Everything You Should've Learned in Psychiatry School, But Didn't By: Dr. Kelly Gardiner Ph.D., PMHNP, CNS, BC Why should you buy this book? •Are you so skilled that you think this book has nothing to offer you? •Are you proficient in identifying MIMICKERS of mental illness? •Do you get nervous treating a pregnant patient? •Was your preceptor an idiot that taught you bad habits and you don’t even realize it? •Did you know that there are techniques to provide stellar mental health services in fifteen minutes? •Was your clinical rotation so short or impersonal that you think you may have missed valuable information? •Are you a skilled diagnostician? •Do you lack actual ‘real world’ skills in psychiatry? •Is your patient a sexual predator or does he have Frontal Lobe Syndrome? •What should you do about bullies in the workplace? •Do you think the ‘Beer’s List’ is a list of alcoholic beverages? •Do you need some caregiver/patient handouts? Do you wonder: What You Should Have Learned in Psychiatry School, BUT DIDN’T?

New trends in research, assessment and treatment are currently visible in the forensic field in three relatively separate areas: the use of neuropsychology, biomarkers, and wearables and VR-technology in forensic mental health. These areas individually can make a valuable contribution to improving forensic assessments and treatment but combined they might even have a greater impact. For example, heart rate variability (a biomarker) can be visualized during Virtual Reality (VR) scenarios to increase patients’ insights into their physiological responses. With our topic 'New Directions in Forensic Psychology: Applying Neuropsychology, Biomarkers and Technology in Assessment and Intervention’ we hope to offer more insight into the state of scientific developments in the aforementioned areas as they relate to forensic psychology. As a result, we hope to be able to pinpoint lacking knowledge and offer suggestions for further research.

Narrative Psychiatry and Family Collaborations is about helping families with complex psychiatric problems by seeing and meeting the families and the family members, as the best versions of themselves, before we see and address the diagnoses. This book draws on ten years of clinical research and contains stories about helping people, who are heavily burdened with psychiatric illnesses, to find ways to live a life as close as possible to their dreams. The chapters are organized according to ideas, values, and techniques. The book describes family-oriented practices, narrative collaborative practices, narrative psychiatric practices, and narrative agency practices. It also talks about wonderfulness interviewing, mattering practices, public note taking on paper charts, therapeutic letter writing, diagnoses as externalized problems, narrative medicine, and family community meetings. Each chapter includes case studies that illustrate the theory, ethics, and practice, told by Nina Jørring in collaboration with the families and colleagues. The book will be of interest to child and adolescent psychiatrists and all other mental health professionals working with children and families.

This compelling title is a comprehensive, practical guide for current and aspiring leaders in academic medical centers (AMC). Offering both a broad overview of the dynamics of the AMC and a detailed “how-to” set of instructions for the wide-ranging situations that demand skilled leadership, this expertly designed volume is filled with meaningful examples and insights. Learning to Lead in the Academic Medical Center: A Practical Guide consists of five parts. The first three sections are narrative and intended to help the reader become a better leader. The first section looks at the AMC as a social system and emphasizes an understanding of group dynamics. The second section discusses the critical role of personality, while the third covers all the necessary leadership skill sets such as negotiation, persuasion, conflict resolution, running a meeting, and so on. The fourth section is a fascinating series of case vignettes to solve based on the material that preceded it. The final section provides a set of highly instructional solutions to those cases. An indispensable reference authored by three highly accomplished leaders in the field, Learning to Lead in the Academic Medical Center: A Practical Guide will be of great interest to all physicians and trainees who seek a comprehensive yet handy resource on the need-to-know basics of success in the AMC environment.

Juvenile justice centers have a long tradition as an unfortunate stop for young offenders who need mental health care. Reports estimate that as many as 70% of the youth in detention centers meet criteria for mental health disorders. As juvenile justice systems once again turn their focus from confinement to rehabilitation, mental health providers have major opportunities to inform and improve both practice and policy. The Handbook of Juvenile Forensic Psychology and Psychiatry explores these opportunities by emphasizing a developmental perspective, multifaceted assessment, and evidence-based practice in working with juvenile offenders. This comprehensive volume provides insights at virtually every intersection of mental health practice and juvenile justice, covering areas as wide-ranging as special populations, sentencing issues, educational and pharmacological interventions, family involvement, ethical issues, staff training concerns, and emerging challenges. Together, its chapters contain guidelines not only for changing the culture of detention but also preventing detention facilities from being the venue of choice in placing troubled youth. Key issues addressed in the Handbook include: Developmental risks for delinquency. Race and sex disparities in juvenile justice processing. Establishing standards of practice in juvenile forensic mental health assessment. Serving dually diagnosed youth in the juvenile justice system. PTSD among court-involved youth. Female juvenile offenders. Juvenile sex offenders. The Handbook of Juvenile Forensic Psychology and Psychiatry is an essential reference for researchers, professors, allied clinicians and professionals, and policy makers across multiple fields, including child and school psychology, child and adolescent psychiatry, developmental psychology, criminology, juvenile justice, forensic psychology, neuropsychology, social work, and education.

The Good House, by Ann Leary, is funny, poignant, and terrifying. A classic New England tale that lays bare the secrets of one little town, this spirited novel will stay with you long after the story has ended. Now a major motion picture starring Sigourney Weaver and Kevin Kline! Hildy Good is a townie. A lifelong resident of a small community on the rocky coast of Boston's North Shore, she knows pretty much everything about everyone. And she's good at lots of things, too. A successful real-estate broker, mother, and grandmother, her days are full. But her nights have become lonely ever since her daughters, convinced their mother was drinking too much, sent her off to rehab. Now she's in recovery—more or less. Alone and feeling unjustly persecuted, Hildy finds a friend in Rebecca McAllister, one of the town's wealthy newcomers. Rebecca is grateful for the friendship and Hildy feels like a person of the world again, as she and Rebecca escape their worries with some harmless gossip and a bottle of wine by the fire—just one of their secrets. But Rebecca is herself the subject of town gossip. When Frank Getchell, an old friend who shares a complicated history with Hildy, tries to warn her away from Rebecca, Hildy attempts to protect her friend from a potential scandal. Soon, however, Hildy is busy trying to protect her own reputation. When a cluster of secrets becomes dangerously entwined, the reckless behavior of one person threatens to expose the other, and this darkly comic novel takes a chilling turn.