MSc in Medical Anthropology Graduate School of Social and Political Science University of Edinburgh 2015/2016 Course Title Critical perspectives on mental health and well-being in the ‘global south’ Course Organiser Dr. Sumeet Jain Room: 2.30, Chrystal Macmillan Building Tel: 0131- 651 1463 Email: sumeet.jain@ed.ac.uk Guidance and Feedback Hours: Fridays, 14:00 -15:00 or by prior appointment Course Code: PGSP11377 Semester 2: Friday, 11:00 – 13:00. G.3, 30 Buccleuch Place Short Description This course has two aims: to provide students with an understanding of key theoretical, conceptual and policy debates related to mental health and well-being in the 'global south' and to examine how these debates shape public health and development interventions that address mental health and well-being. The course draws on inter-disciplinary perspectives integrating relevant knowledge from cultural psychiatry, medical anthropology, development studies, public health, and social work. Teaching will make use of case studies of innovative programmes, national and international policy reports, and ethnographic data from diverse contexts. Summary of Intended Learning Outcomes By the end of the course, students will: 1) Have a critical understanding of the historically and culturally contextualized nature

of ‘mental health’, ‘well-being’ and related concepts. 2) Demonstrate conceptual understandings of how cultural and social factors shape

mental health and well-being in the ‘global south’. 3) Be able to critically engage with current policy and academic debates on ‘local’ and

‘global’ approaches to addressing mental health and well-being.

4) Apply knowledge to critically analyse innovative policies and practice that address mental health and well-being in the ‘global south’.

Teaching The course consists of one two-hour session a week for the whole of the Second Semester. These sessions involve a mixture of lectures (including some ‘guest-lectures’), class discussions, and student presentations. Sessions are divided into three blocks. The first block (sessions 2-4) will develop conceptual perspectives to help students assess the relevance, scope and importance of mental health and well-being. This will focus on a culturally contextualized exploration of key concepts including 'mental health', 'well-being' and 'mental illness', consideration of the social and cultural determinants that shape both mental health & well-being, and cross-cultural perspectives on illness experience. The second block (sessions 5-7) will deploy these conceptual understandings to analyse and critique policy efforts to internationalize and globalize ideas about mental health, drawing on research and policy material from specific regions. These sessions will trace the emergence of the 'global mental health' movement, analyse the spread and usage of psycho-pharmaceuticals and consider the relationships between mental health, well-being and development. The third block (sessions 8-10) will discuss ways of addressing mental health and well-being through the use of relevant case studies from a variety of regional contexts. These sessions will develop critical perspectives on the relationship between 'community' and 'mental health' in national and international mental health policies and programmes, issues in humanitarian and conflict settings, working with marginal and stigmatized populations, the potential for innovations grounded in local concerns and 'community participation' and consider the role of human rights and service-user/ 'survivor' movements in globalizing mental health Assessment The course is assessed by the following:

• 20% of the course grade will be awarded for student presentations. These will be based on analysis of case studies, policy documents, class readings or research articles. Details on the presentations will be provided in the first session and on LEARN.

• 80% for a 3,000-word essay on a topic related to the course themes due by 12

noon, Thursday 7th April, 2016. o It is advisable that you discuss your essay topic with the course convener.

o Students have the option of submitting an essay plan to the course

convener for feedback. This should be submitted by February 29th, 2016

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at the very latest by email to the course organiser. Earlier submission is advisable.

All assessed course work must be submitted electronically. Readings Each session description includes key and further readings. It is expected that students will come prepared to discuss key readings during the session. The reading lists are intended to provide a resource for you to explore particular topics of interest. The course convener is happy to meet students to discuss additional readings. Journal articles can be procured through the library DiscoverED. See: http://www.ed.ac.uk/information-services/library-museum-gallery Most books have been placed in the HUB at the Main Library or are available as e-books. A URL has been provided for reports/books that are available freely online. Submission and Return of Coursework Coursework is submitted online using our electronic submission system, ELMA. You will not be required to submit a paper copy of your work. Marked coursework, grades and feedback will be returned to you via ELMA. You will not receive a paper copy of your marked course work or feedback. For information, help and advice on submitting coursework and accessing feedback, please see the ELMA wiki at: https://www.wiki.ed.ac.uk/display/SPSITWiki/ELMA. When you submit your work electronically, you will be asked to tick a box confirming that your work complies with university regulations on plagiarism. This confirms that the work you have submitted is your own. Occasionally, there can be problems with a submission. We request that you monitor your university student email account in the 24 hours following the deadline for submitting your work. If there are any problems with your submission the Course Secretary will email you at this stage. We undertake to return all coursework within 15 working days of submission. This time is needed for marking, moderation, second marking and input of results. Feedback for coursework will be returned online via ELMA on 28/04/2016. If there are any unanticipated delays, it is the Course Organiser’s responsibility to inform you of the reasons.

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All our coursework is assessed anonymously to ensure fairness: to facilitate this process put your Examination number (on your student card), not your name or student number, on your coursework or cover sheet. Penalties for Late Submission All deadlines for submission are at 12 noon prompt, and submitting even a minute after that deadline will incur a penalty. If you miss the submission deadline for any piece of assessed work, 5 marks will be deducted for each calendar day, or part thereof that work is late, up to a maximum of five calendar days (25 marks). After that, a mark of 0% (zero) will be given. It is therefore in your interest always to plan ahead, and if there is any reason why you may need an extension to follow the steps outlined in this handbook. Please note that a mark of zero may have very serious consequences for your degree, so it is always worth submitting work, even if late. Extension procedure Extension requests must be made by completing the electronic form which can be found at http://www.sps.ed.ac.uk/gradschool/on_course/for_taught_masters/extensions Extension requests should normally be made no more than two weeks prior to the deadline and should indicate the duration sought and require a separate application for each course. Extensions cannot be retrospectively granted after a deadline has passed and instead special circumstances need to be submitted. All extension requests must use this process. You are welcome to discuss any issues affecting your studies with your Programme Director/Personal Tutor prior to submission. However, all extension request decisions for Graduate School programmes are made by the Graduate School Office, and any informal advice from any other member of staff does not equate to a final decision. If you have a Learning Profile from the Student Disability Service allowing you the potential for flexibility over deadlines you must still make a formal extension request for such flexibility to be taken into account. In cases where medical evidence is required please note that your work will be considered as late until evidence is submitted and confirmed. Evidence is to be submitted if requested by the GSO via your University email account or in person to GSO reception. Further guidance on extension requests can be found at http://www.sps.ed.ac.uk/gradschool/on_course/for_taught_masters/extensions The following are circumstances which would USUALLY be considered:

• Serious or significant medical conditions or illness (including both physical and mental health problems).

• Exceptional personal circumstances (e.g. serious illness or death of an immediate family member or close friend, including participation in funeral and associated rites; being a victim of significant crime).

• Exceptional travel circumstances beyond your control.

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• Ailments such as very severe colds, migraines, stomach upsets, etc., ONLY where the ailment was so severe it was impossible for you to submit your work.

This list is not exhaustive The following are examples of circumstances NOT normally considered for coursework extensions:

• Minor ailments such as colds, headaches, hangovers, etc. • Inability to prioritise and schedule the completion of several pieces of work over a

period of time. • Problems caused by English not being your principal language. • Poor time management or personal organisation (e.g. failure to plan for

foreseeable last-minute emergencies such as computer crashes, printing problems or travel problems resulting in late submission of coursework).

• Circumstances within your control (e.g. a holiday; paid employment if you are a full time student; something considered more important).

• Requests without independent supporting evidence. • Requests which do not state clearly how your inability to hand in your

assessment on time was caused. • Learning Profiles will be treated sympathetically as part of the case for an

extension but do not by themselves guarantee this case. Penalties for Incorrect Submission You should follow the submission procedures that are provided in an email from the course Learn page, before each submission, to ensure your coursework is submitted in the correct format. If you have any queries, you should contact the Course Secretary before the submission deadline. Any submission made incorrectly will incur a 5 mark penalty. Penalties for Exceeding the Word Length All coursework submitted by students must state the word count on the front. All courses in the Graduate School have a standard penalty for going over the word length (if you are taking courses from other Schools, check with them what their penalties are): If you go over the word length, 5% of the total marks given for that assignment will be deducted, regardless of by how much you do so (whether it is by 5 words or by 500!). This deduction will take place after any other potential penalty has applied. For example, if any essay gets 78 but is 2 days late and 100 words too long, the final mark will be (78-10) x 0.95 = 64.6, which is rounded up to 65. Word length includes footnotes and endnotes, appendices, tables and diagrams, but not bibliographies. Given that footnotes and endnotes are included, you may wish to use a short referencing system such as Harvard http://www.docs.is.ed.ac.uk/docs/Libraries/PDF/SEcitingreferencesHarvard.pdf. Academic Misconduct in Submission of Essays Coursework submitted to the Graduate School will be regarded as the final version for marking. Where there is evidence that the wrong piece of work has been deliberately

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submitted to subvert hand-in deadlines - e.g. in a deliberately corrupted file - the matter may be treated as a case of misconduct and be referred to the School Academic Misconduct Officer. The maximum penalty can be a mark of 0% (zero). Please note that a mark of zero may have very serious consequences for your degree. University Email The University’s official means of communication with you is via your University email account. You should check your University email within 24 hours of an ELMA submission, as well as regular checks (at least three times a week) during semester time, as the Course Organiser and/or Course Secretary may attempt to contact you. External Examiner The external examiner for the course is Professor Bob Simpson, Durham University. Course Organiser Dr. Sumeet Jain Room: 2.30, Chrystal Macmillan Building Tel: 0131- 651 1463 Email: sumeet.jain@ed.ac.uk Guidance and Feedback Hours: Fridays, 14:00 -15:00 or by prior appointment Administration For administrative assistance please contact the Course Secretary, Jessica Barton. Location: Room 1.20 (Graduate School Office), Chrystal Macmillan Building, 15a George Square. Email: jessica.barton@ed.ac.uk.

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Course overview

Week 1

15/1/16

Introduction

Block 1: Conceptualizing mental health and well-being

Week 2

22/1/16 Why is culture important to conceptualizing ‘mental health’ and ‘well-being’?

Week 3

29/1/16

Subjectivity, language and experience: cross-cultural perspectives on ‘local’ and

‘psychiatric’ categories

Week 4

5/2/16

Social & cultural determinants of mental health and well-being

Block 2: Globalizing mental health – research and policy

Week 5

12/2/16

Psycho-pharmaceuticals and global mental health (Dr Stefan Ecks)

19/2/16 Innovative Learning Week – no class

Week 6

26/2/16

The rise of the ‘global mental health’ movement and critiques: the link between

‘evidence’ and policy initiatives (Dr. Ross White, University of Glasgow)

Week 7

4/3/16

Mental health, well-being and development: (how) are they related?

Block 3: Addressing mental health and well-being – practice in diverse settings

Week 8

12/3/16

Mental health and well-being in areas of conflict

Week 9

18/3/16

Mental health and stigma in marginal populations

Week 10

25/3/16

Human rights, advocacy and service user movements: global perspectives

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OUTLINE

Week 1 (January 15th) Introduction Policy makers increasingly view mental health and well-being as an important public health and social policy issues. Yet academic and popular ideas about ‘mental health’ and ‘well-being’ remain contested. This session introduces key concepts and debates that will shape discussions during the course. What do we mean by ‘mental health’ and ‘well-being’? Are these relevant concepts for understanding ‘suffering’ across cultures? How are these concepts deployed in global public health initiatives? What are the difficulties with current global policies? Key Readings Kirmayer, L. J., & Pedersen, D. (2014). Toward a new architecture for global mental health. Transcultural Psychiatry, 51, 6, 759-776. Movement for Global Mental Health. http://www.globalmentalhealth.org/. Last accessed December 10th, 2014. (Review this website to familiarize yourself with tenets of GMH) White, S. C. (2010). Analysing wellbeing: a framework for development practice. Development in Practice, 20(2), 158–172. Background Reading (particularly for those without Medical Anthropology backgrounds) Kleinman, A. M. (1977). Depression, somatization and the “new cross-cultural psychiatry.” Social Science & Medicine, 11(1), 3–9. Littlewood, R. (1990). From categories to contexts: a decade of the “new cross-cultural psychiatry”. The British Journal of Psychiatry, 156(3), 308–327. Further Reading Bass, J. K., Bolton, P. A., & Murray, L. K. (2007). Do not forget culture when studying mental health. The Lancet, 370(9591), 918–919. Desjarlais, R. R. (1995). World mental health: problems, and priorities in low-income countries. New York: Oxford University Press. Kirmayer, L. J. (2006). Beyond the “New Cross-cultural Psychiatry”: Cultural Biology, Discursive Psychology and the Ironies of Globalization. Transcultural Psychiatry, 43(1), 126–144.

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Kleinman, A. (1987). Anthropology and psychiatry. The role of culture in cross-cultural research on illness. The British Journal of Psychiatry , 151 (4 ), 447–454. Littlewood, R. (1991). Against pathology. The new psychiatry and its critics. The British Journal of Psychiatry, 159(5), 696–702. People's Health Movement., Medact., & Global Equity Gauge Alliance. (2008). ‘B2 Mental health: culture, language and power’. In: Global health watch 2: An alternative world health report. pp. 154 -162. Cairo: People's Health Movement. Available at: http://www.ghwatch.org/sites/www.ghwatch.org/files/ghw2.pdf World Health Organization. (2001). The world health report 2001 mental health: new understanding, new hope. Geneva: World Health Organization.

Block 1: Conceptual understandings of mental health and well-being

Week 2 (January 22nd) Why is culture important to conceptualizing ‘mental health’ and ‘mental illness’? Debates about culture and depression and the prognosis of schizophrenia in the ‘developing world’ have highlighted both the culturally constructed nature of psychiatric categories as well as the challenges of applying these categories cross-culturally. This session examines these two debates and discusses their implications for addressing ‘mental distress’ in the ‘global south’. Key Readings Jadhav, S. (1996). The Cultural Origins Western Depression. International Journal of Social Psychiatry, 42(4), 269–286. Summerfield, D. (2008). How scientifically valid is the knowledge base of global mental health? BMJ (Clinical research ed.), 336(7651), 992–4. Williams, C. C. (2003). Re-reading the IPSS research record. Social Science & Medicine, 56(3), 501–515. Further Reading Cohen, A. (1992). Prognosis for schizophrenia in the third world: A reevaluation of cross-cultural research. Culture, Medicine and Psychiatry, 16(1), 53–75. Cohen, A., Patel, V., Thara, R., & Gureje, O. (2008). Questioning an axiom: better prognosis for schizophrenia in the developing world? Schizophrenia bulletin, 34(2), 229–44.

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Cooper J, Sartorius N. (1977). Cultural and temporal variations in schizophrenia: a speculation on the importance of industrialization. British Journal of Psychiatry 130(1):50-5. Gambrill, E. (2013). The Diagnostic and Statistical Manual of Mental Disorders as a Major Form of Dehumanization in the Modern World. Research on Social Work Practice, 24(1), 13–36. Harper, I. (2007). Reconsidering Somatic Presentation of Generalized Anxiety Disorder in Nepal, 195(6), 544–545. Hopper, K. (2004). Interrogating the meaning of ‘Culture’ in the WHO International Studies of Schizophrenia. Chapter Two in Jenkins, J H & Barrett R J (Ed) (2004). Schizophrenia, Culture & Subjectivity: The Edge of Experience. Cambridge University Press. Jadhav, S., Weiss, M. & Littlewood, R. (2001) ‘Cultural experience of Depression among White Britons in London’, Anthropology & Medicine, special issue on Cultural Epidemiology, April, Vol. 8, No. 1, pp. 47-69. Jadhav, S. (2009). What is cultural validity and why is it ignored?. In Geest SVD, Tankink M (Ed.), Theory and action:essays for an anthropologist : AMB Diemen 2009. Kapur RL. 1987. Commentary on Culture Bound Syndromes and International Disease Classification. Culture, Medicine and Psychiatry 11(1):43-8 Kleinman, A., & Good, B. (1985). Culture and depression: studies in the anthropology and cross-cultural psychiatry of affect and disorder / edited by Arthur Kleinman and Byron Good. Berkeley: University of California Press. [Introduction, Chapter 4, Epilogue; available in HUB] Kohrt, B. A. (2005). “Somatization” and “Comorbidity”: A Study of Jhum-Jhum and Depression in Rural Nepal. Ethos, 33(1), 125–147. doi:10.1525/eth.2005.33.1.125 Lin, K. M., & Kleinman, a M. (1988). Psychopathology and clinical course of schizophrenia: a cross-cultural perspective. Schizophrenia bulletin, 14(4), 555–67. Littlewood, R. (1996). Psychiatry’s Culture. International Journal of Social Psychiatry, 42(4), 245–268. Summerfield, D. (2006). Depression: epidemic or pseudo-epidemic. Journal of the Royal Society of Medicine, 161–162.

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Week 3 (January 29th)

Subjectivity, language and experience: cross-cultural perspectives on ‘local’ and ‘psychiatric’ categories This session follows on the previous session to consider how ‘distress’ is understood and addressed cross-culturally by individuals, families and communities. Specifically, we will consider: a) theoretical ideas and research on ‘local’ concepts and categories; b) the inter-play between ‘local’ and ‘psychiatric’ categories in clinical and community settings, c) examples of innovative research and mental health programmes that address local perspectives on ‘distress’ and ‘mental health’. Key Readings Béhague, D. P. (2009). Psychiatry and Politics in Pelotas, Brazil: The Equivocal Quality of Conduct Disorder and Related Diagnoses. Medical Anthropology Quarterly, 23(4), 455–482. Either: Good, B. (1977). The Heart of What’s the Matter: The Semantics of Illness in Iran. Culture, medicine and psychiatry, 1, 25–58. OR Guarnaccia, P. J., Lewis-Fernández, R., & Marano, M. R. (2003). Toward a Puerto Rican popular nosology: nervios and ataque de nervios. Culture, medicine and psychiatry, 27(3), 339–66. Kirmayer, L. J. (2005). Culture, context and experience in psychiatric diagnosis. Psychopathology, 38(4), 192–6. Further Reading Alarcón, Renato D.; Bell, Carl C.; Kirmayer, Laurence J.; Lin, Keh-Ming; Üstün, Bedirhan; Wisner, Katherine L.. Beyond the funhouse mirrors: Research agenda on culture and psychiatric diagnosis. In: Kupfer, David J. (Ed); First, Michael B. (Ed); Regier, Darrel A. (Ed), (2002). A research agenda for DSM—V. , (pp. 219-281). Arlington, VA, US: American Psychiatric Association, xxiii, 307 pp. (Available as PDF from course organiser) Biehl, J. G. (2005). Vita: life in a zone of social abandonment / João Biehl; photographs by Torben Eskerod. Berkeley; London : University of California Press.

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Donald, A (2001). The Wal-Marting of American Psychiatry. An ethnography of psychiatric practice in the late 20th century. Culture, Medicine and Psychiatry, 25, 4, 427-439. Guarnaccia, P. J. & Rogler, L. H. (1999). Research on Culture-Bound Syndromes: New Directions. American Journal of Psychiatry, 156, 1322-1327. Harvey, T. S. (2008). Where there is no patient: an anthropological treatment of a biomedical category. Culture, medicine and psychiatry, 32(4), 577–606. Halliburton, M. (2005). "Just Some Spirits": The Erosion of Spirit Possession and the Rise of "Tension" in South India. Medical Anthropology, 24, 111. Kohrt, B. a, Hruschka, D. J., Kohrt, H. E., Panebianco, N. L., & Tsagaankhuu, G. (2004). Distribution of distress in post-socialist Mongolia: a cultural epidemiology of yadargaa. Social Science & Medicine, 58(3), 471–485. Littlewood, R. (1990). How Universal is Something we can call 'Therapy'? Some Implications of Non-Western Healing Systems for Intercultural Work. Journal of Interprofessional Care, 5, 49-65. Nichter, M. (2010). Idioms of distress revisited. Culture, medicine and psychiatry, 34(2), 401–16. Rashid, S. F. (2007). Durbolota (Weakness), Chinta Rog (Worry Illness), and Poverty: Explanations of White Discharge among Married Adolescent Women in an Urban Slum in Dhaka, Bangladesh. Medical Anthropology Quarterly, 21(1), 108–132.

Week 4 (February 5th)

Social & cultural determinants of mental health and well-being This session explores socio-economic factors that shape mental health in the ‘global south’. We will consider a) debates about the relationships between mental health, marginality and poverty; b) how social inequalities shape mental health and well-being; and c) the potential of innovative approaches to addressing social determinants of mental health. Key Readings Inequality and Mental Health (2011). Chapter B9 In: Global health watch 3: An alternative world health report. (2011). London: Zed. Available at: http://www.ghwatch.org/sites/www.ghwatch.org/files/B9.pdf Ecks, Stefan, and William S. Sax. 2005. "The Ills of Marginality: New Perspectives on Health in South Asia". Anthropology & Medicine. 12 (3): 199-210.

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Lund, C., Stansfield, S., De Silva, M. Social Determinants of Mental health. In Patel, V., Minas, H., Cohen, A., & Prince, M. (2013). Global Mental Health: Principles and Practice. Oxford University Press, Chapter 7. (HUB and as an e-book in University of Edinburgh library). Tiwari, M. (2008). Poverty and Wellbeing at the “Grassroots”—How Much is Visible to Researchers? Social Indicators Research, 90(1), 127–140. Further Reading Corrigall, J., Lund, C., Patel, V., Plagerson, S., & Funk, M. K. (2008). Poverty and mental illness: fact or fiction? A commentary on Das, Do, Friedman, McKenzie & Scott (65:3, 2007, 467-480). Social science & medicine (1982), 66(9), 2061–3; discussion 2064–6. Das, J., Do, Q.-T., Friedman, J., McKenzie, D., & Scott, K. (2007). Mental health and poverty in developing countries: revisiting the relationship. Social science & medicine (1982), 65(3), 467–80. Das, J., Do, Q.-T., Friedman, J., McKenzie, D., & Scott, K. (2008). Revisiting the relationship between mental health and poverty in developing countries: a response to Corrigall. Social Science & Medicine, 66(9), 2064–2066. doi:10.1016/j.socscimed.2008.01.004 Das, J., Das, R., & Das, V. (2012). The mental health gender-gap in urban India: Patterns and narratives. Social Science & Medicine, 75(9), 1660-1672. Das, A., & Rao, M. (2012). Universal mental health: re-evaluating the call for global mental health. Critical Public Health, 22(4), 383–389 Davar, B.V. (2012). Chapter 11 - Gender and Community Mental Health: Sharing Experiences from our Service Program. In: Chavan, B. S., Gupta, N., Arun, P., Sidana, A., & Jadhav, S. (Eds) (2012). Community mental health in India. New Delhi : Jaypee. (HUB) Hruschka, D. J. (2009). Culture as an explanation in population health. Annals of human biology, 36(3), 235–47. Lund, C., Breen, A., Flisher, A. J., Kakuma, R., Corrigall, J., Joska, J., Patel, V. (2010). Poverty and common mental disorders in low and middle income countries: A systematic review. Social science & medicine (1982), 71(3), 517–28. Lund, C., De Silva, M., Plagerson, S., Cooper, S., Chisholm, D., Das, J., … Patel, V. (2011). Poverty and mental disorders: breaking the cycle in low-income and middle-income countries. Lancet, 378(9801), 1502–14.

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Kermode, M., Herrman, H., Arole, R., White, J., Premkumar, R., & Patel, V. (2007). Empowerment of women and mental health promotion: a qualitative study in rural Maharashtra, India. BMC public health, 7, 225. Mental Health and Poverty Project & WHO (2010). Mental health and development targeting people with mental health conditions as a vulnerable group. Geneva, Switzerland: World Health Organization. Nayar, K. R. (2007). Social exclusion, caste & health: a review based on the social determinants framework. The Indian journal of medical research, 126(4), 355–63. Pinto, S. (2006). Globalizing Untouchability: Grief and the Politics of Depressing Speech. Social Text, (86), 81–102. Trani, J.-F., & Bakhshi, P. (2013). Vulnerability and mental health in Afghanistan: looking beyond war exposure. Transcultural psychiatry (Vol. 50, pp. 108–39).

Block 2: Globalizing mental health – research and policy

Week 5 (February 12th)

Psycho-pharmaceuticals and Global Mental Health (Dr Stefan Ecks) Readings To be confirmed.

Week 6 (February 26th)

The rise of the ‘global mental health’ movement and critiques: the link between ‘evidence’ and policy initiatives Guest Lecturer: Dr. Ross White, University of Glasgow Key Readings (to be confirmed) Keys, H. M., Kaiser, B. N., Kohrt, B. A., Khoury, N. M., & Brewster, A. R. T. (2012). Idioms of distress, ethnopsychology, and the clinical encounter in Haiti's central plateau. Social Science & Medicine, 75, 555-564. Patel, V. (2014). Why mental health matters to global health. Transcultural psychiatry, 51, 6, 777-789.

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Summerfield, D. (2012). Afterwords: Against ‘Global mental Health’. Transcultural Psychiatry, 49, 1-12 Further Readings Chisholm, D., Flisher, A. J., Lund, C., Patel, V., Saxena, S., Thornicroft, G., & Tomlinson, M. (2007). Scale up services for mental disorders: a call for action. The Lancet, 370, 1241-1252. Read, U. (2012). '"I want the one that will heal me completely so it won't come back again": The limits of antipsychotic medicine in rural Ghana'. Transcultural Psychiatry, 49, 438-460. Skultans, V. (2003). From damaged nerves to masked depression: Inevitability and hope in Latvian psychiatric narratives. Social Science and Medicine, 56, 2421–2431. White, R., Jain, S., and Giurgi-Oncu, C. (2014) Counterflows for mental well-being: What high-income countries can learn from Low and middle-income countries. International Review of Psychiatry, 26, 602-606. White, R. G., and Sashidharan, S. P. (2014) Towards a more nuanced global mental health. British Journal of Psychiatry, 204, 415-417.

Week 7 (March 4th)

Mental health, well-being and development: (how) are they related? International organizations such as the WHO are promoting the idea of integrating mental health and well-being into development programming. This session discusses a) the ideas about ‘development’ that shape these initiatives; b) their potential impact on mental health and well-being of communities; and c) alternative approaches to addressing the link between mental health and development. Key Readings Mills, China (forthcoming). Development gone mad: The mental health-poverty nexus and the global mind-set of development in Grugel, J. and Hammett, D. (Eds). (forthcoming) The Palgrave Handbook of International Development. Palgrave. [available on LEARN] Plagerson, S. (2014). Integrating mental health and social development in theory and practice. Health Policy and Planning, 1.

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Further Reading Chowdhury, A. N., A. K. Chakraborty, and Mitchell Weiss. 2001. "Community mental health and concepts of mental illness in the Sundarban Delta of West Bengal, India". Anthropology & Medicine. 8 (1): 109-129. Davar, B., & Lohokare, M. (2009). Recovering from psychosocial traumas: The place of dargahs in Maharashtra. Economic and Political Weekly, xliv(16), 60–67. Retrieved from http://www.jstor.org/stable/10.2307/40279157 Herrman Saxena, Shekhar., Moodie, Rob., World Health Organization., Department of Mental Health and Substance Abuse., Victorian Health Promotion Foundation., University of Melbourne.,, H., & Evidence, E. (2005). Promoting mental health : concepts, emerging evidence, practice. Geneva: World Health Organization. Mental Health and Poverty Project & WHO (2010). Mental health and development targeting people with mental health conditions as a vulnerable group. Geneva, Switzerland: World Health Organization. Pan American Health Organization. (2008). Innovative mental health programs in Latin America & the Caribbean. Washington, D.C.: Pan American Health Organization. Available at: http://www2.paho.org/hq/dmdocuments/2008/MHPDoc.pdf

Block 3: Addressing mental health and well-being – practice in diverse settings

Week 8 (March 11th) Mental health and well-being in areas of conflict Required Reading Kienzler, H. (2008). Debating war-trauma and post-traumatic stress disorder (PTSD) in an interdisciplinary arena. Social science & medicine (1982), 67(2), 218–27. Kienzler, H., & Pedersen, D. (2012). Strange but common bedfellows: the relationship between humanitarians and the military in developing psychosocial interventions for civilian populations affected by armed conflict. Transcultural Psychiatry,49, 3-4. Summerfield, D. (1999). A critique of seven assumptions behind psychological trauma programmes in war-affected areas. Social science & medicine, 48(10), 1449–62. Additional Readings Almedom, A. M., & Summerfield, D. (2004). Mental Well-Being in Settings of “Complex Emergency”: an Overview. Journal of Biosocial Science, 36(4), 381–388.

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Breslau, J. (2004). Introduction: Cultures of Trauma: Anthropological Views of Posttraumatic Stress Disorder in International Health. Culture, Medicine and Psychiatry, 28(2), 113–126. Derges, J. (2009). Eloquent bodies: conflict and ritual in northern Sri Lanka1. Anthropology & Medicine, 16(1), 27–36. Giacaman, R., Arya, N., & Summerfield, D. (2005). Establishing a mental health system in the Occupied Palestinian Territories. International Psychiatry, 16–18. Ingleby, David (2005) (ed). Forced Migration and Mental Health. Rethinking the Care of Refugees and Displaced Persons. Springer, New York. Hinton, D. E., & Lewis-Fernández, R. (2010). Idioms of distress among trauma survivors: subtypes and clinical utility. Culture, medicine and psychiatry, 34(2), 209–18. Howell, A. (2011). The diagnostic competition over post-conflict populations: merging the psychosocial and mental health models. IN: Howell, A. (2011). Madness in international relations : psychology, security, and the global governance of mental health. Abingdon Oxon: Routledge. Summerfield, D. (2001). The invention of post-traumatic stress disorder and the social usefulness of a psychiatric category. BMJ, 322, 95–98. Ventevogel P, van de Put W, Faiz H, van Mierlo B, Siddiqi M, et al. (2012) Improving Access to Mental Health Care and Psychosocial Support within a Fragile Context: A Case Study from Afghanistan. PLoS Med 9(5): e1001225. Young, A (1995). The Harmony of Illusions: Inventing Post-Traumatic Stress Disorder. New Jersey: Princeton University Press.

Week 9 (March 18th) Mental health and stigma in marginal populations This session examines the complex relationship between mental health and stigma. A central aim of the session will be to interrogate dominant approaches to understanding and addressing stigma within the psychiatric and ‘global mental health’ literature. The session will draw on ethnographic studies from various locales to illustrate the contribution of ethnographic methods to developing a contextualized understanding of mental health related stigma. Key Reading

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Kohrt, B. a, & Harper, I. (2008). Navigating diagnoses: understanding mind-body relations, mental health, and stigma in Nepal. Culture, medicine and psychiatry, 32(4), 462–91. Weiss M, Jadhav S, Raguram R, Vounatsou P, Littlewood R. (2001) ‘Psychiatric stigma across cultures: local validation in Bangalore and London’. Anthropology & Medicine, 8, 1, 71-87. Further Reading Jadhav, S and Littlewood R L (1994): Defeat Depression Campaign: Some Medical Anthropological Issues. Psychiatric Bulletin, 18 (9), 572-573. Jadhav, S; Littlewood, R; Ryder, A; Chakraborty, A; Jain, S & Barua, M (2007): Stigmatisation of severe mental illness in India: against the simple industrialization hypothesis. Indian Journal of Psychiatry. Vol. 49, no. 3, 189-194. Kermode, M., Bowen, K., Arole, S., Pathare, S., & Jorm, A. F. (2009). Attitudes to people with mental disorders: a mental health literacy survey in a rural area of Maharashtra, India. Social psychiatry and psychiatric epidemiology, 44(12), 1087–96. doi:10.1007/s00127-009-0031-7 Littlewood, R. (1998). Cultural variation in the stigmatisation of mental illness. Lancet, 352(9133). Littlewood, R., Jadhav, S., & Ryder, A. G. (2007). A cross-national study of the stigmatization of severe psychiatric illness: historical review, methodological considerations and development of the questionnaire. Transcultural psychiatry, 44(2), 171–202. doi:10.1177/1363461507077720 Raguram R, Weiss MG, Channabasavanna SM, Diop M. (1996) Stigma, depression, and somatization in South India. American Journal of Psychiatry, 1996, 153, 8, 1043-9.

Week 10 (March 25th)

Human rights, advocacy and service user movements: global perspectives Key Readings Bracken P, Thomas P, Timimi S, Asen E, Behr G et al. 2012. Psychiatry Beyond the Current Paradigm. British Journal of Psychiatry, 201:430-434.

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Read, U. M., Adiibokah, E., & Nyame, S. (2009). Local suffering and the global discourse of mental health and human rights: an ethnographic study of responses to mental illness in rural Ghana. Globalization and health, 5, 13. Pinto S. (2009). Crises of commitment: ethics of intimacy, kin, and confinement in global psychiatry. Medical anthropology, 28(1). Visit the following websites and access resources from here: World Network of Users and Survivors of Psychiatry http://www.wnusp.net/ MindFreedom International http://www.mindfreedom.org/ European Network of (ex)users and Survivors of Psychiatry http://www.enusp.org/ Mental Health Worldwide www.mentalhealthworldwide.com PANUSP - a user/survivor group in South Africa www.panusp.org Further Reading Davar, B. V. (2008). From Mental Illness to Disability: Choices for Women Users/ Survivors of Psychiatry in Self and Identity Constructions. Indian Journal of Gender Studies, 15(2), 261–290. Dudley, Silove, Derrick,, Gale, Fran, M. (2012). Mental health and human rights: vision, praxis, and courage. Oxford, U.K.: Oxford University Press. Katontoka, S. (2007). Users’ networks for Africans with mental disorders. Lancet, 370(9591), 919–20. Minkowitz, T. and Dhanda, A. (Eds) (2006). First person stories on forced interventions and being deprived of legal capacity. World Network of Users and Survivors of Psychiatry, and Bapu Trust. (this may be hard to get hold of, but definitely worth a look if possible). Shukla, A., Philip, A., Zachariah, A., Phadke, A., Suneetha, A., Davar, B., CEHAT, et al. (2012). Letter - Critical perspectives on the NIMH initiative “Grand Challenges to Global Mental Health”. Indian Journal of Medical Ethics, IX(4), 292-293. Available at: http://www.issuesinmedicalethics.org/index.php/ijme/article/view/1040/2369 Spandler, H. and Calton, T. (2009). Psychosis and Human Rights: Conflicts in mental Health Policy and Practice. Social Policy and Society, 8, 248–256.

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GRADUATE SCHOOL of SOCIAL AND POLITICAL SCIENCE

Postgraduate marking scheme

Mark Description 90-100%

(A1) Fulfils all criteria for A2. In addition is a work of exceptional insight and independent thought, deemed to be of publishable quality, producing an analysis of such originality as potentially to change conventional understanding of the subject.

80-89% (A2)

Outstanding work providing insight and depth of analysis beyond the usual parameters of the topic. The work is illuminating and challenging for the markers. Comprises a sustained, fluent, authoritative argument, which demonstrates comprehensive knowledge, and convincing command, of the topic. Accurate and concise use of sources informs the work, but does not dominate it.

70-79% (A3)

A sharply-focused, consistently clear, well-structured paper, demonstrating a high degree of insight. Effectively and convincingly argued, and showing a critical understanding of conflicting theories and evidence. Excellent scholarly standard in use of sources, and in presentation and referencing.

60-69% (B)

Good to very good work, displaying substantial knowledge and understanding of concepts, theories and evidence relating to the topic. Answers the question fully, drawing effectively on a wide range of relevant sources. No significant errors of fact or interpretation. Writing, referencing and presentation of a high standard.

50-59% (C)

Work which is satisfactory for the MSc degree, showing some accurate knowledge of topic, and understanding, interpretation and use of sources and evidence. There may be gaps in knowledge, or limited use of evidence, or over-reliance on a restricted range of sources. Content may be mainly descriptive. The argument may be confused or unclear in parts, possibly with a few factual errors or misunderstandings of concepts. Writing, referencing and presentation satisfactory.

40-49% (D)

Work which is satisfactory for Diploma. Shows some knowledge of the topic, is intelligible, and refers to relevant sources, but likely to have significant deficiencies in argument, evidence or use of literature. May contain factual mistakes and inaccuracies. Not adequate to the topic, perhaps very short, or weak in conception or execution, or fails to answer the question. Writing, referencing and presentation may be weak.

30-39% (E)

Flawed understanding of topic, showing poor awareness of theory. Unconvincing in its approach and grasp of the issues. Perhaps too short to give an adequate answer to the question. Writing, referencing and presentation likely to be very weak. A mark of 38/39 may indicate that the work could have achieved a pass if a more substanbtial answer had been produced.

20-29% (F)

An answer showing seriously inadequate knowledge of the subject, with little awareness of the relevant issues or theory, major omissions or inaccuracies, and pedestrian use of inadequate sources.

10-19% (G)

An answer that falls far short of a passable level by some combination of short length, irrelevance, lack of intelligibility, factual inaccuracy and lack of acquaintance with reading or academic concepts.

0-9% (H)

An answer without academic merit; conveys little sense that the course has been followed; lacks basic skills of presentation and writing.

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School of Social and Political Science – PG Feedback Form

Exam number Course code

Course name Component name

Session

Marker Word Count

PLEASE NOTE

1) This form must be attached to the front of your essay prior to upload via ELMA. Failure to do so will result in a mark penalty.

2) The essay submitted must be your final version. You cannot re-submit/make subsequent changes.

3) All comments/marks/penalties are provisional until ratified by our Board of Examiners in June

Overview Marking criterion Comment Grade A-H

(if appropriate)

Critical/conceptual analysis

Strength/cohesion of argument

Use of sources/evidence

Structure & organisation

Breadth and relevance of reading

Clarity of expression, presentation and referencing

The final grade column above may be used at the marker’s discretion. Such grades do not translate directly into a final mark. General comments

Provisional Mark

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