Description
Narrative medicine is a fresh discipline of health care that helps patients and health professionals to tell and listen to the complex and unique stories of illness. The Principles and Practice of Narrative Medicine expresses the collective experience and discoveries of the originators of the field. Arising at Columbia University in 2000 from roots in the humanities and patient-centered care, narrative medicine draws patients, doctors, nurses, therapists, and health activists together to re-imagine a health care based on trust and trustworthiness, humility, and mutual recognition.Over a decade of education and research has crystallized the goals and methods of narrative medicine, leading to increasingly powerful means to improve the care that patients receive. The methods described in this book harness creativity and insight to help the professionals in being with patients, not just to diagnose and treat them but tobear witness to what they undergo. Narrative medicine training in literary theory, philosophy, narrative ethics, and the creative arts increases clinicians' capacity to perceive the turmoil and suffering borne by patients and to help them to cohere or endure the chaos of illness.Narrative medicine has achieved an international reputation and reach. Many health care settings adopt methods of narrative medicine in teaching and practice. Through the Master of Science in Narrative Medicine graduate program and health professions school curricula at Columbia University, more and more clinicians and scholars have obtained the rigorous training necessary to practice and teach narrative medicine. This text is offered to all who seek the opportunity for disciplined training in narrative medicine. By clearly articulating our principles and practice, this book provides the standards of the field for those who want to join us in seeking authenticity, recognition, affiliation, and justice in a narrative health care.
Table of Contents
AcknowledgmentsIntroductionPart I: IntersubjectivityChapter 1. Accounts of Self: Exploring Relationality through LiteratureMaura Spiegel and Danielle SpencerIntroductionSelf-Telling: Colm Tóibín and the Need to TellMonologue and Dialogue: Dostoevsky and BakhtinRecognition in Bechdel's Fun Home: Thickening the StoryIdentification and Refusal in Kazou Ishiguro's Never Let Me GoConclusionChapter 2. This Is What We Do, and These Things Happen: Experience, Emotion, and Relationality In The ClassroomMaura Spiegel and Danielle SpencerSocio-relational dynamics and medical educationThe Narrative Medicine Classroom / WorkshopConclusionPart II: Dualism, Personhood, and EmbodimentChapter 3: Dualism and its Discontents I: Philosophy, Literature, and MedicineCraig Irvine and Danielle Spencer"Hi. How are you feeling today?": Tales of Alienation in HealthcareBiomedicine in recent historyThe Cave and the Machine: Philosophical Roots of DualismChapter 4: Dualism and its Discontents II: Philosophical TincturesCraig Irvine and Danielle SpencerPhilosophical Tinctures: Phenomenology and Narrative HermeneuticsPhilosophical Narratives: Complexity and MultiplicitySoulChapter 5: Deliver us from Certainty: Training for Narrative EthicsCraig Irvine and Rita CharonNarrative Ethics of ReadingNarrative Ethics of Clinical PracticeEthics of Narrative Medicine Part III: Identities in PedagogyChapter 6: The Politics of Pedagogy: Cripping, Queering and Un-homing Health HumanitiesSayantani DasGuptaIntroductionCrip Politics and the Medicalization of Health HumanitiesQueer Politics and the Problems of IntelligibilityUn-Homing Narrative Medicine: Pedagogical FramesConclusionPart IV: Close ReadingChapter 7: Close Reading: The Signature Method of Narrative MedicineRita CharonThe Origin and Fate of Close ReadingWhy Narrative Medicine Is Committed to Close ReadingClose Reading and Its Progeny, Attentive ListeningThe Interior Processes of Close ReadingClose Reading Enacts the Principles of Narrative MedicineCodaChapter 8: A Framework for Teaching Close ReadingRita CharonOne Way to Teach Close ReadingChoosing Texts and Creating PromptsTimeSpaceVoiceMetaphorConclusions and Room for Further Thought Part V: CreativityChapter 9: Creativity: What, Why, and Where?Nellie HermannCreativity in Our Everyday LivesWhat is Creative Writing for, particularly in the clinical context?Forms and Dividends of Creative WritingCreative Writing and Reflective WritingChapter 10: Can Creativity be Taught?Nellie HermannStrategies for Writing in the Health ProfessionsA Teaching Tool: The Reading Guide for Reflective WritingThe Approach to the Writing StudentFinally: focus on the creative sparkPart VI: Qualitative Ways of KnowingChapter 11: The Ethnographic Field: Narrative, Visual, ContextualEdgar Rivera ColónNarrative PreludeDemystifying Qualitative Research MethodsAn Embodied, Reflexive PracticeMaking the world visibleThe Ethnographic WitnessPart VI: Clinical PracticeChapter 12: A Narrative Transformation of Health and Health CareEric Marcus and Rita CharonRC Tells the Clinical StoryEM: Concepts-Transference and Transitional SpaceRC: Concepts-Creativity, Reflexivity, ReciprocityCodaChapter 13: Clinical Contributions of Narrative MedicineRita CharonIndividual Interview/Relationship TechniquesClinician and Health Care Team DevelopmentNovel Narrative PracticesClinicians See Author BiographiesBibliographyIndex
