.76). Another leadership strategy is to avoid praising or criticizing work but encourage the doing (Walker, 1984, p.10). Theoretical models For group success, a good theory base for group therapy and a frame of reference is important (Lloyd & Maas, 1997, p.229). Anorexia and Bulimia are treated with a collaborative approach (Henderson, 1998, p.45). OT's currently use principles from psychodynamics and group dynamics (Thompson & Blair, 1998, p.55). Psychodynamic Approach This approach helps individuals explore feelings, resolve inter and intrapersonal conflict, and informs creative therapy practice (Atkinson & Wells, 2000, p.5). Psychodynamics in creative therapy encourages personal development. Regarding Anorexia and Bulimia, this approach allows clients to consider how they cope with situations and interact with others. Occupational Performance Model This model is a conceptualization of the emotional, mental and physical processes related to task performance (Chapparo & Ranka, 1997, p.4). It is divided to occupational roles, areas, components and performance interacting centrally with environment, time and space surrounding (Appendix B). This model is appropriate for this program as it separates intra and interpersonal performance components. The OPM recognizes personal and external satisfaction influences role and activity performance. When treating Anorexia and Bulimia an inability to overcome challenges in acceptable ways leads to occupational needs (Chapparo & Ranka, 1997, p.50). Using this model allows clients to develop skills in role and task performance by practicing them in the group. Applying the OPM to this group, the role would be occupational and social and ceramicist and group member. The clay group is in the leisure category of Performance Areas, which is a task with creative or entertainment purposes (Chapparo & Ranka, 1997, p.7). Visible on the model participation in leisure may require utilization of all five Performance Components. This will be shown in activity analysis. Session Objective will relate to addressing cognitive, intra and interpersonal needs. The mind-body-spirit paradigm cannot be separated and emphasizes the benefits in the process of doing on successful therapy. When analyzing client performance and setting goals it's important to consider the environment surrounding participation. Group Stages Shultz's three-stage group development model is suitable, with its inter and intrapersonal focus (Cole, 1998, p.33). The model focuses on emotional not activity completion (Finlay, 1993, p.67). The inclusion stage regards fitting in. the group structure and goals are set and members compare themselves to others. The control stage concerns influences and possible tension or challenges between members, causing a need for conflict resolution (Cole, 1998, p.34). The aim is reaching the affection stage. Here members gain cohesiveness and positive emotions towards the group. This is where explore of new behaviours can occur. Yalom developed eleven therapeutic factors associated with group work. The three most valued and the ones focused on achieving are instillation of hope, cohesiveness and interpersonal learning (Finlay, 2002, p.249). Session One This session is designed to introduce members to each other and the therapist and to introduce them to clay. It is important to set norms here to define limits and acceptable behaviour (Early, 1993, p.319). Group will be in Inclusion Stage of group development, ensure all opinions valued. Objectives These give group members motivation and purpose and direct OT activity structure (Finlay, 2002, p.250). · By session completion clients will be able to identify some ceramics tool. · Clients will participate verbally in some 1 activity, with prompting. · Clients should have attempted making a pinch pot. Introduction [25minutes] 1a) Introduce yourself to clients 1b) Show client's room's facilities then sit around table 1c) Ask clients to each say their name 1d) Outline norms and rules of the group. Tools Labeling [25minutes] This activity involves labeling and identifying tools. 2a) Hand out sheet, Appendix C. Give instructions to write the tool name on sheet as you identify them. 2c) Gather the eight tools matching the sheet. 2d) Display each tool giving the name of it. Clients fill in sheet accordingly. 2e) Put the tool in bag. Ask clients to pull out one tool each and others verbalize the name of the tool. Pinch pot [40minutes] Making a pinch pot is the 1st ceramics method 3a) Divide clay in nine hand-sized chunks and hand out on boards. 3b) Demonstrate making a pinch pot. Instructions in Appendix D. 3c) Allow clients to practice until complete (time permitting). 3d) Clients to inscribe initials and decorate with engraving. 3e) Set pots to dry and cleanup. 3f) Remind clients of next session and allow for discussion or comments about session. Materials: nine tool sheets, eight pens, a needle tool, wire-loop tool, bag, sgraffito, fettling knife, clay pull, sponge, brush and 1kg clay. Session Two This session is to continue increasing familiarity with clay and encouraging cooperation, problem solving and communication in pairs. Group moving between inclusion and control stage, first activity increases trust, and second promotes some conflict resolution. Objectives · By sessions completion clients will have completed a coil bowl. · Clients should be confidence to handling clay close-eyed. · Clients should show cooperation working in pairs. Blind Sculpting [25minutes] 1a) Sit around table with a 200gram clay chunk. 1b) Explain activity and get clients to close eyes. This method reduces anxiety and pressure to produce quality work (Brock, 1991, p.13). 1c) Pass clay around table so each client shapes/changes the clay for 2minutes. 1d) When clay returns, everyone opens eyes. 1e) Encourage comments on what the final shape is. Coil Bowl [45minutes] 2a) Arrange clients into pairs. 2b) Handout boards, bowls, clingfilm and four 300gram clay chunks. 2c) Commence demonstration of coil bowl. (Instructions Appendix E) 2d) Allow clients to problem solve and share tasks in their pair to complete the bowl. 2e) Set bowls to dry and cleanup. Discussion [20minutes] Ask clients to consider: 3a) How they felt working together. 3b) Any difficulties that arose in the pair and how they overcome conflict. 3c) Remind clients of next session. Materials 1.5kg clay, boards, clingwrap, four bowls, and a knife. Session Three The therapist's preference will influence the theme; here it's animals (Meeson, 1998, p.58). The session is to draft ideas for their sculpture. The group should develop to the control stage, where clients may need to overcome feelings about others. Objectives · By sessions end clients should be comfortable sharing feelings towards an object. · Clients will have a drawing/picture of their animal sculpture idea. · Clients should be participating verbally without prompting. Shared sculpting [30minutes] 1a) Sit around table. Cut 9 hand-sized clay chunks and hand out. 1b) Direct clients to start making a clay animal. 1c) Every 5minutes get clients to hand clay to person alongside them to change or continue the sculpture. Do 3 times. 1d) Hand clay back to owner. Discussion [25minutes] Ask clients to describe: 2a) What the clay looks like. 2b) What they intended to make. 2c) their feelings when others changed their work 2d) how they felt changing others work Sculpture Planning [35minutes] 3a) Get client's to volunteer collecting paper, magazines and supplies. 3b) Spread drawing supplies around table. 3c) Ask clients to draw/paste/sketch ideas for their animal sculpture. 3d) Enquire with interest what each is coming up with. 3e) Initiate cleanup and set animals to dry. 3f) Remind clients of next session Materials 9 boards, paper, 9 pencils, magazines, crayons, coloured pencils, scissors, gluesticks, textas and 1kg clay. Session Ten The last session is to provide closure to the group and finish the programme. The group should be in the affection stage of group development and be comfortable, accepting, and cohesive. Objectives · By completion of session, clients should be able to express their feelings towards others. · Clients should display self-confidence and appropriate communication when interacting with others. · Clients should express a sense of achievement and personal success. Storytelling [30minutes] 1a) Collect sculptures and hand out to owner around table. 1b) Provide instruction about the activity. 1c) Use your animal to represent yourself and for two minutes start a story. 1d) Ask clients to take turn using their animal to continue the story for two minutes. 1e) Inquire regarding how they felt about the story Mosaic [40minutes] 2a) Collect MDF, tiles, PVA glue and brush 2b) Rule MDF into nine squares. Apply layer of glue to MDF. 2c) Each person use tiles to complete a mosaic square on the board. 2d) Set to dry. Inform clients that mosaic will be displayed in the center. Evaluation/Discussion [20minutes] 3a) Collect evaluation sheet that was giving out last session (Appendix F). 3b) Encourage clients to reflect on and discuss things they have- learnt, enjoyed, improved in. 3c) Thank them and present clients with an award each (Appendix G). Allow group to chat informally until they leave voluntarily. Materials Brush, 900x900mm MDF, pencil, rule, PVA glue, small tiles, eight evaluation sheets, and eight awards. Assessing and recording The therapist is to write progress notes about each client's participation and interaction after the completion of each session. It is important to remember to record whether the client participated willing or with repeated prompting. Also comment of the level of disclosure of experiences and the level of autonomy in decision-making when working on their sculptures. Make note of any particular relationships that are forming between group members. These notes will allow the therapist to track even slight changes in progress. Self-Evaluation of Therapist The therapist should evaluate their own performance throughout the course of the program. By evaluated your performance as well as any changes in the clients will ensure you are developing your skill to ensure that you are providing the clients with the best care possible. A leadership checklist (Appendix H) is a way therapists can monitor their performance as a leader. Evaluation It is difficult to evaluate the effectiveness of the program as it is part of a larger treatment plan therefore specific objectives need to be evaluated (Brock, 1991, p.15). An evaluation sheet given to the clients at session nine asks clients to comment on how they found the group. When explaining the sheet helps you evaluate the program and make improvements most clients greet the opportunity to provide feedback (Kerr & Piran, 1990, p.36). Evaluation ensures that a rigorous and methodological process is being used. No specific psychometric measures shall be used. It is also important to remember not to evaluate the program based on the tangible merits. Activity Analysis One The first activity is making a mosaic and is session ten of the programme. The mosaic is a leisure activity, as previously mentioned, done for the purpose of creativity and entertainment. Performance Components Although the components as outlined in Mosey's Activity Analysis (1996, p.244), these headings are also described in the OPM. Performance Components are the emotional, physical and cognitive attributes that are required for a person to complete a task (Chapparo & Ranka, 1997, p.58). Sensorimotor Mosaic building requires proprioception, tactile, visual and auditory stimulation and sensory discrimination to be able to see and feel the materials and hear any instructions. Cognitive Mosaic building requires attention to the task, cognitive development, and the ability to follow directions. There is a need for problem solving to fit pieces together and abstract thinking to turn tiles into patterns. Intrapersonal Mosaic building requires motivation, a sharing of ideas, and self-esteem to be willing to participate. Although there is some self-esteem, self-control and self-direction needed to participate it is also an opportunity to improve these components. Interpersonal Mosaic building requires verbal communication with peers in a project group and needs cooperation, compromising, negotiation and assertiveness to share materials and complete the task. Therapeutic Objectives and Methods The instructions and materials needed are detailed under Session 10. To ensure the activity is effective as a therapeutic tool encourage clients to reflect on their mosaic as part of the whole, which is a representation of their involvement in the group and promote conversation, sharing and clients working at the same time on their piece. Adaptation Application For clients who have limited motor skills you may use larger tiles or do nine individual mosaics then put them together, alternative for clients who excel in creative talent you may use more colours and smaller tiles. To guarantee interaction, communication and sharing provide only four buckets of tiles. Precautions You need to ensure its glue non-toxic and if the tiles chosen are sharp that clients are supplied with gloves. It is appropriate to wear aprons and enclosed shoes. Activity Analysis Two Drawing ideas for animal sculpture. It was part of session three. This activity is also the performance area of leisure. Performance Components Sensorimotor Drawing also requires proprioception, tactile, visual and auditory stimulation and sensory discrimination to be able to see and feel the materials and hear any instructions. Cognitive Drawing requires a level of creativity, attention, memory of animal images, abstract thinking to make a 2D form of reality, general knowledge about animals, and a minimal ability to problem solve for example opening the pencil box. Intrapersonal Drawing requires some expression of needs and interests and motivation. There is minimal need for self-esteem and self-direction and a possibility for increase in capacity. Interpersonal Drawing requires a minimal amount of communication, compromise and negotiation if you need to share supplies. This is a parallel group activity. Therapeutic Objectives and Methods The instructions and resources and materials needed for this activity are described in the session three outline. This particular activity is used to give the clients a guide for their sculpture but can also be used as an opportunity to promote decision-making, support individuality, boost esteem and enhance communication between group members. Adaptation Application For those who may have difficulties drawing you might have a variety of magazines available for clients to cut out images. If clients are particularly