Amy Rossiter

Toward an Alternative Account of Feminist Practice Ethics in Mental Health

Theoretical work on feminist psychotherapy ethics has been useful in challenging conventional psychotherapy, but its narrative assumes that the therapeutic relationship is potentially benign. In contrast, feminists in public practice who work in settings that are closer to state power and social control must assume that therapy has the potential for malignancy, on the basis of the history of mental health and the state. Therefore, they require a conception of ethics that acknowledges the relationships of therapists and clients within a state apparatus. This article discusses the two types of ethics and stresses the need for ethics that are congruent with the locations in which therapists practice.

The Equitable Inclusion of Women in Higher Education: Some Consequences for Teaching

Although admission of women to higher education has increased, equitable inclusion of women in the academy has not kept pace. Women often experience marginality in the classroom because they may have different styles of learning and because women’s experiences are not represented in mainstream knowledge. We suggest a narrative, inductive teaching strategy that deliberately acknowl- edges women’s differences and that will contribute to knowledge. This strategy requires teaching practices aimed at (1) establishing an affirming student/teacher relationship, (2) facilitating relationships among students, (3) enabling students to articulate their knowledge and experience, and (4) helping students to engage meaningfully with course content. This approach raises new difficulties for teach- ers, difficulties to be overcome in pursuing the equitable inclusion of women in higher education. Bien que de plus en plus de femmes poursuivent des etudes superieures, l’inclu- sion equitable des femmes dans les corps professoraux laisse a desirer. La marginalite dont font l’experience les femmes dans les salles de cours tient peut- etre au fait qu’elles ont des styles d’apprentissage differents et que les experien- ces des femmes ne sont pas representees dans les connaissances courantes. Nous proposons une strategie pedagogique narrative et inductive qui reconnait delibere- ment les differences des femmes et qui contribuera a l’evolution des connaissan- ces. Cette strategie exige des methodes d’enseignement qui visent (1) a etablir une relation manifeste entre l’etudiant et le professeur, (2) a faciliter les relations entre les etudiants, (3) a permettre aux etudiants d’articuler leurs connaissances et leurs experiences et (4) a aider les etudiants a s’engager d’une maniere feconde vis-a-vis de la matiere du cours. Cette approche pose de nouvelles difficultes aux professeurs, difficultes qui seront surmontees par l’inclusion equitable des femmes dans l’enseignement superieur.

Applied ethics in mental health in cuba: Part II-power differentials, dilemmas, resources, and limitations

This article is the second one in a series dealing with mental health ethics in Cuba. It reports on ethical dilemmas, resources and limitations to their resolution, and recommendations for action. The data, obtained through individual interviews and focus groups with 28 professionals, indicate that Cubans experience dilemmas related to (a) the interests of clients, (b) their personal interests, and (c) the interest of the state. These conflicts are related to power differentials among (a) clients and professionals, (b) professionals from various disciplines, and (c) professionals and organizational authorities. Resources to solve ethical dilemmas include government support, ethics committees, and collegial dialogue. Limitations include minimal training in ethics, lack of safe space to discuss professional disagreements, and little tolerance for criticism. Recommendations to address ethical dilemmas include better training, implementation of a code of ethics, and provision of safe space to discuss ethical dilemmas. The findings are discussed in light of the role of power in applied ethics.