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Joni and Rebecca Schwartz in their collaborative autoethnography,
Learning to Disclose: A Journey of Transracial Adoption, are doing
soul work. This adult white mother and black daughter reflect and
dialogue around the places and histories that shaped their
relationship. Through three voices: the voice of critical history,
the daughter and the mother, the co-authors excavate the past to
see if and how it lives in their present. In an intriguing mix of
critical history of places like Port-au-Prince, Haiti and Gulu,
Uganda as well as lesser-known narratives of W.E.B. Dubois,
Jean-Bertrand Aristide, and Shirley Chisholm, the co-authors tell
their own personal and moving stories of becoming mother and
daughter engaging such topics as racial identity, disclosure,
racial appropriation, colonialism, and the complex history of
transracial adoption. For anyone interested in racial identity in
the complex world of blended families and adult mother and daughter
relationships, this is a must read. This book is ideal for all
humanities and social science courses across disciplines from
sociology, education, qualitative research, and social work to race
and communication studies. In this era of strained and confusing
racial dialogue, this book is refreshing in its honesty, moving in
its personal narratives, and instructive in its engagement in how
the historical lives in the social imagination of our present lives
and relationships.
Joni and Rebecca Schwartz in their collaborative autoethnography,
Learning to Disclose: A Journey of Transracial Adoption, are doing
soul work. This adult white mother and black daughter reflect and
dialogue around the places and histories that shaped their
relationship. Through three voices: the voice of critical history,
the daughter and the mother, the co-authors excavate the past to
see if and how it lives in their present. In an intriguing mix of
critical history of places like Port-au-Prince, Haiti and Gulu,
Uganda as well as lesser-known narratives of W.E.B. Dubois,
Jean-Bertrand Aristide, and Shirley Chisholm, the co-authors tell
their own personal and moving stories of becoming mother and
daughter engaging such topics as racial identity, disclosure,
racial appropriation, colonialism, and the complex history of
transracial adoption. For anyone interested in racial identity in
the complex world of blended families and adult mother and daughter
relationships, this is a must read. This book is ideal for all
humanities and social science courses across disciplines from
sociology, education, qualitative research, and social work to race
and communication studies. In this era of strained and confusing
racial dialogue, this book is refreshing in its honesty, moving in
its personal narratives, and instructive in its engagement in how
the historical lives in the social imagination of our present lives
and relationships.
This book informs the public for the first time about the impact of
American psychiatry on soldiers during World War II. Breaking Point
is the first in-depth history of American psychiatry in World War
II. Drawn from unpublished primary documents, oral histories, and
the author's personal interviews and correspondence over years with
key psychiatric and military policymakers, it begins with Franklin
Roosevelt's endorsement of a universal Selective Service
psychiatric examination followed by Army and Navy pre- and
post-induction examinations. Ultimately, 2.5 million men and women
were rejected or discharged from military service on
neuropsychiatric grounds. Never before or since has the United
States engaged in such a program. In designing Selective Service
Medical Circular No. 1, psychiatrist Harry Stack Sullivan assumed
psychiatrists could predict who might break down or falter in
military service or even in civilian life thereafter. While many
American and European psychiatrists questioned this belief, and
huge numbers of American psychiatric casualties soon raised
questions about screening's validity, psychiatric and military
leaders persisted in 1942 and 1943 in endorsing ever tougher
screening and little else. Soon, families complained of fathers and
teens being drafted instead of being identified as psychiatric 4Fs,
and Blacks and Native Americans, among others, complained of bias.
A frustrated General George S. Patton famously slapped two
"malingering" neuropsychiatric patients in Sicily (a sentiment
shared by Marshall and Eisenhower, though they favored a tamer
style). Yet psychiatric rejections, evacuations, and discharges
mounted. While psychiatrist Roy Grinker and a few others treated
soldiers close to the front in Tunisia in early 1943, this was the
exception. But as demand for manpower soared and psychiatrists
finally went to the field and saw that combat itself, not
"predisposition," precipitated breakdown, leading military
psychiatrists switched their emphasis from screening to prevention
and treatment. But this switch was too little too late and slowed
by a year-long series of Inspector General investigations even
while numbers of psychiatric casualties soared. Ironically, despite
and even partly because of psychiatrists' wartime performance, plus
the emotional toll of war, postwar America soon witnessed a
dramatic growth in numbers, popularity, and influence of the
profession, culminating in the National Mental Health Act (1946).
But veterans with "PTSD," not recognized until 1980, were largely
neglected.
Social skills are critical to psychological adjustment across the
lifespan. These skills are necessary for attaining a variety of
important social, emotional, and interpersonal goals. Social skill
definits and resulting negative social interactions are associated
with a wide variety of adjustment problems and psychological
disorders. Social Skills across the Life Span: Theory is a
comprehensive social skills volume providing in-depth coverage of
theory, assessment, and intervention. Divided into three major
sections, the volume begins with the definition of social
competence, developmental factors, and relations to adjustment.
This is followed by coverage of general assessment and intervention
issues across the lifespan. In the third section, program
developers describe specific evidence-based interventions.
This book informs the public for the first time about the impact of
American psychiatry on soldiers during World War II. Breaking Point
is the first in-depth history of American psychiatry in World War
II. Drawn from unpublished primary documents, oral histories, and
the author's personal interviews and correspondence over years with
key psychiatric and military policymakers, it begins with Franklin
Roosevelt's endorsement of a universal Selective Service
psychiatric examination followed by Army and Navy pre- and
post-induction examinations. Ultimately, 2.5 million men and women
were rejected or discharged from military service on
neuropsychiatric grounds. Never before or since has the United
States engaged in such a program. In designing Selective Service
Medical Circular No. 1, psychiatrist Harry Stack Sullivan assumed
psychiatrists could predict who might break down or falter in
military service or even in civilian life thereafter. While many
American and European psychiatrists questioned this belief, and
huge numbers of American psychiatric casualties soon raised
questions about screening's validity, psychiatric and military
leaders persisted in 1942 and 1943 in endorsing ever tougher
screening and little else. Soon, families complained of fathers and
teens being drafted instead of being identified as psychiatric 4Fs,
and Blacks and Native Americans, among others, complained of bias.
A frustrated General George S. Patton famously slapped two
"malingering" neuropsychiatric patients in Sicily (a sentiment
shared by Marshall and Eisenhower, though they favored a tamer
style). Yet psychiatric rejections, evacuations, and discharges
mounted. While psychiatrist Roy Grinker and a few others treated
soldiers close to the front in Tunisia in early 1943, this was the
exception. But as demand for manpower soared and psychiatrists
finally went to the field and saw that combat itself, not
"predisposition," precipitated breakdown, leading military
psychiatrists switched their emphasis from screening to prevention
and treatment. But this switch was too little too late and slowed
by a year-long series of Inspector General investigations even
while numbers of psychiatric casualties soared. Ironically, despite
and even partly because of psychiatrists' wartime performance, plus
the emotional toll of war, postwar America soon witnessed a
dramatic growth in numbers, popularity, and influence of the
profession, culminating in the National Mental Health Act (1946).
But veterans with "PTSD," not recognized until 1980, were largely
neglected.
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