Hi Terry

Well, it was a genuine question rather than a rhetorical one; so not a statement. But I was really trying to further explore a debate which I have been involved in with teaching colleagues on a few occasions in the past. Which is this question of to what extent by teaching some of the politics of 'mental health' is it possible to either intentionally or unintentionally lead some students into a form of activism within practice which is likely to be detrimental to their early careers, due to the conflict they may then might encounter? There's a big difference between being creative in the use of 'complementary approaches' and challenging the dominant paradigm. I'd suggest that one is more likely to lead to an peaceful life than the other.

For one thing, students probably don't sign up to nursing expecting to be politicised. And we should also consider how the teaching institution itself could become perceived, by commissioners in particular, if found to be turning out 'challenging' professionals. 

It's always seemed to me to be a bit of a conundrum, perhaps it's not. How do others feel? 

Best wishes
Chris   

Chris Essen
KTP Associate
 
0113 295 4426
 
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-----Original Message-----
From: Terry Burridge [mailto:[log in to unmask]] 
Sent: 16 January 2011 22:42
To: Chris Essen
Cc: [log in to unmask]
Subject: Re: Critical pychosis

Can you expand on your last statement,Chris i.e. "The question is..."

Yours

Terry

Sent from my iPad

On 16 Jan 2011, at 12:09, Chris Essen <[log in to unmask]> wrote:

> Hi Steve
> 
> To say that there are different perspectives is a truism though, isn't it? Even if a person believes that one or more of those perspectives are mistaken.  
> 
> Whilst I was studying the behavioural sciences I was taught that the conclusion I reached in an essay was largely irrelevant. What was said to be more  important was whether or not I had looked critically at a balanced cross-section of the evidence available and demonstrated that the evidence was in favour of the argument I was making. Whether it helped my case to play to the dominant academic trends of the time is another matter. In that sense it can help if you know the biases of your audience! 
> 
> I'd say there is an inherent tension though in teaching a subject which is to a large extent either openly or tacitly prescriptive, yet at the same expecting practitioners to be able to take a critical position. I mean, how frustrating do we want to make the job? Ignorance is bliss, probably, unless you can muster enough individual or collective power to make the fundamental changes to practice that I would argue are needed in 'mental health'.The question is: Is or should education be a politicised vehicle for achieving this aim?    
> 
> Chris
> 
> 
> 
> _______________________________
> From: Mental Health in Higher Education [[log in to unmask]] On Behalf Of Stephen Tilley [[log in to unmask]]
> Sent: 15 January 2011 21:40
> To: [log in to unmask]
> Subject: Re: Critical pychosis
> 
> Dear all
> 
> I have been reading the emails on this thread. One thing that strikes
> me is the number of times people recommend that students get a sense
> of the variety of perspectives on mental illness / psychiatric
> illness, but do not say whether they (the teachers) tell the students
>