From a social and psychological perspective the therapeutic community (TC) can be distinguished from other institutional or treatment settings in that its social environment is the treatment model. The main elements of this model, its social organization, and social relationships are utilized for a single purpose the reintegration of the individual into the larger macrosociety. The social organization of the TC model may be described in terms of four major components: program structure, systems, communication, and the daily regimen of schedule activities. In the TC, however, each component is utilized to facilitate the socialization and psychological growth of the individual members. This chapter provides an overview of these components and how they contribute to the TC treatment approach. Each of these components of the social organization reflects an understanding of the TC perspective and each is used to convey community teachings and promote self-examination and self-change.

This chapter talks about questions related to how speakers and hearers influence each other. It looks at research on dialogue, and especially how a dialogue context influences speakers. Speakers have an impact on their listeners. The goal of a dialogue is successful communication and so it would make sense that a speaker would pay careful attention to the needs of a listener and do things like avoid ambiguity and package information in a way that flags particular information as important or new to the listener. Ambiguity may be avoided depending on the speaker’s choice of words and so a natural question is whether, and when, speakers appear to avoid ambiguous language. In terms of pronunciation, speakers reduce articulation and intelligibility over the course of a dialogue. There are some constraints and preferences on how to interpret pronouns and other coreferring expressions that appear to be structural or syntactic in nature.

This chapter talks about mentor intelligence as a source of excellence. In order to perform successfully in a complex profession like nursing, there are beginning threshold requirements such as intellectual intelligence (IQ) and specialized knowledge and skills. Further, it is thought that working at a high level of excellence in one’s field requires emotional intelligence. However, the lack of Mentor Intelligence presents major impediments in developing one’s full potential to the highest level. The chapter provides ten tips for raising nurse’s mentor intelligence. The tips include such as cultivating the three ingredients of Mentor Intelligence, practicing nursing profession in a culture of mentorship and collegiality, sharpening nurse’s communication skills and their message, networking, becoming a mentor-leader, and being a “forever” student of mentoring, and developing the art of mentoring others. Three ingredients of Mentor Intelligence include mentoring mentality; mentoring lens; and mentoring momentum.

This chapter explores how a love researcher goes from having a conception or even a theory of love to actually constructing a love scale. A love scale provides a way to test the validity of a theory. A love scale enables couples to assess one aspect of their compatibility. A love scale provides individuals and couples an opportunity to enhance their love relationships. The one important thing to remember is that as measuring instruments love scales are far from perfect. Love scales are no different from scales for measuring intelligence or personality. An investigator might simultaneously measure intimacy with the intimacy subscale of the Triangular Love Scale and observe a couple in interaction, looking for behaviors signifying trust, caring, compassion, and communication. No scientist today believes that it is possible to capture the entire phenomenon of love through scientific study or through scales that are geared to measure love.

This chapter describes the impact of intersecting identities that affect lesbian and bisexual (LB) women of color. It discusses the communication and legal concerns that may lead to complex and difficult diagnostic and treatment considerations and problems of access to health care, and offers recommendations for health care researchers and practitioners. The chapter refers to the concept of multiple identities or the notion that most patients have more than one important locus of identity and that they may include more than one identity that is disadvantaged. This is particularly relevant for LB women of color. The Communication and legal issues are illustrated via two brief cases, which demonstrate a number of communication issues that often arise in the acquisition of important medical information from LB women of color. Sexism and heterosexism affect women of color and White women differently. Racism affects African American heterosexual, lesbian, and bisexual women differently.

This chapter explores the importance of risk prevention in mentor relationships, about potential roadblocks for mentors and protégés, and how to manage change in the mentoring experience. Good risk prevention includes agreeing with nurse’s mentors on basic expectations about their goals and outcomes, frequency of contact, roles their mentor can play, expected performance of both partners, and how to address problems if they arise. Studies have reported various types of mentoring relationship problems such as unrealistic expectations, personal and professional mismatches, power and control issues, excessive competitiveness, “cloning”, communication, and dependence. Abuses of power in the mentor relationship occur when there are instances of manipulation, exploitation and excessive demands of loyalty and conformity by the mentor. Frequent, open, and honest communication is the foundation of healthy mentor relationships. The power and magic of mentor relationships are reflected in the achievements, joyful sharing, and professional and life connections between mentoring partners.

Over the past 25 years there has been a growing recognition of the importance of working with families of persons with severe mental illnesses such as schizophrenia, bipolar disorder, and treatment-refractory depression. Family intervention can be provided by a wide range of professionals, including social workers, psychologists, nurses, psychiatrists, and counselors. This chapter provides an overview of two empirically supported family intervention models for major mental illness: behavioral family therapy (BFT) and multifamily groups (MFGs), both of which employ a combination of education and cognitive behavior techniques such as problem solving training. Some families have excellent communication skills and need only a brief review, as provided in the psychoeductional stage in the handout “Keys to Good Communication”. One of the main goals of BFT is to teach families a systematic method of solving their own problems.

Communication is the foundation for all interpersonal relationships. This chapter provides an overview of methods to assess and evaluate therapeutic communication by health care professionals with patients. It focuses on the education, assessment, and evaluation of health communication skills to improve health outcomes through patient-centered care with the use of simulation. The chapter also presents a brief introduction of the development of a new Global Interprofessional Therapeutic Communication Scale (GITCS) and subsequent development of train-the-trainer videos for health professions educators. Broadly, the flexibility simulation provided is an incentive for teachers to offer engaging learning in therapeutic communication skills training that is aligned with learning objectives and patient-centered care. This chapter finally describes some of the instruments and scales available today as well as an innovative new method for validating an instrument that will also be used in a train-the-trainer fashion globally.

This chapter describes the differences between management and leadership. The complexities of the nursing department demand both leaders and managers. Leaders also can possess management responsibilities and skills; likewise, managers, as well as people who do not carry management titles, can demonstrate leadership. Critical thinking is an important skill for both leaders and managers. Leaders and managers need to display the behaviors they desire and expect in staff, such as a positive attitude, team spirit, openness to learn, and adherence to high standards. Various styles can be used to lead a department or team to accomplish goals. Some of the common leadership styles include: Autocratic/authoritarian, Laissez faire, Democratic/participative, and Inconsistent. The chapter describes strategies to enhance communication and explains the steps in effective delegation. It discusses the methods that can be used in performance appraisal and explores measures for managing complaints. The chapter also reviews methods to improve time management.

This chapter describes the basic features of person-centered care. A variety of factors contributes to person-centered care, including consistent assignment of staff, effective communication, empowerment of residents, and promotion of a meaningful life for residents. Being cared for by the same staff on a regular basis fosters residents’ ability to receive person-centered care. The ability to choose when and how care will occur and the type of activities that they wish to engage in fosters an active role for residents in their care, respects them as adults, and enhances quality of life. Helping residents achieve the highest possible level of physical, mental, and psychosocial function and well-being are crucial elements of person-centered care. Promoting physical activity not only carries many benefits for physical health, but also enhances residents’ confidence and independence, which influences quality of life.