PSRT1204 – Clinical Principles in Psychiatric Rehabilitation. For this assignment, you will choose one of assigned recovery stories below and write a reaction paper.
For this assignment, you will choose one of assigned recovery stories below and write a reaction paper. Be sure to address questions 1-4 below (and question 5 if needed). Remember, you only need to focus on ONE recovery story for the assignment!
Lipfird, A., C. (2015). Self-stigma: A personal journey. Psychiatric Rehabilitation Journal, 38(2), 201-202. https://doi.org/10.1037/prj0000140 (Links to an external site.)
Barlow, J. (2013). An unsuspected recovery. Psychiatric Services, 64(8), 727-728. https://doi.org/10.1176/appi.ps.640801 (Links to an external site.)
What are your overall impressions (thoughts/feelings) about the recovery story that you read?
What factors promoted recovery for this individual?
What barriers to recovery were identified in the story?
Based on what you have learned in your PSRT classes so far, what types of treatment/rehabilitation interventions might help these individuals continue to make progress in their recovery journeys?
(Optional) Do you have any additional thoughts or questions about this recovery story?
Papers should be 2-3 pages long, not including the title and reference page.
Papers should be written in APA style with a reference page that lists the article cited in the paper.
Consult your APA manual or the Purdue Owl website (Links to an external site.) to ensure that you are formatting the paper properly.
The guiding principles of psychiatric rehabilitation comprise a set of rules that can be applied to specific situations in order to achieve the goals and reflect the values of the field.
In a sense, they constitute “rules of thumb” that PsyR practitioners can refer to when faced with important decisions. The principles are important tools for providing day-today guidance in clinical situations and for systematizing the practice of PsyR.
Although the higher order values and goals are widely shared by PsyR practitioners, there are still some questions about the application of specific principles. These differences are reflected in the formulations of PsyR principles that have been put forward in the discipline’s short history (Anthony et al., 2002; Anthony & Nemec, 1983; Cnaan et al., 1988, 1989, 1990; IAPSRS, 1996).
Rather than outright disagreement on these principles, professionals in different settings often prioritize principles differently. This repri-oritization is often a response to real differences that exist between settings or unique situations.
For example, in order to justify billing criteria, in some treatment settings staff are required to focus on the consumers’ symptoms and deficits when writing clinical notes, rather than on their strengths.
As you will see, this emphasis on symptoms and deficits violates the principle of focusing on an individual’s strengths.
Regardless, for these practitioners a refusal to comply with billing requirements might jeopardize the existence of PsyR services in general. In this paradoxical case, the best response might be to avoid emphasizing strengths when writing chart notes, but still emphasize strengths in actual practice.
As you review the 13 guiding PsyR principles discussed next, consider how they relate to the goals and values of PsyR.
1. Individualization of All Services
This principle means that rehabilitation goal formulation, assessment, and service provision respond to the individual needs and desires of the client. Because it allows each person to develop in the way he or she desires, individualization of services is a very important element of the recovery process.
Because many PsyR services are carried out in groups, strict adherence to this principle is very important. Notice how the following supported employment (SE) program is designed to ensure individualization of services and how the curriculum is adjusted depending on the needs of members:
The SE program at Shore House offers a 6-week Vocational Exploration group. The curriculum for this group includes a review of each member’s past experiences, including identification of their occupational values, skills, interests, and preferences. The final step for each group member is the development of a vocational goal.
A new member, Arthur, wants to get a job and believes he will need the support of the job coach to secure and maintain employment. After several meetings, the job coach is satisfied that Arthur knows what kind of job he wants. Rather than spend 6 weeks in the group to gain information he already has, Arthur will begin working with the job coach immediately on job development.