The role of cultural dynamics and norms within families of persons with mental illness has been an underexplored subject, although the familial context has been recognized as influential. This subject was studied with 24 ultra-Orthodox Jewish mothers of persons with mental illness who live in a relatively closed religious community. While participating in the Keshet educational program designed for family caregivers in mental health, they wrote Meaningful Interactional Life Episodes that involved a dialogue exchange in their lives. Qualitative analysis of 50 episodes illuminates the significant role that religious and cultural norms have in the perceptions of what are considered stressors and the dynamics in these families surrounding these stressors. The necessity and value of incorporating cultural competence into family educational programs and interventions is emphasized, as this may contribute to the potential use and success of mental health service models within a population that essentially underutilizes these services.

The opening of a new educational program in the Occupational Therapy Department of Tel Aviv University required retraining cognitive therapists to become faculty members in their field of specialty. This training was conducted with application of the dynamic cognitive approach; therapists working within that context are described. A group of therapists participated in a workshop aimed at developing their teaching and mediating skills. The authors evaluated attitudes held by the participants toward teaching roles before and after the workshop. On the basis of both qualitative and quantitative analyses, it appears that the workshop facilitated changes in participants’ attitudes toward teaching, on emotional, cognitive, and practical levels.

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