Dr Adam Burley keynote

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This document provides an overview of chapters from a book about adversity, relationships, and psychologically informed environments. It discusses how a person's past experiences and relationships can impact their present behavior and mental health. The document also profiles an individual with multiple complex needs, including dependency on carers, challenging behaviors around eating and conduct, high emotional lability, occasional aggression, and volatile relationships. It concludes by posing questions about the topics discussed.

Education

Shining a Light on the Invisible
Adversity, Relationships and Psychologically Informed
Environments
Dr. Adam Burley
Consultant Clinical Psychologist
NHS Lothian Psychotherapy Department
@DrAdamGWBurley

‘There is no such thing as a baby.’
D. Winnicott (1957)

Chapter 2: ‘Those who cannot remember the past are
condemned to repeat it’
George Santayani (1863 – 1952)

‘When a young person is to be found running down the
street smashing windows, he is looking for his mother.’
D. Winnicott (1949)

‘The relations with carers are characteristic; they are
characterized by the defeat of help.’
R.Hinshelwood (2002)

`The sufferer who frustrates a keen therapist by
failing to improve is always in danger of meeting
primitive human behaviour disguised as treatment.`
T.Main (1957)

Chapter 4: ‘There is a light and it never goes out’
Morrissey (1986)

Multiple and Complex Needs
• Young female living in supported accommodation.
• Dependent on carers for basic ADL’s
• Splits carers.
• ‘Engages’ with support in a variety of, often challenging, ways.
• At times very demanding, at other times totally self reliant.
• Range of challenging behaviour in relation to eating, conduct.
• Highly, highly emotionally labile.
• Occasionally aggressive and violent.
• Evokes very strong extremes of emotion in carers.
• Called ‘bonkers’ by other residents.
• Very volatile relationships with friends.
• Range of addictions.

Chapter 5: ‘Thus we reach the end. The beginning and the
end.’
OMD (1981)

‘There is no such thing as a pupil.’
A. Burley (2019)

"Take Your Time: Seven Lessons for Young Psychiatrists" Vincenzo Di Nicola Inaugural Lecture 2023 Psychotherapy Special Interest Group Department of Psychiatry & Behavioral Medicine College of Medicine & Philippine General Hospital University of the Philippines Manila 28 July 2023 In these seven lessons for young therapists, a practising psychiatrist and psychotherapist with more than 40 years’ experience surveys what therapy is about and how it works, from behaviour therapy and family therapy to psychodynamic psychotherapy. Ranging from what to read and how to begin therapy, the lessons cover therapeutic temperaments and technique, the myth of independence and individual psychology, the nature of change, the evolution of therapy, the search for meaning and relational ethics, and finally, when therapy is over. 1. People don’t want to change (resistance, homeostasis) 2. Different therapeutic temperaments see different tasks, seek different ways of doing therapy 3. Families are unique cultures that require a relational approach 4. Therapy opens new vistas of life in a holding environment 5. Therapy makes visible the invisible – as social animals, we thrive in social contexts, suffer in isolation – Independence is a myth! 6. People seek meaningful lives 7. Slow Therapy respects the flow & rhythms of life, takes time to integrate change, and knows when to stop This address integrates the author’s model of working with families across cultures presented in "A Stranger in the Family: Families, Culture, and Therapy" (1997) and elaborated in his "Letters to a Young Therapist" (2011) with his more recent work on trauma in Trauma and Transcendence (Capretto & Boynton, eds., 2018), and “Take Your Time,” his Slow thought manifesto (2019).

Take Your Time : Seven Lessons for Young Therapists

Université de Montréal

"Take Your Time: Seven Lessons for Young Therapists" 23rd World Congress of Psychotherapy Casablanca, Morocco, February 11, 2023 In these seven lessons for young therapists, a practising psychiatrist and psychotherapist with more than 40 years’ experience surveys what therapy is about and how it works, from behaviour therapy and family therapy to psychodynamic psychotherapy. Ranging from what to read and how to begin therapy, the lessons cover therapeutic temperaments and technique, the myth of independence and individual psychology, the nature of change, the evolution of therapy, the search for meaning and relational ethics, and finally, when therapy is over. 1. People don’t want to change (resistance, homeostasis) 2. Different therapeutic temperaments see different tasks, seek different ways of doing therapy 3. Families are unique cultures that require a relational approach 4. Therapy opens new vistas of life in a holding environment 5. Therapy makes visible the invisible – as social animals, we thrive in social contexts, suffer in isolation – Independence is a myth! 6. People seek meaningful lives 7. Slow Therapy respects the flow & rhythms of life, takes time to integrate change, and knows when to stop This plenary address integrates the author’s model of working with families across cultures presented in A Stranger in the Family: Families, Culture, and Therapy (Norton, 1997) and elaborated in his Letters to a Young Therapist (Atropos, 2011) with his more recent work on trauma in Trauma and Transcendence (Fordham, 2018), and “Take Your Time,” his Slow thought manifesto (Aeon, 2019).

Post Discussion Older Adults as CaregiversOlder adults, wheth.docx

IRESH3

Post Discussion: Older Adults as Caregivers Older adults, whether caring for a spouse or a grandchild, face many challenges. Identify 2-3 challenges of caring for a spouse or caring for a grandchild. Explain them in detail and discuss what resources are available to the caregiver to assist them with these challenges. Support your statements with evidence from the Required Studies and your research. Cite and reference your sources in APA style. References Hudson, R. (Ed). (2014). The new politics of old age policy (3rd ed.). Baltimore, John Hopkins. Niles-Yokum, K. & Wagner, D. (2014). The aging networks: A guide to programs and services . (8th ed.) New York: Springer Publishing. Submit Assignment: Piecing Together a Patchwork Quilt of Services Navigating through the network of services available to older adults can be a daunting task. For this assignment, you are taking on the role of a geriatric care manager to help a client(s) find potential solutions. Choose ONE of the scenarios below and write a 1-2 page paper (plus cover page ) that identifies the programs, services, and/or changes you would recommend to help the individual(s) in the situation described. Present multiple options when possible and explain what you factored into your recommendations. Support your statements with evidence from the Required Studies and your research. Cite and reference your sources in APA style. Scenario #1 Mary (age 71) is a widow and resides in a one bedroom apartment. Mary has several chronic conditions which are managed with medications. Mary’s daughter, Michelle, lives two hours away and typically visits Mary every other weekend. During her most recent visit, Michelle found Mary disoriented and the apartment in disarray. Mary’s physician determined her disorientation was due to over-medication. Mary insists she was taking her medications properly. Once back on the proper medication regime, Mary was her old self. However, after the second episode of similar circumstances occurred, Michelle determines something needs to be done to address this before something tragic happens. Scenario #2 Linda (age 67) and Tony (age 70) Anderson live in a Section 202 apartment. Their income is limited to Social Security and a small pension Tony receives which Linda will lose once Tony passes away. Tony is in the early stages of dementia. At this point, he needs reminding and cueing for some ADLs and Linda needs to keep an eye on him so he doesn’t wander away when they are in strange surroundings. Linda does all of the cooking, cleaning, shopping, laundry, bill paying, and other household tasks. At the age of 67, she is beginning to feel the fatigue of caregiving. Tony should no longer be driving and Linda never learned how to drive so she relies on the local bus service for her transportation. Their adult children live close by but work full-time and are only available to help on the weekends. Linda and her children realize things w.

Take Your Time: Seven Lessons for Young Therapists

Université de Montréal

TAKE YOUR TIME: Seven Lessons for Young Therapists Vincenzo Di Nicola 1. In these seven lessons for young therapists, based on practising clinical psychology, child psychiatry and psychotherapy for almost 50 years, I will survey what therapy is about and how it works, from behaviour therapy and family therapy to psychodynamic psychotherapy 2. These lessons integrate my work in psychiatry and psychotherapy with my Slow Thought Manifesto and my call for Slow Therapy 3. With these seven lessons for young therapists in this technocratic time of pressure and speed, I commend young therapists – eager to embrace change and to make a difference – to “Take your time” 4. By opening a space for reflection by every party in the therapeutic encounter, the possibility of an event – something surprising, unpredictable and new – may emerge DOI: 10.13140/RG.2.2.32747.55841

What Is Called Therapy? Towards a Unifying Theory of Therapy Based on the Event

Université de Montréal

Marrakech powerpoint

Henry Dunn

2018 Jeanne Spurlock Lecture and Award for Diversity and Culture American Academy of Child and Adolescent Psychiatry Annual Meeting Seattle, WA, USA October 25, 2018 Abstract: Objectives: To provide a perspective on a career in community and cultural child psychiatry through the triple lenses of children, families, and culture, focusing on culture change syndromes, migration, and trauma. Methods: Employing the lenses of children, families, and culture, Di Nicola has argued that these elements have to be brought into dialogue with each other, sometimes radically challenging each other: 1) To study children across culture is to revision how we think about development. 2) To take family therapy seriously is to radically rethink how we imagine all relationships, from attachment and belonging to diverse family configurations and evolving constructions of gender and sexuality. 3) It’s also true that for cultural psychiatry and family therapy to take children seriously, they have rethink received notions of families and culture. None of these domains are fixed, stable or unchanging – th ey are all in flux. Results: This layered and dialogic approach to children, families, and culture led Di Nicola to forge these syntheses: 1) Cultural family therapy (transcultural psychiatry & family therapy). 2) Transcultural child psychiatry (child psychiatry & transcultural psychiatry). 3) Child- and family-centered global mental health (child & family psychiatry with the global mental health movement). Conclusions: Beyond evidence-based medicine, child psychiatry is nourished by meaningful personal and professional values. Di Nicola concludes with metaphors that inspire his work from social adversity to cultural diversity: 1) “A stranger in the family” (title of his book on cultural family therapy that explores three levels of strangeness – the mentally ill child in the family, the family that finds itself estranged in society due to migration or other socio-cultural differences, and finally, the therapist who arrives as a stranger in their midst with often alien or estranging views of their predicament). 2) “Looking across at growing up” (developmental psychologist Charles Super’s view of anthropology's horizontal or cross-cultural approach). 3) “Cultural changelings” (children’s experience of migrating across all the domains relevant to culture, including class, gender, race, religion and other aspects of belonging and community).

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British Sociological Association

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Lessons for Young Therapists: Getting Started and Staying on Track in Your Ps...

Université de Montréal

In these seven lessons for young therapists, a practising psychiatrist and psychotherapist with more than 40 years' experience surveys what therapy is about and how it works, from behaviour therapy and family therapy to psychodynamic psychotherapy. Ranging from what to read and how to begin therapy, the lessons cover therapeutic temperaments and technique, the myth of independence and individual psychology, the nature of change, the evolution of therapy, the search for meaning and relational ethics, and finally, when therapy is over. Overview: 1. People come into therapy in order not to change - When does therapy begin? 2. Therapeutic temperaments - Who conducts therapy and why? 3. The family as a unique culture - Relational psychology and relational therapy. 4. Changing the subject - How does therapy work? 5. One hundred years of invisibility - The evolution of therapy from the 19th-century discovery of the unconscious to the 21st-century values of diversity, decolonization and change. 6. Making meaning - Making sense, technique, and doing good: Relational ethics. 7. "And on the seventh day, the Lord rested" - When therapy is over: The myth of closure, flow, and slowness in therapy. This workshop integrates the author's model of working with families across cultures presented in "A Stranger in the Family: Families, Culture, and Therapy" (1997) and elaborated in his "Letters to a Young Therapist" (2011) with more recent work on trauma-informed therapy in "Trauma and Transcendence" (Capretto & Boynton, eds., 2018), and his "Slow thought manifesto" (2019).

CULTURAL FAMILY THERAPY: The Theory and Practice of Cultural Psychiatry with ...

Université de Montréal

Society for the Study of Psychiatry and Culture “Transforming Policy and Practice for Culturally Competent Mental Health Care” 37th Annual Meeting Minneapolis, MN – May 5-7, 2016 CULTURAL FAMILY THERAPY: The Theory and Practice of Cultural Psychiatry with Families Vincenzo Di Nicola, MD, PhD Université de Montréal and Steven J. Wolin, MD George Washington University This interactive workshop presents Cultural Family Therapy (CFT), a synthesis of family therapy and cultural psychiatry based on Di Nicola’s book, A Stranger in the Family: Culture, Families, and Therapy (1997). Three key processes for CFT will be demonstrated: 1) Cultural coherence: Each family coheres as and maintains it own culture, reflecting deep parallels between the functions of the family and culture, so that family culture supersedes the notion of family system; 2) Cultural transmission: Each family is the bearer of the larger culture(s) it is embedded in; 3) Cultural adaptation: CFT’s unique mission is to facilitate cultural adaptation for families undergoing culture change. These processes will be illustrated with case examples. In Part 2, participants will divide into two groups for discussion of CFT theory and practice, illustrated by two family cases in treatment with Wolin (a couple in continuous conflict whose battle concerns which family of origin will rule current family life) and Di Nicola (a young adult of mixed heritage whose core identity, sense of belonging, and symptomatic distress are in constant flux). Participants will apply the key CFT processes to these cases. Part III will conclude by reconvening the participants for an interactive discussion, with a focus on applying CFT treatment strategies to their own clinical work with families undergoing culture change. Learning objectives for this workshop are: 1. Identify three key processes that CFT employs to characterize today’s family and understand their functions in creating a unique culture for its members. 2. Formulate a clinical role for the family and cultural psychiatrist by specifying three clinical tools for conducting CFT with families undergoing culture change. References: Di Nicola, Vincenzo. A Stranger in the Family: Culture, Families, and Therapy. New York & London: W.W. Norton & Co., 1997. Di Nicola, Vincenzo. Family, psychosocial, and cultural determinants of health. In: Sorel, Eliot, ed., 21st Century Global Mental Health. Burlington, MA: Jones & Bartlett Learning, 2012, pp. 119-150.

What Can Psychotherapists Learn From the Social Sciences?

Université de Montréal

Panel Discussion: "What Can Psychotherapists Learn From the Social Sciences?" Chair: Césare Alfonso Panelists: Vincenzo Di Nicola Arvind Rajagopalan Renato Antunes dos Santos International Federation for Psychotherapy 23rd World Congress of Psychotherapy Casablanca, Morocco 10 February 2023 Points covered: My first contribution was my model of Cultural Family Therapy (CFT) A Stranger in the Family: Families, Culture, & Therapy (1997) Next, I articulated overarching principles of the psychotherapies Letters to a Young Therapist (2011) Now, we are re-visioning psychotherapy through philosophy Alain Badiou’s philosophy of the Event

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Submit Assignment Piecing Together a Patchwork Quilt of Services.docx

simba35

Submit Assignment: Piecing Together a Patchwork Quilt of Services Navigating through the network of services available to older adults can be a daunting task. For this assignment, you are taking on the role of a geriatric care manager to help a client(s) find potential solutions. Choose ONE of the scenarios below and write a 1-2 page paper (plus cover page ) that identifies the programs, services, and/or changes you would recommend to help the individual(s) in the situation described. Present multiple options when possible and explain what you factored into your recommendations. Support your statements with evidence from the Required Studies and your research. Cite and reference your sources in APA style. Scenario #1 Mary (age 71) is a widow and resides in a one bedroom apartment. Mary has several chronic conditions which are managed with medications. Mary’s daughter, Michelle, lives two hours away and typically visits Mary every other weekend. During her most recent visit, Michelle found Mary disoriented and the apartment in disarray. Mary’s physician determined her disorientation was due to over-medication. Mary insists she was taking her medications properly. Once back on the proper medication regime, Mary was her old self. However, after the second episode of similar circumstances occurred, Michelle determines something needs to be done to address this before something tragic happens. Scenario #2 Linda (age 67) and Tony (age 70) Anderson live in a Section 202 apartment. Their income is limited to Social Security and a small pension Tony receives which Linda will lose once Tony passes away. Tony is in the early stages of dementia. At this point, he needs reminding and cueing for some ADLs and Linda needs to keep an eye on him so he doesn’t wander away when they are in strange surroundings. Linda does all of the cooking, cleaning, shopping, laundry, bill paying, and other household tasks. At the age of 67, she is beginning to feel the fatigue of caregiving. Tony should no longer be driving and Linda never learned how to drive so she relies on the local bus service for her transportation. Their adult children live close by but work full-time and are only available to help on the weekends. Linda and her children realize things with Tony will only get worse as time goes by, but dealing with the issues at hand are all they can cope with right now. Scenario #3 Margaret and Harold (both age 71) live in a two bedroom condo located in the same neighborhood as the house they owned and raised their family in. Their three adult children all live within 10 miles. They were a very active couple involved in activities in their church, the local senior center, and outings with lifelong friends. Six months ago, Harold died suddenly of a massive heart attack. Since then, Margaret has become socially isolated – only leaving the house when her children insist she go out with them. Margaret’s appearance was always striking, but lately sh.

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