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Download e-book for iPad: Caring for Madness: The Role of Personal Experience in the by Seevalingum Ramsamy

By Seevalingum Ramsamy

This booklet addresses using own event within the education of psychological well-being pupil nurses. It follows the existential phenomenological culture in addressing the difficulty of ‘madness’ and being concerned and adopts a old viewpoint to teach the antecedents of recent practices in worrying. This historic viewpoint comprises old Vedic, Egyptian and Greek views and indicates the continuity, similarity and contradictions in care from the traditional instances to the current. The ebook explores a number of topics linking heritage with the scholars’ bills of reviews of teaching from 1987 to 1997. The empirical study consisted of recorded workforce discussions and private, written bills of the event of educating. ultimately a philosophical method of psychological overall healthiness nursing schooling is recommend. This contains a critique of the idea that of nursing care, an summary of the ways that scholars examine from event, and a developmental method of reflective perform. The existential-phenomenological process argues for a kind of worrying within which an ethical stance is taken. feedback are made for running shoes to make the easiest use of scholars’ reflections on their lonesome event as a vital part of the course.Content:
Chapter 1 advent (pages 1–8):
Chapter 2 ancient history (pages 9–12):
Chapter three insanity and perspectives of the Self in Early Civilization (pages 13–47):
Chapter four From the Enlightenment to the current (pages 49–56):
Chapter five learn heritage (pages 57–60):
Chapter 6 process and Presentation of knowledge (pages 61–73):
Chapter 7 person bills (pages 75–160):
Chapter eight crew Discussions and pupil Reflections (pages 161–176):
Chapter nine A Philosophy of psychological health and wellbeing Nursing (pages 177–200):

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Additional resources for Caring for Madness: The Role of Personal Experience in the Training of Mental Health Nurses

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The revolutionary shift from the view of self as being possessed by the gods had already started. The ethical base moved from being controlled by the gods to being controlled by the environment. The body, in the Egyptian and Pythagorean times, became an interactive one. The Egyptians and Pythagoreans laid down the ground rules under which therapeutic intervention should take place (Edelstein 1967,37). Socrates saw education as valuable when applied ethically. He was concerned with the process that education should take in the formation of the citizen.

The power of the self and the intellect was an aspect of the body fluid, the blood circulating through the heart muscles. The source of madness itself was seen as being the vagrant element of the blood. Divine power still affected the individual in that the power to win wars and to sing, for example, was believed to be under the influence of the gods. Homer presented the self as developing from conflicting situations, and to Socrates education was the form of the self. The five 42 An Historical Approach poles - the body, the environment, the situational factors, education and the gods, which formed the bonding of the self - were also responsible for sources of illness.

To achieve this, medicine must make use of all the sciences and should not confine itself to observation. Empedocles made the organs the agents of the self (Zeller 1963,82). The four major organs he identified were: Early civilization 33 the brain, the seat of consciousness, the residence of the mind, which signified the ruling principles; the heart, the vital principle of sensation identified with the animals; the navel, representing plant qualities; the genitals, pertaining to all as we sprout from the sperm.

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