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Record W2324125254 · doi:10.1176/pn.41.23.0017

Consider Patients' Mental Health, Not Just Mental Illness

2006· article· en· W2324125254 on OpenAlexaff
Dauda Griffin

Bibliographic record

VenuePsychiatric News · 2006
Typearticle
Languageen
FieldMedicine
TopicEmpathy and Medical Education
Canadian institutionsChild, Adolescent and Family Mental Health
Fundersnot available
KeywordsWonderMental healthPsychoanalysisPsychologyAnxietyMedicinePsychiatrySocial psychology

Abstract

fetched live from OpenAlex

Back to table of contents Previous article Next article Residents' ForumFull AccessConsider Patients' Mental Health, Not Just Mental IllnessDauda Griffin, M.D.Dauda GriffinSearch for more papers by this author, M.D.Published Online:1 Dec 2006https://doi.org/10.1176/pn.41.23.0017When I initially expressed interest in a career in psychiatry, I was commonly asked, “Are you sure you want to work with crazy people for the rest of your life?” I devised a rote reply, fortified by unshakable confidence and optimism for the purpose of alleviating their genuine anxiety about my career choice. However, over time I began to wonder whether I had committed myself to a career-long sense of regret.Mrs. P was dying of lung cancer and was the first terminally ill patient I worked with as a third-year medical student. At first I was frightened to get too close to her during my early-morning rounds. Intellectually I understood that her disease was not contagious, but I somehow felt that I would get contaminated with the dark spirit of death surrounding her. Yet I was conflicted because she seemed so impassioned and so content that I was simultaneously drawn to her.In medicine, the preservation of life and prevention of death are among the most prominent goals of our work. When I asked “Are you afraid to die?” she slowly and softly found my hand—instantly making me aware of my rapid pulse as my neck veins beat against my tight collar.“ Not at all,” she replied. She went on to tell me what a wonderful life she had lived and that she accepted that it was her time to move on. I looked forward to holding her hand every morning until her final day. I learned along the way that there is nothing wrong with holding the hand of a dying patient and that this was, in fact, one of the best treatments I could offer some patients.My relationship with Mrs. P provided a foundation for examining the issues of providing support and appropriate clinical distance during my psychiatry residency. Clinical distance defines the professional relationship between a doctor and patient as different from a personal one. What are the options regarding clinical distance? Examples of being too close, just close enough, and too distant can all be found in the history of psychiatry. Finding the right clinical distance is akin to performing a delicate dance between the task, goal, and bond of the patient and therapist.Why is preserving the alliance balanced with creating appropriate clinical distance so important? From my readings of Sullivan, Havens, and others, the relationship between patient and therapist (the “alliance”) is the most important tool psychiatrists have to help their patients achieve positive outcomes. The alliance between the patient and the doctor congeal to serve as a beacon—one that contains the power to pierce through the fog of mental disease. This light has the ability to illuminate the path leading toward mental health recovery. Our patients come to us cloudy, their minds muddied by their symptoms. Understanding the personhood of the patient aids in the allimportant alliance formation.I was able to find the person in Mrs. P because I came to understand her wellness, not just the diagnosis of her illness. In many medical specialties there are key concepts of health promotion and disease prevention, but in psychiatry there is an emphasis on mental illness. I propose that we conceptualize our psychiatric patients in a frame of mental health, not mental illness. It is the unfortunate truth that by conceptualizing our patients in terms of mental illness, we foster a problem-based schism of the individual. The current gold standard for diagnosing mental illness in our profession, DSM-IV, provides little information about what should be considered signs and symptoms of mental health. Health and well-ness are separate from one another in that health is what the clinician perceives, and wellness is what the patient perceives.Subscribing to this framework of mental health and wellness liberates us to understand mental illness as an aspect of an overarching context of mental health. Perhaps this will aid in the eradication of the stigma of mental illness, making it much easier for physicians to find the person amid the fog of mental disease. ▪Dauda Griffin, M.D., is an APA/SAMHSA fellow in child and adolescent psychiatry at Emory University School of Medicine. ISSUES NewArchived

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.139
Threshold uncertainty score0.530

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.016
GPT teacher head0.313
Teacher spread0.297 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNot applicable
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

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Citations0
Published2006
Admission routes1
Has abstractyes

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