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Good clinical practice is impossible without an understanding of the ways in which patients present their complaints. Patients have their own styles of coping and of expressing their concerns, and without a clear understanding of these the clinician may find successful and swift diagnosis and treatment much harder to achieve. Coping and Complaining provides essential guidance for clinicians on how to identify various coping styles, and how to improve the quality of discourse with people of different backgrounds and ages. Drawing on a diverse range of evidence from such areas as developmental psychology, and theories on learning and memory, Coping and Complaining provides essential information on identification of patients' coping styles, focusing on such areas as: · The latest developments in attachment theory · The neurobiology of emotional development, and the biology of language development · Primary processes in early development · Communication, role play, the moral order of the consultation, and emotional first aid · Consequences for preventive medicine Coping and Complaining presents stimulating new approaches to consultations with patients and creative new ways of looking at health promotion.
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How do I decide I am ill; how do I decide that my children are ill?
How do I learn effective ways of conveying to others that I am ill?
This book discusses the languages of illness which we use to
present our discomforts to others through an exploration of the
child's world of illness. It looks at how illness concepts are
introduced to children, how the causes of illness and 'germ'
rationales are incorporated into the socialisation of children, and
how a particular morality about health and illness is expressed.
Besides the analysis of the social context within which the
children's views are developing, the book presents the children's
own views from three years old up to thirteen. How we talk about
illness can have as important consequences as the methods we use to
cure it. This book persuades the reader to look more closely at the
language of illness, allowing a reappraisal to medical practice,
school health programmes and class teaching, health education and
even the differences in health between the social classes. In this
way it forges a link between physical medicine and psychotherapy,
providing the developmental perspective of illness behaviour which
has long been lacking.
How do I decide I am ill; how do I decide that my children are ill?
How do I learn effective ways of conveying to others that I am ill?
This book discusses the languages of illness which we use to
present our discomforts to others through an exploration of the
child's world of illness. It looks at how illness concepts are
introduced to children, how the causes of illness and 'germ'
rationales are incorporated into the socialisation of children, and
how a particular morality about health and illness is expressed.
Besides the analysis of the social context within which the
children's views are developing, the book presents the children's
own views from three years old up to thirteen. How we talk about
illness can have as important consequences as the methods we use to
cure it. This book persuades the reader to look more closely at the
language of illness, allowing a reappraisal to medical practice,
school health programmes and class teaching, health education and
even the differences in health between the social classes. In this
way it forges a link between physical medicine and psychotherapy,
providing the developmental perspective of illness behaviour which
has long been lacking.
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