Rejection of Psychotropic Medicine and DSM–IV Nomenclature Produce Positive Outcomes for Gifted, Alienated, and Dually Diagnosed John Dewey Academy Students Who Were Self-Destructive: Part I
Abstract:This is the first installment of a two-part article that describes the rejection of psychotropic medication and DSM–IV nomenclature at The John Dewey Academy (JDA), which has proven to be extremely effective for gifted, dually diagnosed, and unmotivated adolescents. One of the least studied phenomena that impact outcome are positive and negative expectations. These two psychotherapeutic principles maximize. Outcome results, when viewed from this perspective, certainly challenge the validity of the assumption that attributes pathology to a chemical imbalance, and in so doing ignores the roles of personal responsibility and choice (as opposed to compulsion). The second article will explicate the treatment guiding principles and effectiveness of compassionate confrontation. Critics challenge the philosophical and psychotherapeutic orientations that the JDA utilizes because they believe these constructs are simplistic and harsh, but cannot explain how superior success rates have been attained for a quarter of a century with a population of adolescents who rejected traditional therapeutic and teaching techniques.
Document Type: Research Article
Publication date: 2009-04-01
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