College counseling has entered an era that promises to be radically different than any time in its previous 100-year history. College students in this 21st century are more technologically advanced than previous generations and more likely to take virtual classes than previous generations of college students. Traditional services provided by the college counseling center are: individual and group counseling, psychoeducational groups, evaluation and assessment, career counseling, consultation to faculty and staff, medication management and resident advisor (RA) training. Nontraditional services are defined as virtual counseling, advising, and related services offered via distance technology. College counseling centers have long offered types of self-instructional services. They will need to address social media in ways that are both ethically sound and also able to effectively engage college students in seeking counseling services. The counselor can administer the Dimensions of a Healthy Lifestyle Scale (DHLS) to the client and then discuss the findings.

Abuse, neglect, and mistreatment in the nursing facility are difficult topics, particularly because there is an expectation that dedicated care is being given to vulnerable frail older adults and those with disabilities. Elder abuse is a deliberate act or failure to act that initiates or creates a risk of harm to an older adult. Abuse can be divided into physical abuse, sexual abuse, domestic abuse, psychological abuse, financial abuse, and neglect. The abuse often occurs at the hands of a caregiver or a person whom the elder trusts. All social workers, along with all other members of the nursing facility team, are generally considered mandated reporters. In all states, licensed social workers are required to report suspected or actual abuse, neglect, or mistreatment. Reporting abuse does not mean that the social worker is liable for its occurrence nor true verification of its occurrence. It is valuable for the social worker to be familiar with the definitions of abuse and to carefully review their facility’s policy defining abuse, neglect, and mistreatment and their particular policy of the mandatory reporting law. Policies can vary from facility to facility, and the social worker should not assume that every facility, even in the same state or region, handles these issues in the same manner.

This chapter discusses the need for organizational transparency and accountability. Social work leaders and managers have a responsibility to clients, as well as various regulatory systems, to ensure that programs are operating ethically and legally. It is imperative that social work leaders and managers have a comprehensive understanding of the various regulations that guide daily functions and develop judicious habits that safeguard clients, employees, and the organization from manifold risks. Various committees can be developed to oversee compliance with a number of regulations, including financial regulations, safety, and overall risk prevention aims, along with policies and procedures outlined as organizational expectations. Organizational expectations offer the foundation for organizational and programmatic goals to be established. Finally, the chapter briefly revisits the concept of mentoring or grooming staff for the purpose of succession planning and dismantle some of the processes inherent to succession planning.

This chapter explains the process of solution focused narrative therapy (SFNT) and offers suggestions for the therapist’s use of conversational questioning. SFNT therapy comprises six steps: best hopes, mapping the effects of the problem, constructing the preferred story, exception gathering, preparing the presentation of the preferred future and moving up the scale, and summarizing and inviting clients to watch for success. The most important step is beginning therapy. The therapist begins the session by introducing himself, learning the names of those attending, and asking the same question of all present. The chapter also presents an exercise, which may help to identify traits, values, and actions that help readers present their best self to their clients, particularly clients that are challenging.

This chapter introduces readers to the Active Client Engagement (ACE) model, which includes acquiring information, creating a context for collaboration, and evocation of clients’ strengths and resources. As with the strengths-based principles, each facet of ACE works in concert with and is dependent on the others. Together the three components assist with creating a focus in therapy and strengthening the therapeutic alliance. Additionally, the three aspects of ACE are interventive. The chapter introduces methods for gathering client information and using routine outcome monitoring (ROM). An additional part of this chapter involves ways to match clients’ communication styles. The chapter examines two different processes for gathering information: (a) routine outcome monitoring (ROM) in practice (including feedback-informed treatment [FIT]) and (b) interviewing for strengths. The processes are meant to make early contacts and what follows treatment-wise seamless.

Serving in the military presents many challenges, opportunities, and risks. Recently, the suicide rates among military service members and veterans have trended upward and reached unprecedented levels. Research has found that the primary motive for suicide attempts among military personnel is a desire to reduce or alleviate emotional distress, similar to motives reported by those in nonmilitary samples. This chapter highlights the individuals who are currently serving or have served in the military as they are specific populations due to their importance and distinct vulnerability. It explores the statistics, epidemiology, and trends in active military personnel and veteran suicide. In addition, the chapter draws specific risk factors (psychiatric, sociodemographic, interpersonal, and other associated factors) for military personnel and veterans from evidence-based research. The chapter also presents protective factors identified in literature for military service members and veterans. Finally, it explores treatment considerations and interventions for active military personnel and veterans.

It is paramount for professionals working with bereaved children to provide activities and opportunities for a child to explore his or her grief experience. Activities can provide insight to the professional about the child, their family prior to the death, and how the death has impacted the child’s environment. This chapter describes some things to keep in mind when planning activities for children and provides samples of activities that can be used with children in a support or counseling setting. Activities, by their very nature, facilitate meaning making because they allow the person to be creative, interact with others, or engage in ritual. The chapter presents a few samples of activities used over the years with children for the purpose of meaning making, continuing bonds, problem solving, and perspective building. Activities can also provide structure to the support setting.

Acute care hospitals and ambulatory health care facilities employ more social workers than other settings including individual and family services, schools, and state and local government agencies. The number of practicing health care professionals continues to rise and health care is now the largest employer in the United States. Acute care hospitals often include medical and surgical units, and patients need services that are required to be supervised by licensed medical personnel. Ambulatory settings provide diagnosis, treatment, and care that is not inpatient, and the treatment and care do not require the specialized services. This chapter identifies dialysis social work in nephrology settings as ambulatory care. It provides case exemplars to highlight acute and ambulatory care social work and the processes that are involved in assessment, intervention, and treatment. The chapter explicates areas of strength and concern in the present state of acute and ambulatory care social work practice delivery.

Alcohol and other drugs (AOD)/substance use on college campuses has been an ongoing challenge for campus administrations, health services and health promotion, housing, and counseling centers. The misuse of substances by college students has a significant physiological, emotional, economic, and academic cost. Students are frequently unaware of the impact marijuana use may have on academic performance and motivation. Brief intervention (BI) and treatment have been shown to be effective treatment modalities at reducing high-risk substance abuse behaviors. Counseling centers may consider allowing for at least one session of motivational interviewing to increase the likelihood of clients following through on referrals to comprehensive substance use assessment, self-help groups, or treatment. Counseling center staff, even those with limited AOD treatment experience, can feel empowered to use the screening, brief intervention, referral to treatment (SBIRT) model. Group therapy is one of the most widely used treatment modalities for substance use.