"The complete list of the works of Thomas S. Szasz": pages 237-253.

"The complete list of the works of Thomas S. Szasz": pages 237-253.

Thomas Szasz wrote over thirty books and several hundred articles, replete with mordant criticism of psychiatry, in both scientific and popular periodicals. His works made him arguably one of the world's most recognized psychiatrists, albeit one of the most controversial. These writings have been translated into several languages and have earned him a worldwide following. Szasz was a man of towering intellect, sweeping historical knowledge, and deep-rooted, mostly libertarian, philosophical beliefs. He wrote with a lucid and acerbic wit, but usually in a way that is accessible to general readers. His books cautioned against the indiscriminate power of psychiatry in courts and in society, and against the apparent rush to medicalize all human folly. They have spawned an eponymous ideology that has influenced, to various degrees, laws relating to mental health in several countries and states. This book critically examines the legacy of Thomas Szasz - a man who challenged the very concept of mental illness and questioned several practices of psychiatrists. The book surveys his many contributions including those in psychoanalysis, which are very often overlooked by his critics. While admiring his seminal contribution to the debate, the book will also point to some of his assertions that merit closer scrutiny. Contributors to the book are drawn from various disciplines, including Psychiatry, Philosophy and Law; and are from various countries including the United States, Canada, New Zealand, United Kingdom and the Netherlands. Some contributors knew Thomas Szasz personally and spent many hours with him discussing issues he raised in his books and articles. The book will be fascinating reading for anyone interested in matters of mental health, human rights, and ethics.

As it entered the 1960s, American institutional psychiatry was thriving, with a high percentage of medical students choosing the field. But after Thomas S. Szasz published his masterwork in 1961, The Myth of Mental Illness, the psychiatric world was thrown into chaos. Szasz enlightened the world about what he called the “myth of mental illness.” His point was not that no one is mentally ill, or that people labeled as mentally ill do not exist. Instead he believed that diagnosing people as mentally ill was inconsistent with the rules governing pathology and the classification of disease. He asserted that the diagnosis of mental illness is a type of social control, not medical science. The editors were uniquely close to Szasz, and here they gather, for the first time, a group of their peers—experts on psychiatry, psychology, rhetoric, and semiotics—to elucidate Szasz’s body of work. Thomas S. Szasz: The Man and His Ideas examines his work and legacy, including new material on the man himself and the seeds he planted. They discuss Szasz’s impact on their thinking about the distinction between physical and mental illness, addiction, the insanity plea, schizophrenia, and implications for individual freedom and responsibility. This important volume offers insight into and understanding of a man whose ideas were far beyond his time.

“The landmark book that argued that psychiatry consistently expands its definition of mental illness to impose its authority over moral and cultural conflict.” — New York Times The 50th anniversary edition of the most influential critique of psychiatry every written, with a new preface on the age of Prozac and Ritalin and the rise of designer drugs, plus two bonus essays. Thomas Szasz's classic book revolutionized thinking about the nature of the psychiatric profession and the moral implications of its practices. By diagnosing unwanted behavior as mental illness, psychiatrists, Szasz argues, absolve individuals of responsibility for their actions and instead blame their alleged illness. He also critiques Freudian psychology as a pseudoscience and warns against the dangerous overreach of psychiatry into all aspects of modern life.

Well and Good presents a combination of classic and little-known cases in health care ethics. These cases, accompanied by information about the major ethical theories, give students a chance to grapple with the ethical challenges faced by health care practitioners, policy makers, and recipients. The authors’ narrative style and leading questions provoke interest and engagement, while allowing readers to work through complicated issues for themselves. This fourth edition includes an expanded discussion of feminist ethics, as well as new cases addressing pandemic ethics, humanitarian aid, the social determinants of health, research and Aboriginal communities, and a number of other emerging issues.

This book explores the moral, social, and political implications of dominant psychological theories and practices. The analysis entails the therapeutic uses of psychoanalysis, cognitive, behavioral, and humanistic psychology, as well as the practice of clinical, school, and industrial/organizational psychology. It is argued that applied psychology strengthens the societal status quo, thereby contributing to the perpetuation of social injustice. Most discussions of morality in psychology deal with the ethical repercussions of practices on individual clients. This book is unique in that it deals with the social ethics of psychology; that is, with the social morality of the discipline. It is also unique in that it offers a comprehensive critique of the most popular psychological means of solving human problems. The author does not stop at the level of critique but provides a vision for including the values of self-determination, distributive justice, collaboration, and democratic participation in psychology. He shows how some of these values have already been adopted by feminist and community psychologists. Given the prominence of psychology in contemporary society, The Morals and Politics of Psychology should be of interest to mental health professionals and their clients, as well as to people concerned with morality and social justice.

From a seasoned scholar, clinician, and teacher, this lively, highly readable text probes where the field of psychotherapy is now and where it may be headed in the future. Robert L. Woolfolk explores commonalities and differences among major therapeutic approaches, as well as their philosophical underpinnings. He critiques the growing medicalization of mental health care--in particular, the attempt to fit psychotherapy to the templates of evidence-based medicine. Students gain an appreciation of the enduring value of "the talking cure" for addressing perennial questions: “Who am I?” “What can I become?” “What kind of life is worth having, and how can I achieve it?” The book makes a strong case for the benefits of psychotherapy not only as a method for treating disorders, but also as a practice that can promote practical wisdom and human flourishing.

First multi-year cumulation covers six years: 1965-70.

In From Socrates to Summerhill and Beyond: Towards a Philosophy of Education for Personal Responsibility, Ronald Swartz offers an evolving development of fallible, liberal democratic, self?governing educational philosophies. He suggests that educators can benefit from having dialogues about questions such as these: 1). Are there some authorities that can be consistently relied upon to tell school members what they should do and learn while they are in school? 2.) How should the imagination of social theorists be both used and checked in the development and implementation of innovative educational reforms? 3.) How can teachers in personal responsibility schools help their students learn? These questions are representative of problems that Swartz raises in his book. Swartz identifies four educational programs as personal responsibility schools. These are Little Commonwealth (Homer Lane); Summerhill (A.S.Neill); Orphans Home (Janusz Korczak) and Sudbury Valley School (Daniel Greenberg). Swartz then suggests that these learning environments create social institutions that are liberal, democratic, and self?governing and therefore endorse the policy of personal responsibility. This policy states: All school members, students included, are fallible authorities who should be personally responsible for determining their own school activities and many policies that govern a school. Schools which incorporate this policy can interchangeably be referred to as personal responsibility, self?governing, or Summerhill style schools. In providing an historical and philosophical understanding of Summerhill style schools, Swartz suggests that these educational alternatives have intellectual roots in the ideas associated with Socrates as portrayed in Plato’s Apology. Specifically, in personal responsibility schools teachers are not viewed as authorities who attempt to transmit wisdom to their students. Rather, self?governing schools follow the Socratic tradition which claims that teachers can be viewed as fallible authorities who attempt to engage students in dialogues about questions of interest to students. The interpretation of Plato’s works used by Swartz can be found in Karl Popper’s The Open Society and Its Enemies. Swartz has also been significantly influenced by the educational writings of Bertrand Russell and Paul Goodman. Goodman’s Compulsory Miseducation makes it clear that schools which follow in the tradition of Summerhill compete with the educational programs that are an outgrowth of John Dewey’s writings. In summary, Swartz’s book aims to engage educators in dialogues that will lead to improved educational theories and practices.