CFP: Socioeconomic factors and mental health

Socioeconomic factors and mental health: past and present (Special Issue CfP, Palgrave Communications)

Palgrave Communications is an open access journal published by Palgrave Macmillan dedicated to publishing high quality original research across all areas of the humanities and social sciences. Article proposals and full submissions are now being sought for this special issue.

This article collection, edited by Professor Matthew Smith and Dr Lucas Richert (University of Strathclyde), will examine how the relationship between socioeconomic factors and mental health has been and is understood in an array of different places and periods. Although much of the focus of current mental health research and clinical practice is on the neurological aspects of mental illness and psychopharmacological treatment, historical research demonstrates that a wide range of factors – from vitamin deficiencies such as pellagra, and infections such as syphilis to traumatic life events – have contributed to the onset and exacerbation of mental health problems. Among all these factors, one looms largest: socioeconomic status. On the one hand, socioeconomic inequality has been long recognised as a potential cause of mental illness, as the history of mental hygiene and social psychiatry during much of the twentieth century demonstrates. On the other hand, however, the mentally ill have also historically faced much socioeconomic hardship; today, a high proportion of the homeless and incarcerated in many countries suffer from mental illness.

By exploring this topic across time and place, this collection aims to provide a historical context for today’s mental health crisis, and also to inform current mental health policy, especially attempts to prevent or alleviate mental illness through social change.

Insights on a broad spectrum of themes are welcomed, including, but not restricted to

  • Homelessness and mental illness
  • Social psychiatry and mental hygiene
  • Community mental health
  • Forensic psychiatry
  • Race and mental health
  • Psychiatry and various economic/political systems (e.g., communism, socialism, capitalism)
  • Socioeconomic factors and child mental health
  • How health professionals deal with poverty and mental health
  • Social policy and mental health
  • Social activism and mental health

This is a rolling article collection and as such proposals and submissions will be welcome throughout 2017. However, full submissions received by November 1 will be considered for publication as part of the collection’s formal launch in 2018.

Authors who are interested in submitting a paper for any of the collections listed below should send a short abstract-length summary to the Editorial Office outlining the scope of their proposed paper. Any general enquiries can also be directed to this address.


CFP: Nursing History Book Series

Call for Proposals in a New Series: Nursing History: Narratives for the Twenty-First Century

Series Editors: Julie A. Fairman and Patricia D’Antonio, Barbara Bates Center for the Study of the History of Nursing, University of Pennsylvania

This series features nurses as critical actors in driving social, cultural, professional, and clinical changes while delivering health care. Offering fresh and well-researched approaches to nursing history, books in the series will seek to engage a readership both within and beyond academe.  The focus primarily will be on books intended for understanding and teaching the importance of the history of nursing for all students and scholars in health care in and beyond the classroom.

Books in the series will place nurses and nursing within significant contexts to illustrate the professions’ engagement in critical social issues and movements of the last century.  In many ways, this perspective will challenge what we already know about this period, as it has typically been seen through the eyes of the history of medicine, science, public health, and technology.

Book proposals must conform to the guidelines of the publisher, the Johns Hopkins University Press. Queries should be sent to with the subject heading “Hopkins Proposal.” Final book manuscripts should be no longer than 80,000 to 90,000 words and may include up to twenty illustrations. Books appearing in the series will be published simultaneously in print and electronic editions.

Contact: *Julie Fairman, Patricia D’Antonio

Barbara Bates Center for the Study of the History of Nursing University of Pennsylvania School of Nursing

*Primary Contact

CFP: International Perspectives on Science, Culture & Society (Book Series, Pickering & Chatto)

Fern Elsdon-Baker (Coventry University), Salman Hameed (Hampshire College) and Ignacio Silva (University of Oxford) are actively seeking proposals for innovative monographs and essay collections for their series: International Perspectives on Science, Culture and Society

This series brings together insights from historians, philosophers and social scientists and seeks to build an understanding of the social and cultural context of science, technology, medicine and religion. The scope of the series includes studies relating to both historical and contemporary debates, the interplay between science and systems of belief, and all aspects of scientific research, its application and communication within diverse societies worldwide.

If you would like to discuss a project or send a proposal, please contact Sophie Rudland, Commissioning Assistant, or one of the Series Editors.

CFS: Health Ed Innovations (Book)

CALL FOR SUBMISSIONS for a book to be published in Fall 2014 — KEEPING REFLECTION FRESH: Top Educators Share Their Innovations in Health Professional Education

To be published by Kent State Press in their Literature and Medicine series

Editors: Allan Peterkin, MD and Pamela Brett-MacLean, PhD

Scholars from both clinical and humanities disciplines have linked reflective capacity with key learning goals in clinical education, including fostering empathy, humanism and mindfulness, enhancing narrative and visual competence, challenging the “hidden curriculum” and supporting professional identity formation. Our teaching innovations have necessarily been influenced by our own diverse backgrounds, and for many of us, by unique collaborative relationships we have entered and by what we have learned when we have shared and reflected back on our work. In this volume of short descriptive, readable, personal essays, we look forward to highlighting a broad array of representative methods, processes and themes associated with introducing our learners to the benefits of reflexivity and reflection as they become health professionals.

We welcome contributions describing various pedagogical approaches, along with your reflections, impressions, obstacles and surprises. We look forward to learning about the difference it may have made – for your learners, and potentially also for your educational institution, and clinical teaching sites. This collection offers an accessible view of our various praxis approaches, and also an opportunity to clarify and further our understanding by thinking with and through our own stories as reflective practice educators.

Here are some general (but non-prescriptive) guidelines for submission:

How do you approach reflection in your teaching?

  •  Writing (writing prompts/exercises)
  •  Use of literature (memoir/poetry/fiction), close reading
  •  Theater; performative, embodied reflection
  •  Visual reflection (visual art-based workshops, “looking/seeing”); film/video; graphic medicine); dance/movement; music; art exhibits/-performances
  •  Humor, comedy
  •  Technology (online), social media (YouTube/blogging, etc.)
  •  Portfolios; field work assignments

Which themes do you explore?

  •  Professional identity formation
  •  Professionalism; the hidden curriculum
  •  Uncertainty and ambiguity
  •  Clinical error, patient safety
  •  Challenging assumptions about gender/class/race/ability/power
  •  Clinical/ethical acumen/moral imagination; distress
  •  Clinician burnout and wellness; remediation
  •  Making sense of simulation technology
  •  Naturopathic /complementary and alternate healing
  •  Gender and sexuality
  •  Architecture/contemplation of physical space
  •  Inter-disciplinary exchange/learning
  •  Community building; changing cultures of health care education Describe your processes:
  •  Introducing reflection at different stages of professional development
  •  Fear of reflection, defensiveness, resistance, trust, safety
  •  Faculty development, mentoring
  •  Fostering learning communities in support of reflection; changing learning cultures
  •  Silences, challenges, untoward consequences
  •  Ethical concerns, practices

We are seeking submissions from 500-1500 words on how you encourage your students and colleagues to become reflective practitioners.

How/Where to Submit:

Please send us your submission as a Word/PDF in the following format:

  •  Provide an engaging narrative about how this teaching approach came to you
  •  Offer a clear description of your teaching innovation (with sufficient detail which would allow others to adapt/use it)
  •  Describe impacts thus far/ future imaginings
  •  Describe the clinical/ humanities disciplines informing your approach to teaching reflective practice
  •  Provide a three line bio Where indicated, include:
  •  Appropriate authorization for reprinting of text/images and sample student excerpts should be obtained.
  •  A “top three” list of references/publications/web links/resources if available

Send your submission to: by July 15, 2012.

CFS: Children’s Health (journal & monograph)

Call for Papers 21st Sociology of Health & Illness Monograph | Children’s Health and Well-being: policy debates and lived experience | Editors: Geraldine Brady, Pam Lowe and Sonja Olin Lauritzen

The 21st Sociology of Health and Illness monograph will bring together recent theoretical and methodological developments in the sociology of childhood with research findings on child health and well-being; locating the perspective and lived experience of children at the centre of knowledge production. Children’s health and illness are shaped by perceptions of childhood which can overlook their agency as social actors; such perceptions are often reproduced in health and medical practice. These dominant ideas can be challenged by a more profound understanding of children’s experiential knowledge. The physical and mental well-being of children is shaped by both the mediations of adults and children’s active contributions. Further, a focus on childhood health is an appropriate lens through which to appreciate that children uniquely experience their childhood whilst being part of the structural category of a generation. The monograph will address three cross-cutting themes:

1) Situating children within health policy sets out the significance and pervasive influence of policy in shaping understandings of the lives of children and their families. This theme will highlight the ways in which deviance from a perceived ‘norm’ becomes a matter for concern and intervention where dominant ideas have become uncritically accepted, eliciting various policy and practice responses.

2) Practices of children’s health and well-being focuses on health policy in action through exploring interaction between a range of professionals, parents and children. Parents and professionals are encouraged to play a major role in monitoring and identifying development and behaviour that appears to be outside of the norm and requires formal assessment and intervention. This theme will explore experiences of surveillance and monitoring of children’s minds and bodies looking at ways in which they are increasingly constructed as ‘at risk’, albeit in diverse ways.

3) Children as health actors highlights children’s voices, with a specific focus on the ‘lived experience’ of health or illness. We are interested particularly in children’s experiences of ‘contested’ conditions or health practices. Children’s active participation in the management of their bodies and minds through health-care encounters will be laid bare through the inclusion of instances of negotiation, resistance and re-framing.

Taken together the themes will offer examples of differing contexts and will encourage critical reflection on current and culturally specific ways of knowing and understanding children’s health. We welcome cross-disciplinary and cross-cultural contributions as well as international work on the ways in which relations between generations, lay/professional encounters, contexts such as school, home, medical and welfare institutions shape and structure the lived experience of children’s health.

The monograph will appear both as a regular issue of the journal in February 2015 and in book form. Potential contributors should send an abstract of up to 600 words here: by 31 January 2013. Informal email enquiries prior to submission are welcome, as are suggestions for shorter contributions that might, with the assistance of the editors, be paired into more innovative submissions. Name and institutional affiliation of author(s) should also be supplied, including full contact details.

Proposals will be reviewed and potential authors notified by 31 March 2013. Short-listed authors will be invited to submit their work by 31 July 2013. Submissions will be refereed in the usual way and should follow the journal’s style guidelines:

CFP: Western Schools Publishing

Western Schools is a publisher and nationally recognized accredited provider of peer-reviewed continuing nursing education home study courses. We are presently seeking authors and content editors to write articles and books for publication. Those contracted will receive financial compensation.

We have writing opportunities in the following nursing topics. Additional topics not listed may also be considered.

Topics: ADHD, Alzheimer’s Disease, ambulatory care, assessment, asthma, assessment, bioterrorism, cardiac, case management, chest tubes, CHF, competencies, critical care, death, depression, dialysis, diabetes, documentation and electronic health records, domestic violence, ECG monitoring, end of life, ethics, fall prevention, geriatrics, healing nutrition, hemodynamic monitoring, hepatitis, HIV, holistic health, infections, immunizations, informatics, leadership, legal issues, maternal-newborn, medical errors, medical-surgical topics, mentoring, MRSA, neonatal, neuro, nursing management, nursing practice, OB/GYN, oncology, orthopedics, pain management, palliative care, pediatrics, pediatric pharmacology, pharmacology, preceptorship, professional nursing topics, psychopharmacology, rehab, renal, respiratory topics, safety, school nursing, sedation/analgesia, seizures, sleep apnea, social media, stroke, TB, trauma, weight loss surgery, and women’s health.

Requirements: Authors should have a valid nursing license and prior publishing experience. An advanced degree in nursing and five years of clinical and/or academic experience in the content area being developed is preferred. Experienced authors with degrees in fields other than nursing will also be considered on a case-by-case basis.

Interested candidates should e-mail their CV and a writing sample, along with their contact information to:  Please specify topic(s) of interest. Additionally, if you know of someone else who may be interested, please feel free to forward this e-mail to them.

Amy Bernard, MS, BSN, RN-BC, Director, Continuing Education, Western Schools, 400 Manley Street, PO Box 65, West Bridgewater, MA 02379, Phone (508) 638-7060, Fax: 508-894-0179, Website:

Costa Book Awards, Nurse Newcomer

The Guardian announces today:

An intensive care nurse at Great Ormond Street children’s hospital in London will compete for one of the UK’s biggest literary prizes after her debut novel was shortlisted in the Costa book awards.

Christie Watson, who has been a nurse for 18 years, is nominated in the first book category of a prize that unashamedly rewards what judges believe are the most “enjoyable” books of the year.

Watson worked her way up the nursing ladder to senior sister but always harboured literary ambitions. “I’d always wanted to write but I never really summoned up the courage,” she said. “It was always in me.”

The birth of her daughter prodded Watson into starting to write seriously. She secured a bursary for the creative writing course at the University of East Anglia and the result is her novel, Tiny Sunbirds Far Away, which tells the story of 12-year-old Nigerian girl Blessing who has to leave her comfortable life in Lagos to live in an impoverished compound in the Niger Delta.

It is, Watson admits, a long way from her upbringing in Stevenage, Hertfordshire but, because her partner is Nigerian, it is a country she now knows well. “I originally started writing it from the point of view of a white western oil worker and it was really rubbish,” she said.

The book is available in Amazon Kindle and Barnes & Noble Nook digital editions as well as in print.