Article Review: On Being Sane in Insane Places (Rosenhan, 1973)

Dr. David Rosenhan in 1973 conducted a study called On Being Sane in Insane Places to examine the reliability of staff, especially psychiatrist, in telling the difference between people who had severe psychiatric disorders and people who did not have these issues. Rosenhan produced eight pseudopatients who gained access to 12 different hospitals. Upon admission, all of the pseudopatients complained that they heard voices or sounds (“empty,” “hollow,” and “thud”) that were often unclear, unfamiliar, and of the same sex as the pseudopatients. Once admission was granted for the pseudopatients, all abnormal symptoms were discontinued and they behaved normally on the wards.

 

While the pseudopatients were on the psychiatric ward, staff would ask how they were feeling, and they all said fine. All the pseudopatients spoke to the other patients and staff as they regularly did. However, once being labeled schizophrenic, there was nothing a pseudopatient could do to overcome the diagnosis. The label of schizophrenia pathologized every aspect of the person’s behavior, as far as the staff were concerned. For example, all pseudopatients took extensive notes publicly but staff overlooked this activity. The closest questioning of the note taking occurred when a pseudopatient asked what medication they were receiving and began to write it down. The staff member then said, “You need not write it… If you have trouble remembering, just ask me again.”

 

In addition, Rosenhan noted that the pseudopatient behaviors that were stimulated by the environment were commonly misattributed to their disorder of schizophrenia. In other words, the patients’ behaviors were misinterpreted by staff as stemming from within the person, rather than the environment. For example, one of the pseudopatients was pacing in the long hospital corridor and a nurse asked were they nervous and the pseudopatient responded, “No, bored.” Interestingly, the patients on the psychiatric ward were able to question the normality of the pseudopatients and were suspicious of them, but not the staff. The main study results highlighted that there was a failure to detect sanity—and that the failure was that of the staff.

 

After the main study, Rosenhan conducted a second part where staff members were instructed to rate on a 10-point scale each new patient as to the likelihood that person was a pseudopatient. After examining the results out of 193 total patients, only 19 were rated by the psychiatrist and at least one other staff that the patient was suspected as a pseudopatient. In fact, Rosenhan had not sent any pseudopatients. These results suggested there was a failure in staff’s ability to detect pathology as well as sanity.

 

There is a long history at attempting to classify individuals with a disorder due to their symptoms and behavior. Currently the DSM-5 is used as a means to diagnosis one with a disorder based on specific criteria, which is more reliable, objective, and generalizable than the DSM-II that was used in the 1973. However, this study is still relevant and highlights biases, as well as stigma associated with diagnostic labels. In addition, it fosters a deeper look at our own role as practitioners, and encourages us to have a holistic view, and to be mindful to not pathologize every aspect of a person’s behavior.

 

References
Rosenhan, D.L. (1973). On being sane in insane places. Science, 179. 250-58

 

Katy Roth, M.A., CRC
WKPIC Doctoral Intern

 

 

 

 

Friday Factoids Catch-Up: Toward Cultural Competence: Understanding Vicarious Group Trauma and Intergenerational Trauma in Jewish Individuals

 

The concept of vicarious group trauma is relevant for Jewish individuals because people who did not directly experience the Holocaust can still exhibit signs and symptoms of trauma exposure related to this event. Fuhr (2016) studied historical trauma related to Jewish individuals who lived in Britain. The researcher defined vicarious group trauma as, “A life or safety-threatening event or abuse that happened to some members of a social group, but is felt by other members as their own experience because of their personal affiliation with the group.” The research noted that these individuals can experience anxiety, perceptions of threat and hypervigilance simply due to their identification to the group, due to the magnitude of the trauma inflicted upon the group as a whole.

 

Cohn and Morrison (2017) found that in their sample, the trauma of the participants’ grandparents’ Holocaust experience impacted their own affective experience, their sense of connection to family history, their understanding of being different than others, and their political and ethnic values. Further, Abrams (1999) reported that when conducting therapeutic interventions, silence was a significant clinical feature in Jewish families contending with traumatic experiences. Survivors of a major historical trauma who remain silent are often condemned to desiccated existence, whereas those who speak out are susceptible to somatic consequences, psychosis, or even suicide (Rosenblum, 2009).

When conducting psychological treatment with people who are Jewish, it is important to be mindful of the historical trauma Jewish individuals have faced, and the fact that they may define themselves in collective manners as a part of a group of their ancestors who survived the Holocaust (Cohn & Morrison, 2017). Additionally, it is important to encompass thoughts about the effect on the individual level, the family level, and the environmental level, and confront patterns of the family that maintain burnout in the environment, as well as bring about appropriate structural change within the family to allow for safe expression and healing (Abrams, 1999). Abrams (1999) also noted that fostering open communication between older generations and younger generations can provide critical understanding and relief to families, lessening these collective effects.

 

References
Abrams, M. (1999). Intergenerational transmission of trauma: Recent contributions from the literature of family system approaches to treatment. American Journal of Psychotherapy, 53 (2), 225-231.

 

Cohn, I. G., & Morrison, N. M. (2017). Echoes of transgenerational trauma in the lived    experiences of Jewish Australian grandchildren of holocaust survivors. Australian Journal Of Psychology, doi:10.1111/ajpy.12194

 

Fuhr, C. (2016). Vicarious Group Trauma among British Jews. Qualitative Sociology, 39(3), 309-330. doi:10.1007/s11133-016-9337-4

 

Rosenblum, R. (2009). Postponing trauma: The dangers of telling. The International Journal Of Psychoanalysis, 90(6), 1319-1340. doi:10.1111/j.1745- 8315.2009.00171.x

 

Katy Roth, M.A., CRC
WKPIC Doctoral Intern

 

 

Article Review: From Traditional Inpatient to Trauma-Informed Treatment: Transferring Control from Staff to Patient (Chandler, 2008)

At least 85% of mental health consumers report exposure to trauma at some point in their lives. A vast majority of these consumers lack the appropriate coping skills to manage their emotions and reactions appropriately, traditionally resulting in the use of restraints, isolation or coercion when in an inpatient setting. The shift to trauma-informed care requires staff working with these patients to understand that the individual is doing the best they can, with the coping skills they have based on their life experiences. Trauma-informed care involves including consumers in their treatment and allowing them to have a voice in what they feel would be of most benefit. Below are some basic ways to create a trauma-informed treatment environment in an inpatient setting:

 

 

  • Provide education and skills training to help consumers better understand their diagnosis and present them with opportunities to both develop and practice new coping skills

 

  • Emphasize individual choice and allow the consumer to be an active participant in their treatment and treatment decisions

 

  • Focus on interventions that are strength based and culturally sensitive

 

  • Work to reduce re-traumatization by educating staff on the effects of trauma

 

  • Share information with consumers, starting at admission, to help them understand the process and encourage them to actively participate in their treatment

 

  • Allow patients to use one another as a resource

 

  • Encourage staff to focus on building relationships with consumers and promote connectedness with others

 

  • Provide consumers with choices in regards to their care and what they feel will be the most effective approach

 

  • Create and implement safety protocols from admission to discharge

 

 

Chandler, G. (2008). From Traditional Inpatient to Trauma-Informed Treatment: Transferring Control From Staff to Patient. Journal of the American Psychiatric Nurses Association, 14(5), 363-371. doi:10.1177/1078390308326625

 

 

Crystal Henson, MA
Doctoral Intern

 

 

Friday Factoids: I Can't See Without My Glasses!

It’s become increasingly common for people to need glasses to improve their vision (Marczyk, 2017).  For many, this increasing issue has been puzzling since, years prior to the advent of glasses, people were able to survive without corrected vision.  Many theories have been examined.  Some have asserted that, with corrective lenses, bad vision is no longer a hindrance to survival and no longer a deterrent evolutionarily (Marczyk, 2017).

 

Others have hypothesized that our concerns stem from an infectious component not yet identified.  However, new research asserts it rises from our behavior.  As technology has changed, our behaviors have changed.  We are spending increasing amounts of time indoors reading and watching screens.  In the past, many have asserted that poor eyesight is a common predictor of intelligence, citing eye strain related to reading or screen-time as a major predictor for nearsightedness.  However, nearsightedness may not be related to eye strain but, instead, the increased time we are spending inside (Marczyk, 2017).  When examining children who spend most of their time indoors, researchers found they had a greater likelihood of developing myopia, or nearsightedness, than their peers who spent more time outside.   In healthy eyes, light focuses on the back of the retina (National Eye Institute, 2017).  In eyes with myopia, the light is focused before it hits the retina resulting in a blurry image.

 

The new hypothesis suggests limited exposure to sunlight during development results in more difficulties with nearsightedness as the eye never learns to adapt to high exposure to light (Marczyk, 2017).

 

 

References
Marczyk, J. (2017). Why do so many humans need glasses?: Mismatched modern and ancestral environments, and their consequences. Psychology Today. Retrieved from https://www.psychologytoday.com/blog/pop-psych/201706/why-do-so-many-humans-need-glasses

National Eye Institute. (2017). Facts about myopia. Retrieved from https://nei.nih.gov/health/errors/myopia

 

Michael Daniel, MA, LPA (temp)
WKPIC Doctoral Intern

 

 

Friday Factoids Catch-Up: CBT, Anxiety Reduction, and First Episode Psychosis

 

Did you know that teaching a single day CBT workshop on anxiety reduction techniques and interventions, can significantly help clients with First Episode Psychosis?

 

A study conducted with clients experiencing First Episode Psychosis with co-morbid anxiety symptoms who were offered a single day CBT workshop on anxiety reduction techniques yielded the following results:

1) Participants reported a lessening of anxious symptoms following intervention; and

2) Participants reported that they “felt they were more likely to make use of the skills in the future.”

 

This study seems to once again reiterate both the effectiveness and ‘cost benefits’ of CBT, within an ever-shrinking pool of resources within the health care field.

 

Maybe it is true what they say after all, “teach a man how to fish….”

 

Welfare-Wilson, Alison; Jones, Amy (2015). A CBT-based anxiety management workshop in first-episode psychosis. British Journal of Nursing, 24(7): 378-382. doi:http://dx.doi.org.libproxy.edmc.edu/10.12968/bjon.2015.24.7.378

 

Dianne Rapsey-VanBuren
WKPIC Doctoral Intern