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The increased number of Eastern European immigrants provides many opportunities to work with these immigrants and issues related to immigration. The purpose of this article is to examine Eastern European immigrants' adaptation patterns and provide recommendations for family therapy working with the group.

Semi‐structured interviews were conducted with 120 Eastern European immigrants. Data analysis was conducted using constant comparisons.

Common immigration experiences illustrating the need for services have been identified, along with barriers that might prevent the use of social services. The results indicate similarities and differences among the different groups regarding their immigration experience and adaptation to the host society.

Recommendations for overcoming the service‐use barriers and conducting family therapy with these immigrants are provided.

The purpose of this paper is to evaluate the clinical effectiveness of a brief CBT intervention within a primary care adult mental health service.

In total, 92 participants with mild to moderate mental health difficulties were provided with five sessions of brief CBT. Clinical improvement was measured using the Clinical Outcomes in Routine Evaluation-Outcome Measure (CORE-OM) at pre-treatment, mid-treatment and post-treatment, and on the Beck Depression Inventory-II (BDI-II) at pre-treatment and post-treatment.

The planned five sessions of CBT were completed by 48.9 percent (n=45) of participants. Treatment completers with full clinical data (n=31) showed large statistically significant improvements on the CORE-OM and BDI-II from pre-therapy to post-therapy. Of treatment completers and non-completers with post-therapy and mid-therapy CORE-OM data, respectively (n=34), 61.8 percent showed reliable and clinically significant change. No statistically significant differences were found between treatment completers (n=45) and non-completers (n=47) in their pre-therapy clinical scores or socio-demographic characteristics.

Brief CBT can be a clinically effective primary care intervention but needs to be implemented in a way that ensures high treatment engagement across a range of service users.

This paper contributes to the evidence base of a primary care psychological intervention and demonstrates the importance of assessing treatment completion when evaluating clinical effectiveness.

This paper proposes a complementary strategy that works in conjunction with physical restraint and which seeks to address dysfunctional thinking patterns thought to be contributory to the maintenance of the emotion of anger during an incident of aggression. The paper also includes a clinical case example to illustrate a variety of techniques that are designed to engage, challenge and dispute negative automatic thoughts and expressed verbal dialogue in an individual who requires restraint due to his aggressive and potentially harmful behaviour, which is driven by anger.

The purpose of this paper is to explore service users’ experiences of the process of ending from national health service (NHS) community personality disorder services.

Semi-structured interviews were conducted with eight participants recruited from four NHS community personality disorder services.

Three main themes emerged; “Service users” experiences in the context of “Reflective versus Reactive practice”, “Endings held in mind” and “What next”?

Further recommendations are provided for practitioners supporting individuals managing endings alongside a “readiness to end” model which may be used in clinical practice.

Agonistic antagonistic system theory and praxis were born in the medical field, but may be defined now from an epistemological and biomathematical point of view. Describes new developments in agonistic antagonistic (AA) theory and presents new applications. These include new mathematical approaches that involve variable parameters and partial derivatives in models for the regulation of AA couples (MRAAC). Gives new biomedical applications and, in explanation, a mechanism called “pathological homeostasis” (PH) is introduced. Also provides details of therapeutical trials. Suggests systems science or cybernetical strategies which are likely to have a broad field of application, particularly among decision makers in general.

The purpose of this paper is to discuss a model of couple intervention that has been specifically developed for helping people with intellectual disabilities who are experiencing relationship problems.

Among other suggestions, the model recommends assessing and working not only with the couple, but also with extended family and the service system. An agency staff, familiar with the couple, is frequently asked to act as co‐therapist.

Private couple therapy sessions have proven extremely valuable, along with specific strategies that focus on management of issues such as anger and jealousy, sexuality issues, ways partners can complement and compensate for each other's weaknesses, healthy boundary‐setting, having fun, and utilizing psychiatric consultation if necessary.

There is almost no other clinical literature on this topic. This paper offers practical suggestions and is quite unique in the field.

This article aims to highlight the importance of a complete and accurate medical record as it pertains to potential risk exposure in the outpatient physical therapy profession.

Basic charting rules, correction and alteration recommendations, documentation of telephone conversations, informed consent, exculpatory release forms and incident reports are discussed. Basic risk management strategies are reviewed that may reduce outpatient physical therapy practitioners' malpractice exposure.

The authors contend that quality and thorough documentation is as important as the quality of the care that is delivered to patients, since medical records are legal documents and serve as valuable evidence as to what transpired between patients and the healthcare providers.

Practical documentation strategies are described in a manner that will inform physical therapists of their legal obligations relating to patient care.

Higher levels of participation in school are linked to greater academic performance, better health and well-being and positive long-term outcomes for young people. Evidence shows that for students with emotional and behavioural difficulties (EBD), participation in school-based occupations is often restricted in comparison to their peers. Given the recent advancements towards introducing a new model of school-based occupational therapy in Ireland, this paper aims to discuss how occupational therapy can support students with EBD to increase their participation within the post-primary school context. The opinions in this paper are derived from the authors’ experience in the development of this practice in the Republic of Ireland.

The authors reviewed current literature and reflected on current practice to describe the unique role of occupational therapy in supporting students with EBD in the school environment.

Occupational therapists have potential to play a key role in school-based support for students with EBD. The authors describe how occupational therapists can promote whole school understanding of EBD and enable skill development, self-regulation, participation and school belonging, among youths with EBD. There is a significant lack of literature guiding practice in this area. Further research is required to explore professional issues and identify best practice.

This paper aims to provoke consideration of how school-based occupational therapists can play a crucial role in supporting students with EBD who are otherwise at risk of occupational injustice.

Service user involvement in higher education is now an expectation, with university learning and teaching strategies ensuring it is a priority. Service users have highlighted the importance of collaborative working and the sharing of their experience. The purpose of this paper is to illustrate an example of how lived experience of mental illness can be used to increase students' awareness of the impact of this and to offer indicators of how they can respond more effectively by following the professional philosophy of client‐centred practice. By involving a service user on an occupational therapy programme, it was expected that students would benefit from the narrative of a service user's experience of mental illness.

This paper illustrates the experience of collaborative working between a service user and university lecturer, which progressed beyond the telling of the narrative to include more active involvement and the opportunity to influence students' thinking.

The reported benefits for the service user included feeling valued and a sense of empowerment.

The paper concludes that collaborative working can increase involvement, which promotes recovery for service users and allows learning to be more directly influenced by what service users want from health care professionals.

Narrative Therapy offers thinking and practices which can support the development of narratives of desistance and recovery. The purpose of this paper is to discuss the two ways in which collective narrative practice has been used in a Low Secure Forensic Recovery Service: The Tree of Life and the Knowledge Group, including the evaluation of the Knowledge Group.

The therapeutic approach taken was collective narrative practice. The evaluation design for the Knowledge Group was service user led, resulting in a qualitative approach: a focus group that was thematically analysed.

Collective narrative practice offered service users the opportunity to enhance their narratives of strength and desistance, and to contribute socially by sharing this with others. This encouraged the development of identities beyond the “patient” and “offender” identities. It gave service users the opportunity to take a position of expertise and power where they were listened to and respected.

There is a wide range of possibility for the creative use of these strategies in forensic settings. They are a useful addition to the forensic practitioner’s toolkit.

There is a wide range of possibility for the creative use of these strategies in forensic settings. They are a useful addition to the forensic practitioner’s toolkit.

Collective narrative practice positions service users as taking social action, for example sharing their experiences with other services users, in educational contexts and for wider social understanding.

The therapeutic interventions described offer a promising approach which has not yet been fully exploited for use in forensic mental health services, including a novel approach to collective narrative practice.