This book focuses on the practice of child psychotherapy, the theories and treatment practice. The book is divided into three parts. The first part dwells on the need for developmentally grounded child psychotherapy. It explores theories of human development, also referred to as developmental psychology and educational theory in order to understand how children are challenged to learn, and reviews theories that speculate how love and our earliest relationships impact health and well-being. Part II assimilates the developmental theory into the pragmatics of child psychotherapy. It discusses the pragmatics of providing child psychotherapy with considerations for therapists, focuses on the legal and ethical challenges that arise when providing child psychotherapy, and reviews the types of assessment tools that cover all phases of development, including emotional, social, developmental, educational, and psychological. The third part presents the best practices in child psychotherapy. Here, models of evidence-based practice in child psychotherapy are reviewed with examples of what each model offers to the treatment process. These theories also describe what the therapist brings to psychotherapy based on the therapist’s belief of what therapy looks like and the therapist’s role in the relationship with the client. One of the chapters guides the therapist through case conceptualization that integrates the most efficacious treatment interventions into the eight-phase template of eye movement desensitization and reprocessing (EMDR). Basic issues such as sleeping, feeding, emotional dysregulation, and learning issues are also discussed with common responses and references to provide to parents through a developmentally grounded practice.
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Your search for all content returned 3 results
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Despite the attention paid to diversity and inclusiveness, counselor education programs often overlook the gifted population, resulting in a training gap that complicates school counselors' awareness of—and ability to appropriately respond to—the unique needs of gifted individuals. This book is a complete handbook for understanding and meeting the needs of gifted students and is most useful to counselor educators, school counselors, and parents. It is mostly to inform school counselors and counselor educators about gifted kids as a special population and to offer guidance for responding with appropriate counseling services. The book is organized into thirteen chapters. The first chapter provides an overview on counseling gifted and talented students. The second chapter talks about aligning service to gifted students with the American School Counselor Association (ASCA) national model. The next two chapters discuss the characteristics and concerns of gifted students, and intersectionality of cultures in diverse gifted students. Chapter five presents theories that support programs and services in schools. Chapter six describes the common practices and best practices in identifying gifted and talented learners in schools. Chapter seven examines working with classrooms and small groups. Chapter eight focuses on academic advising and career planning for gifted and talented students. Chapter nine addresses personal/social counseling and mental health concerns. Chapters ten and eleven talks about creating a supportive school climate for gifted students through collaboration, consultation, and systemic change, and empowering parents of gifted students. Chapter twelve presents school counselors as leaders and advocates for gifted students. The final chapter provides brief summaries of the above chapters described in the book.
- Book
An aging population is one where the number and proportion of older people increases over time. This is referred to as demographic aging or population aging. Demographic changes since the second half of the last century have led to a global aging population resulting in important economic and social concerns worldwide. The main causes of aging populations are declining fertility rates and increasing life expectancy. This review book compares and contrasts the five domains of practice to the four domains identified in the National Association of Long Term Care Administrator Boards (
NAB ) criteria effective 2022. Except forNAB's realignment from five to four domains of practice, the content information, knowledge base and tasks are equivalent. Each of the five parts of this Review Book focuses sequentially on the five domains of practice resulting from this comparative analysis. It is evident that this Review Book has retained the initial knowledge areas or domains of practice; the Review Book also reflects the Second Edition of Assisted Living Administration and Management: Effective Practices and Model Programs in Elder Care upon which it is based. Part One covers Domain of Practice 1, organizational management; Part Two explores Domain of Practice 2, human resources management; Part Three focuses on Domain of Practice 3, business and financial management; Part Four includes Domain of Practice 4, Environmental management; and Part Five involves Domain of practice 5, Resident care management. Aspiring residential care/assisted living administrators must identify a particular path to fulfill their professional goal and obtain a career in long-term care administration. While there are different options for students and practitioners, the review book explores possible steps to becoming a residential care/assisted living administrator.