James Griffith, psychiatry and mental health

No abstract text is available yet for this article.

Psychiatric education is confronted with three barriers to managing stigma associated with mental health treatment. First, there are limited evidence-based practices for stigma reduction, and interventions to deal with stigma against mental health care providers are especially lacking. Second, there is a scarcity of training models for mental health professionals on how to reduce stigma in clinical services. Third, there is a lack of conceptual models for neuroscience approaches to stigma reduction, which are a requirement for high-tier competency in the ACGME Milestones for Psychiatry...

OBJECTIVE: Psychiatry residencies with a commitment to humanism commonly prioritize training in psychotherapy, cultural psychiatry, mental health policy, promotion of human rights, and similar areas reliant upon dialogue and collaborative therapeutic relationships. The advent of neuroscience as a defining paradigm for psychiatry has challenged residencies with a humanistic focus due to common perceptions that it would entail constriction of psychiatric practice to diagnostic and psychopharmacology roles...

RATIONALE, AIMS AND OBJECTIVES: The concept of emotions has gone through radical transformations during the last couple of centuries. Despite these severe re-specifications of its content, the concept of emotions (and especially some such as depression or anxiety) has acquired a central role in contemporary clinical Psychology and Psychiatry. This creates an apparent paradox, utilizing more and more concepts for which no clear conceptual understanding has been obtained. This paradox creates a challenge for researchers as well as clinicians, as on a daily basis, millions of people are currently ascribed with 'having' or 'being in' emotional states, which also entails certain interventions to be applied, without much clear insight into what exactly those states might really constitute...