Additional Information
Book Details
Abstract
In order to work effectively with people with personality disorders it is important that Mental Health Social Workers (MHSWs) have a clear understanding of trauma and its impact on the person. It is also important that they have good relational skills and the support of the team and organisation. Drawing on an analysis of the similarities (and differences) in service user and MHSWs’ perspectives, the book outlines the further skills, knowledge and conditions that will help them to make a more effective contribution to the support of those with personality disorder.
The book will appeal to qualified Mental Health Social Workers and those on Post-Qualifying Programmes because, uniquely, it explores personality disorder from a social work perspective.
Julia Warrener, PhD is currently a Principal Lecturer at the University of Hertfordshire teaching social policy on the BSc & MSc in Social Work programs. She qualified as a social worker in 1993 and has worked extensively with adults with mental health problems since 1995. In this time she developed a particular interest in personality disorder. She is also a researcher and committed to service user involvement in research and practice. This book has evolved from qualitative research undertaken in the last 7 years which explored the experiences and perspectives of service users and mental health social workers on personality disorder.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Series page | ii | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Dedication | v | ||
| Table of Contents | vii | ||
| Meet the author | viii | ||
| Foreword | ix | ||
| 1 Personality disorder: classifications, myths and risks | 1 | ||
| Introduction | 1 | ||
| The seminal literature | 3 | ||
| The recent and current classifications | 4 | ||
| The psychiatric and psychological perspectives on personality disorder | 6 | ||
| The social and service user perspectives on personality disorder | 8 | ||
| Stigma, stereotypes and myths | 10 | ||
| Conclusion | 12 | ||
| Summary points | 12 | ||
| Taking it further | 13 | ||
| 2 Personality disorder: related to trauma? | 14 | ||
| Introduction | 14 | ||
| Trauma | 15 | ||
| Trauma, personality and consequences | 17 | ||
| Trauma and the classification of personality disorder | 18 | ||
| Balancing the form and content of distress | 20 | ||
| Multidimensional conceptualisation and response | 21 | ||
| A multifaceted lens with the person at the centre | 22 | ||
| The social model in context | 23 | ||
| MHSW and the social model | 24 | ||
| Conclusion | 26 | ||
| Taking it further | 27 | ||
| 3 Challenging the technical and rational: the importance of the social and relational | 28 | ||
| Introduction | 28 | ||
| Modern complexities, uncertainties and rationalities | 29 | ||
| The policy context | 31 | ||
| Social work: technical and rational | 33 | ||
| Social work, subject and relational | 35 | ||
| Management at the macro and micro | 37 | ||
| Conclusion | 39 | ||
| Summary points | 41 | ||
| Taking it further | 41 | ||
| 4 Research findings: working to empower a response to trauma | 42 | ||
| Introduction | 42 | ||
| The research project | 43 | ||
| Theoretical foundations | 44 | ||
| Methodology | 45 | ||
| Existing MHSW literature | 48 | ||
| A grounded theory study | 48 | ||
| Understandings of personality disorder | 50 | ||
| ‘Othering’ in action | 51 | ||
| Understanding personality disorder as a response to trauma | 53 | ||
| The importance of helpful attitudes and caring bonds | 54 | ||
| The importance of the practical, encouragement and effective liaison | 56 | ||
| Conclusion | 57 | ||
| Summary points | 58 | ||
| Taking it further | 58 | ||
| 5 Research findings: how practice might be better informed | 59 | ||
| Introduction | 59 | ||
| Citizenship and its meaning | 60 | ||
| Public participation and involvement | 62 | ||
| Understanding person and diagnosis | 64 | ||
| Transparency and consistency | 65 | ||
| Feedback and dialogue is important | 67 | ||
| Modelling | 69 | ||
| Support for the person’s family and social network | 70 | ||
| The value of practical support | 72 | ||
| Service user involvement in education and training | 72 | ||
| Conclusion | 74 | ||
| Summary points | 75 | ||
| Taking it further | 76 | ||
| 6 In pursuit of social justice: what is required? | 77 | ||
| Introduction | 77 | ||
| Social justice, distribution and recognition | 78 | ||
| Ethical discourse | 81 | ||
| Human rights and social work | 84 | ||
| Conditions for practice | 86 | ||
| Conclusion | 90 | ||
| Summary points | 91 | ||
| Taking it further | 91 | ||
| Conclusion: a social perspective on personality disorder | 92 | ||
| Key points | 92 | ||
| References | 105 | ||
| Index | 121 |