Anyone who teaches others, including parents, can benefit from reading this book. Teachers play a pivotal role in the education of children and adults. There are basic principles of living that could be taught in the classroom that would not take much time from teachers; in fact, I expect that because these concepts will reduce conflict, doing so may well give teachers more time to teach. This book is not about what teachers should teach but about how the way they teach can make major differences in their students’ lives.
In my practice of psychiatry—child, adolescent, and adult—I find daily that I must teach children and parents things they should have been learning from about age five. Because they are not getting this information, they make mistakes that they likely would not otherwise have made in addressing the problems of life.
It has always been my point of view that a lot people’s problems are related to not knowing how to get outcomes different from, or better than, the ones they are experiencing. I look first at what is missing in their approach to the problems they are having rather than seeing the problem as a psychiatric diagnosis. Unfortunately, to have insurance pay for visits, a doctor must frame the patient’s issue in a way the insurer will accept. In my experience, when given a few ideas or concepts related to the problems they are having, people will go forth and solve them.
This book is about the things teachers can do in the process of teaching to help individuals not create psychiatric problems for themselves. After all, if we do not create a problem, we do not have to solve the problem, which translates into a conservation of energy on all fronts.
Details
More Information
Language
English
Release Day
Feb 5, 2018
Release Date
February 6, 2018
Number in Series
3
Series Display String
The Rapid Relief Series
Release Date Machine
1517875200
Imprint
UCS Press
Provider
UCS Press
Categories
Health & Wellness, Alternative & Complementary Medicine, Psychology & Mental Health, Education & Learning, Education, Nonfiction - Adult, Nonfiction - All
James E. Campbell, MD, was born in Beardstown, Illinois, and attended MacMurray College in Jacksonville, Illinois, for three years before being accepted to Saint Louis University School of Medicine. He then went to Michael Reese Hospital in Chicago for a one-year medical internship and his basic three-year adult psychiatric residency. In 1971, after two years in the Air Force, he set up a private practice in Phoenix, Arizona. It was in the Air Force that he had an opportunity to teach several classes in psychology to military dependents. As a part of his psychiatric practice, Dr. Campbell had many opportunities to participate in hospital staff education programs and in numerous conferences. In 1980 he completed a two-year child fellowship at UCLA and added the treatment of children to his practice. He also discovered that he could teach many of the ideas in this book to his patients with good result. The positive reception by most of his patients and their families encouraged him to undertake the writing of this book intended for teachers, parents, and educators.
Claton Butcher is an audiobook narrator, voice-over artist, and music pastor. He has a BA in music from Oklahoma Wesleyan University and has been crafting his voice for twenty years through singing, higher education, voice acting, and audiobook narration. He has studied under some of today’s best and most prolific narrators, including Scott Brick, Sean Pratt, and Johnny Heller. He is also the founder of Two Words Publishing.
Overview
Anyone who teaches others, including parents, can benefit from reading this book. Teachers play a pivotal role in the education of children and adults. There are basic principles of living that could be taught in the classroom that would not take much time from teachers; in fact, I expect that because these concepts will reduce conflict, doing so may well give teachers more time to teach. This book is not about what teachers should teach but about how the way they teach can make major differences in their students’ lives.
In my practice of psychiatry—child, adolescent, and adult—I find daily that I must teach children and parents things they should have been learning from about age five. Because they are not getting this information, they make mistakes that they likely would not otherwise have made in addressing the problems of life.
It has always been my point of view that a lot people’s problems are related to not knowing how to get outcomes different from, or better than, the ones they are experiencing. I look first at what is missing in their approach to the problems they are having rather than seeing the problem as a psychiatric diagnosis. Unfortunately, to have insurance pay for visits, a doctor must frame the patient’s issue in a way the insurer will accept. In my experience, when given a few ideas or concepts related to the problems they are having, people will go forth and solve them.
This book is about the things teachers can do in the process of teaching to help individuals not create psychiatric problems for themselves. After all, if we do not create a problem, we do not have to solve the problem, which translates into a conservation of energy on all fronts.
