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.

One of the primary functions of the K–12 education system is to prepare children to be ready for college or a career. Central to college and career readiness is students’ proficiency in three key academic skill areas: reading, writing, and mathematics. Given the importance of academic skills, a core skill for school psychologists is the ability to collect and use assessment data that inform an intervention targeting students’ academic skills. This chapter introduces readers to the importance of evaluating the environment in which a student is receiving instruction, assessment instruments used within schools for identifying and monitoring the progress of students with academic intervention needs, and the three tiers of multi-tiered system of support (MTSS). This chapter reviews the essential components of academic assessment and intervention as well as couches them within a MTSS. It describes the relevance of social justice in implementing academic MTSS.

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.

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.

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.

Although mental health professionals embrace broad assessment protocols, which attempt to incorporate biopsychosocial, and, more recently, the cultural and spiritual identities of the individual, attention is rarely given to the individual's unique internal and external sources of strength and support. The limitations of traditional medical model diagnosis, particularly in the form of the Diagnostic and Statistical Manual of Mental Disorders classification system, have been noted by many researchers and practitioners. At the same time, research has focused on predictive factors in treatment outcome, both in terms of client characteristics and in the utility of evidence-based treatment protocols applied to specific mental disorders. The cumulative themes in contemporary discussions of diagnostic systems and effective treatments, logically related to diagnosis, suggest the need for an additional core component of the diagnostic system, for which the authors advocate the Intersectionality/Resiliency Formulation.

This chapter explains a set of guidelines to help mental health professionals and clients move away from the gender stereotypes that perpetuate inequality and illness. Identifying dominance requires conscious awareness and understanding of how gender mediates between mental health and relationship issues. An understanding of what limits equality is significantly increased when we examine how gendered power plays out in a particular relationship and consider how it intersects with other social positions such as socioeconomic status, race, ethnicity, and sexual orientation. To contextualize emotion, the therapist draws on knowledge of societal and cultural patterns, such as gendered power structures and ideals for masculinity and femininity that touch all people’s lives in a particular society. Therapists who seek to support women and men equally take an active position that allows the non-neutral aspects of gendered lives to become visible.

Substance users have substantially reduced rates of use of preventive health care services, and reduced rates of compliance with prescribed medical treatment. Primary care providers are frequently overwhelmed and may be reluctant to address substance-related problems given few resources. Direct collaboration with a behavioral health specialist (BHS) co-located within the primary care clinic results in increased efficiency and better treatment outcomes. There are excellent resources available for the BHS who will provide tobacco abuse interventions in the primary care setting. A number of behavioral factors should be considered in effectively addressing substance use and abuse in the primary care setting. Primary care providers should also be alert to unexplained vague symptoms, somatic complaints, difficulty with sleep, anxiousness, frequent life disruptions or chaotic lifestyle, and a family history of mental health problems or substance abuse.

This chapter opens with a brief discussion of interventions that students who have sustained concussions may receive outside of school in a rehabilitation setting and at home. Students who have sustained concussions typically require short-term adjustments while they are still symptomatic. The chapter discusses appropriate school-based educational plans in relation to symptom clusters. The chapter addresses extracurricular involvement of students and special grading considerations during recovery. It includes guidance to help school teams determine if a child with persistent postconcussion symptoms requires a 504 plan or further evaluation for an individualized education program (IEP). Students who are eligible for IEPs under the traumatic brain injury (TBI) category may require significant modifications to the curriculum in order to be successful academically. Finally, the chapter concludes with a note on dealing with students who may malinger or continue to report symptoms when they have actually resolved.

This chapter focuses on a series of case studies and best practices for partnerships that discuss in detail the provision of back-office support for nonprofit partners. Public Health Management Corporation (PHMC) is a nonprofit public health institute that creates and sustains healthier communities using best practices to improve community health through direct service, partnership, innovation, policy, research, technical assistance, and a prepared work force. Traditional back-office services are usually designed to address many of the challenges of today’s changing nonprofit environment. Services depend on the level of organizational need and affordability, but are usually identified through a comprehensive organizational assessment of the nonprofit client. The Urban Affairs Coalition (UAC) is a Philadelphia-based nonprofit that was founded in 1969 following a historic meeting between the city’s business and community leaders. Most nonprofits never rise to the scale of having a full internal administrative staff and purchased equipment.

Many developmental models view human growth from a space of lack or abundance, a perpetual fulcrum swinging from the word survive at one end to thrive at the other. This chapter discusses Urie Bronfenbrenner’s bioecological theory of human development to conceptualize female adolescent and young adult development. The contextual focus of this theory provides a global framework for counselors to view young women as individuals who both influence, and are influenced by, their surroundings. Customs, beliefs, and the government all play a role in the development of children and adolescents. When young females overcome the stigma associated with mental health services, they typically seek treatment in one of two primary settings: community mental health centers and schools. Relational-cultural theory (RCT) is an evolving feminist model of human development that views connection to others as essential to growth and disconnection as a major cause of disrupted functioning.

This chapter examines the challenges and opportunities of adoption as well as the lifelong issues of the adopted child. Adoption from child welfare agencies typically occurs after foster care placement, when it becomes apparent that birth parents will be unable to reunite with their children. Media attention can be given to children who are free for adoption. Race and ethnicity are among the most controversial issues in adoption practices and typically focus on whether it is preferable to place a child with a family of a different race/ethnicity if a family of the same race/ethnicity is unavailable. Religious beliefs and faith also play a role in adoption. Many adoptive families tout the importance and success of international adoption. Adoption from foster care and international adoption can be very positive experiences for children and families. Although adoption disruption and dissolution occur infrequently, it is a traumatic experience when it does occur.

Research on brain structure and function in white-collar criminals is a notable gap in the neurolaw literature, a gap that was addressed for the first time in one recent research report. Neuroscience is suggesting a link between brain abnormalities and some types of criminal behavior, but it is not yet clear exactly what those abnormalities are. Research on brain function and criminality focuses primarily on levels of hormones and neurotransmitters involved in neuronal communication. The findings regarding connections between the brain and adult criminal behavior, preliminary as they are, have implications for social work practice, including prevention of criminal behavior as well as intervention with offenders. The consistent finding that the likelihood of antisocial behavior is greatest when genetically based brain abnormalities encounter harsh environments has implications for social policy beyond the criminal justice system.

This chapter helps the reader to be familiar with the concept of an advanced specialization practicum. The overarching goal is to learn core competencies for assessment, intervention, consultation, and systems-level pedagogical supports. There is an increasing need for school psychologists with expertize in high school transition and postsecondary evaluations as well as dual enrollment collaborative evaluations. Clinic-based examples of specialized practica might include forensics evaluation through a law clinic or adjudicated youth programs, inpatient or outpatient hospital units, community mental health agencies, and private practice. The chapter describes important considerations for pursuing a variety of advanced practicum experiences, including coordinating postsecondary transition services, conducting forensic evaluations, and working within settings that utilize a medical model. To secure disability services at the college level, eligible students are required to submit acceptable documentation.

Advertisements differ from fictional media in that they are purposely intended to change behavior. This chapter shows how influential are advertisements on our behavior, what “tricks” do advertisers use to influence behavior, and how do the influences of advertisements compare to fictional media. Advertising is a subset of marketing. Advertisements are designed to make the public aware of a product, as well as to provide a pitch for why that particular product is superior to its competitors. False advertisements tried to entice consumers with lofty but untrue claims of benefits and to hide weaknesses or financial liabilities with their products. One form of advertising that has been controversial is product placement. One other area that is controversial is advertisement directed at children. Children are thought of as being particularly vulnerable given that they are less adept than adults at reality testing.

Social justice is the foundation for a democratic society and means that all people should have an equal chance to achieve economic, personal, and public success. Social change means that nonprofit organizations do not accept the status quo in the health, education, poverty, and other areas of public concern where they work. The problem in today’s financially uncertain world is that nonprofits have moved away from doing social change advocacy and concentrate more on their own staff, fundraising, and other management issues. This chapter traces the development and evaluation of a training program for present and future nonprofit leaders that combine management and social change skills and knowledge, which allow a nonprofit executive to take on social change challenges. The training considers social change as a part of the daily workload of a nonprofit and so it is integrated into each management course in the curriculum.

This chapter focuses on how nonprofit leaders can become nonprofit advocates. It provides an overview of the legal guidelines that govern nonprofit lobbying. The chapter details the process of developing a policy agenda, learning the legislative landscape, and executing the agenda. It reviews the tactics of effective lobbying, such as working in coalitions, meeting with lawmakers, and cultivating relationships with legislative allies. The chapter then presents case studies that describe the advocacy process that went into the expansion of the role of nurse practitioners as primary care providers and the expansion of the retail-based convenient care clinic model. It explores case study that discusses an assessment process on which advocacy for college access and success systems change can be built. The chapter examines how nonprofits can shape legislation by lobbying elected officials in ways that are in keeping with the Internal Revenue Service’s (IRS) definitions and requirements.

This chapter describes what happens after a concussion, from the immediate changes in neurochemistry to the signs and symptoms that may be present in the days, weeks, and months following the event. It discusses the neuropsychological effects, including cognitive, physical, emotional/mood, and sleep symptoms. This chapter also describes dangers signs, which could be indicative of a more serious brain injury. It explains possible long-term effects of concussion, including complications associated with multiple concussions, postconcussion syndrome, second impact syndrome, chronic traumatic encephalopathy (CTE), and suicide. Concussion symptoms provide clues related to what is going on in the child’s or adolescent’s brain. Concussions often go unreported because individuals are unaware that an injury has occurred. Some may also consider the injury not severe enough to warrant medical attention. In some cases, the effects of concussions are so intense, and individuals become so distraught, that they become suicidal.

Social workers write many kinds of letters as part of their professional responsibilities. They write to clients, other agencies, government departments, institutions that fund social services, and accreditation bodies that oversee social work practice. These letters often include agency reports, professional requests, thank-you notes, professional endorsements, and so on. This chapter contains examples of letters written by social workers on behalf of their agencies. The criteria for letter writing include the qualities and skills associated with all professional writing, especially brevity, focus, the appropriate use of names and titles (depending on the letter’s purpose and relationship between writer and recipient), organization of content and appropriate formatting.

Homeless Management Information Systems (HMIS) are locally operated information technology systems used for collecting client-level data pertaining to the provision of homeless services. This chapter focuses on the use of available data for research, including applied research and evaluation (as with the HMIS example). As the chapter presents the use of available data please consider the following questions: Why might researchers use available data as opposed to collecting data themselves? What are advantages and disadvantages of relying on available data to answer research questions? And what are sources of available data that can be accessed by human services professionals in conducting applied research and evaluation? The chapter provides a brief description on: statistical data; content analysis; issues in content analysis; and assessment of available data analysis.

This chapter focuses on the analysis of qualitative data, like the audio recordings of Native American parolees. As you read this chapter please keep the following questions in mind: How can researchers and practitioners conduct qualitative analysis in a way that helps ensure findings are both valid and reliable? What parallels exist between qualitative analysis and professional human services practice? What unique insights can be obtained through qualitative analysis that may be difficult to obtain through quantitative analysis? The chapter discusses the data-analysis strategies as two types. Categorizing strategies attempt to generalize and abstract by generating concepts and even theories from the raw data. Contextualizing strategies attempt to treat the data as a coherent whole and to retain as much of the raw data as possible to capture the whole context. The chapter reviews both categorizing and contextualizing strategies in the form of coding, reflective remarks, and memos.

Anxiety disorders are the most common types of disorders that present in clinical and health care settings. Some of the subtypes (e.g., phobias and generalized anxiety) share both anxiety and fear responses, which are proposed to receive equivalent attention in the Diagnostic and Statistical Manual of Mental Disorders (DSM). Many changes proposed in current DSM-5 discussions will sharpen thinking about diagnostic considerations and systematic integration of prompts that will encourage exploration of cultural factors. However, the role of culture in shaping and defining fears and anxieties and the importance of an assessment of client strengths as well as pathological symptoms in the diagnostic process requires further development of diagnostic protocols, as would, for example, be provided with the Diversity/Resiliency This chapter describes key aspects of anxiety disorders, best practices and application of the Intersectionality/Resilience Formulation to Anxiety Disorders. It presents case studies and discussion questions and assignments.

Counseling children and adolescents requires the ability to adapt theoretical terms and concepts that are more abstract in nature to the individual’s developmental level. Such adaptation is essential to cognitive behavioral therapy (CBT) as cognitive ability and maturity are key considerations in assuring that students understand the relationship between their thoughts, feelings, and behaviors in order to make change. The chapter reviews sample-applied strategies and related activities that school mental health providers can use when working with the students they serve. The options are of course unlimited, and there are numerous free-access published worksheets or activities for inspiration in customizing sessions for students.

A family systems approach to understanding anxiety within a family or couple is complex. The Diagnostic and Statistical Manual of Mental Disorders (5th ed.) provides a framework for identifying and understanding anxiety disorders. This chapter reviews the DSM-5 Anxiety Disorders through a systemic perspective. Considering that a core concept of family systems theory is that individuals are embedded in larger systems, it is still important to understand the individual and internal factors that may influence anxiety disorders. The majority of research on the etiology and treatment of anxiety disorders focuses on individual variables or individual therapy. The research on family therapy for anxiety disorders is limited. The most well-researched family therapy model for anxious adults and children is family cognitive behavioral therapy. In order to further understand a systemic case conceptualization of a family impacted by anxiety disorders, a case example is provided.

This chapter continues to delve into specific strategies and considerations for writing different sections of the narrative of the proposal. The chapter uses the National Institutes of Health as the model. It examines the approach, or how the investigator will go about answering the research questions or addressing the aims while conducting the research study or project. The approach section describes in sufficient detail the strategies that will be implemented to achieve the aim(s) of the study. This should include an unbiased approach in the design, recruitment of participants, procedures and measures, human subjects (if relevant), timeline, analysis, interpretation, and reporting of results. When writing the narrative for this section, it is important to consider the lens of reviewers. Lastly, the chapter describes writing considerations for specific types of research designs that are commonly used by health professionals: the randomized clinical trial, the pragmatic clinical trial, community-based participatory research, and mixed method designs.

Relationships are important to our happiness but, as it turns out, things are not quite as straightforward as this proposition would seem to imply. The first important observation that we can make of this association is that the perception of social support appears to be more significant to happiness than objective indicators of social support. Objective indicators of social support such as number of friends and frequency of social activity show small and sometimes nonsignificant relationships with happiness. One possibility is that the correlation between satisfaction with one’s relationships and satisfaction with life is simply a product of method invariance. The chapter focuses on how different types of relationships affect happiness. But this approach has a tendency to ignore the common relationship dynamics that might impact happiness across relationships. It also focuses on three dynamics of happy relationships: capitalization, gratitude, and forgiveness.

This chapter describes many of the theories that involve taxonomies. Most taxonomies of love begin in the same place: The language of love is examined, whether through an examination of film, literature, music, or firsthand accounts of people about their love life. The three primary love styles are eros, storge, and ludus. Eros is a passionate kind of love that is characterized by strong emotions and intense physical longing for the loved one. With storge, should the lovers break up, there is a greater chance than with other love styles that they remain friends. Ludus commonly is displayed by people who prefer to remain single and who see love as a game of conquest and numbers. A pragmatic lover hesitates to commit to a relationship until he or she feels confident of finding the right partner. The different love styles also correlate with some other personality traits.

This chapter reviews the growing published research on assessing risk of intimate partner violence (IPV) and repeated IPV. It highlights research on the most commonly validated risk assessment instruments, and discusses some key practice issues relating to the use of IPV risk assessment. The chapter uses the term IPV in accordance with the current use of the term in the literature for physical and sexual assault against an IP, and uses gender-specific language when information pertains to female perpetrators, male victims, or same-sex relationships. Risk assessment instruments can be tools for furthering the understanding of IPV. Although the danger assessment (DA), spousal assault risk assessment (SARA), domestic violence screening instrument (DVSI), and ontario domestic assault risk assessment (ODARA) have good empirical support and are widely used, the field of domestic violence risk assessment is relatively new compared with other areas of forensic or psychological assessment.

The assessment of sex and relationship problems is dependent, in part, on the setting in which issues are presented, the training of the provider, and practical matters such as time constraints. In the PLISSIT model, P stands for permission, LI and SS stand for limited information and simple suggestions, and IT stands for intensive therapy. Initial assessment of sexual problems is nearly always the same, whatever the setting. The following six-step assessment will cover most any situation: establishing rapport; defining the problem; ruling out medical and other organic causes; if no medical cause, or if there are medical causes and the mental health professional is working in collaboration with healthcare provider, establishing a realistic goal; providing information and suggestions that may resolve the problem; and if two or three attempts to resolve the problem with information and suggestions is ineffective, treating or referring for treatment with intensive therapy.

In psychology and education, assessment is a methodical process that involves the collection, evaluation, integration, and application of information to guide decision making and to achieve professional objectives (e.g., instructional decision making, diagnosis, and treatment planning). There is a strong demand for assessment in school settings. Assessment is routinely used to help promote desired outcomes and address problems that hinder students’ psychological and educational functioning. This chapter highlights the importance, foundations, and applications of assessment in the practice of school psychology. While the identification and implementation of effective interventions are essential to student outcomes, the efficiency and effectiveness of instruction and intervention are unquestionably enhanced by assessment. Assessment allows educators and other professionals to engage in data-based decision making. It also informs many important decisions such as eligibility for and allocation of services, instructional planning, and selection and implementation of intervention services.

Assessment and evaluation provide an opportunity for nonprofits and funders to discuss outcomes and program improvement concretely rather than abstractly. The current funding climate requires nonprofits to embrace evaluation, as a required means for achieving sustainability. This chapter provides an overview of key steps to support assessment and evaluation in addition to building the capacity and competency required to do so successfully. When we consider the scope and the depth of contributions from the nonprofit sector to society, at its core, we find the collective persistence to prioritize the preservation and well-being of human capital. Nonprofit leadership must prioritize assessment and evaluation, as they would any key human resource, budgeting, or fundraising matter. An often overlooked, yet critical step in assessment and evaluation involves the development of a theory of change (ToC) as a precursor to evaluation.

This chapter provides an overview of some potential approaches for working with abused children and their families. Evidence-based practice is part of the National Association of Social Workers (NASW) Code of Ethics, which requires social workers to contribute to the evaluation of practice. Young children may respond well to music therapy, play therapy, and drama therapy. Emotional and psychological maltreatment can result in learning and behavioral problems in those who are abused. Intervention must focus on the entire family and provide physical, mental health, educational, and similar services to reverse the child’s developmental setbacks. Animal-assisted therapy (AAT) and animal-assisted activities (AAA) provide avenues for overcoming of emotional problems, experience trauma, suffer insecure attachment, and live with a myriad of health problems. Cognitive behavioral therapy is an effective means to decrease the psychological symptoms associated with the trauma of child maltreatment.

This chapter focuses on the first four stages of the problem-solving model: engagement, assessment, planning/contracting, and implementation for working with victims of intimate partner violence (IPV). It presents theories, tools, and models for empowering victims including the use of safety plans, crisis counseling, and long-term intervention strategies. For clients who do display evidence of IPV, a full-scale IPV assessment is to be completed, which consists of three parts: history taking; determining the primary batterer and victim; and lethality assessment. Among common problems of IPV victims are those of posttraumatic stress disorder (PTSD), substance abuse, and sexually transmitted disease (STD). There is an intersection between IPV and HIV/AIDS. Women who have been sexually and physically abused by intimate partners are more than three times as likely to report having a STD. The more abuse a victim suffers, the higher the risk for STDs and HIV.

Assessment of academic achievement in reading, writing, and mathematics is a crucial part of most assessments of culturally and linguistically diverse (CLD) children and adolescents. This chapter discusses general issues that psychologists and other practitioners need to consider, including timing of the assessment in the second language (L2), cultural knowledge and bias, impact of oral language proficiency (OLP) on performance, and previous experience with the types of achievement testing done in Organization for Economic Cooperation and Development (OECD) immigrant-receiving countries. It explains specific academic assessment strategies, and interprets assessment results. The chapter provides a discussion of the diagnosis of learning disabilities (LDs). It analyses the strengths and problems associated with using discrepancy definitions, response to intervention (RTI), and the Diagnostic and Statistical Manual of Mental Disorders and shows how the research on typical development and differentiating L2 and LD can be applied.

This chapter provides guidelines for psychologists to use when assessing behavioral, social, and emotional functioning of culturally and linguistically diverse (CLD) children and adolescents. It begins by describing the typical methods psychologists use to assess these areas, and analyzing them in terms of their effectiveness and validity with CLD children and teens. The chapter then proposes that psychologists use an adaptation of Mash and Hunsley’s developmental systems approach (DSA) to assess CLD children and adolescents. It then discusses specific issues involved in assessment of CLD children and adolescents who display inattentive and hyperactive–impulsive behaviors, externalizing behaviors, internalizing behaviors, and severe social problems. The chapter specifically addresses questions involving the use of the Diagnostic and Statistical Manual of Mental Disorders with CLD children and adolescents to diagnose specific disorders such as attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder, anxiety and mood disorders, and autism spectrum disorders (ASDs).

Assessment of intelligence and diagnosis of intellectual disability in culturally and linguistically diverse (CLD) children and adolescents are controversial and challenging. This chapter discusses some of these controversial and challenging issues, and describes methods of assessing intelligence in CLD children and adolescents, that is, individuals whose language and cultural backgrounds are significantly different from the normative group of most standardized Intelligence quotient (IQ) tests. It addresses several issues that psychologists need to consider when evaluating intelligence, including developing rapport; fluid and crystallized intelligence; adaptive behavior; using IQ tests to establish IQ/achievement discrepancies to diagnose learning disabilities; and determining when to use formal IQ tests. The chapter then turns to a discussion of the strengths and weaknesses of assessment techniques, including several types of intelligence tests, and offers alternative approaches for evaluating intelligence that can help to overcome some of the difficulties, including modifying test administration, dynamic assessment, and ecological assessment.

This chapter provides guidelines for psychologists on the assessment of oral language proficiency (OLP) of culturally and linguistically diverse (CLD) children and adolescents who study in their second language (L2). It discusses the issues that should be considered in the assessment of OLP, including the aspects of oral language that should be assessed in L1 or L2, the factors that should be considered in interpreting assessment data, and the advantages and challenges of assessing children in their L1. The chapter then describes specific methods for assessing OLP. It discusses issues involved in interpretation of data from OLP assessments, including a discussion of the diagnosis of a language disorder. The chapter also explains specific tasks and observational schedules that psychologists might find helpful when conducting assessments of OLP.

This chapter focuses on the asset-based approach to community development. It provides the different types of assets that create opportunities for a nonprofit organization, describes the asset-mapping process, and explains the relationship between asset mapping and financial sustainability. The chapter introduces the theories, concepts, and approaches of asset mapping as a strategy to help nonprofit organizations identify obvious and hidden assets within their communities, and mobilize them to connect issues and needs with assets, and foster the financial sustainability of a nonprofit organization. It examines the community context of nonprofit organizations in relation to community groups, neighborhoods, and larger social systems that influence quality of life. The chapter includes the concept and theory of community capacity, models of asset-based development for building community capacity, empowering individuals and groups, generating funding from new sources, and creating additional paths toward financial sustainability.

This chapter explores the contributions of attachment theory and the related development of mentalizing as concepts that provide the theoretical cornerstones for clinical interventions with children of substance-abusing parents (COSAPs) of all ages as well as for substance-abusing parents of infants. It describes attachment and mentalization-based treatment programs that have been developed to help people who have difficulty with affect regulation, resulting from insecure attachment with their substance-abusing parents. Attachment patterns developed early in life provide a template through which people approach their interpersonal relationships and regulate their feelings of pleasure and distress. Being unable to regulate feelings is a primary difficulty of people who develop substance-abuse disorders for which COSAPs are at high risk. Mentalization-based treatment holds the promise of providing a way to prevent and ameliorate emotional disturbance in children and adolescents from substance-abusing families and to teach new ways to regulate emotional distress in adult COSAPs.

The symptoms of attention deficit hyperactivity disorder (ADHD) often significantly impact the overall functioning of children and adolescents with this mental health condition. This chapter provides an overview of ADHD as it pertains to criteria from both the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), and the Individuals with Disabilities Education Improvement Act (IDEA) category of Other Health Impairment. Cultural issues related to etiology, identification, and treatment are highlighted. The chapter addresses social, emotional, and behavioral issues that manifest in the school and home for individuals with ADHD. Implications for school psychologists and their role in assessment, advocacy, consultation, and therapeutic intervention are discussed.

This chapter describes the importance of individual differences and the importance of identifying a person’s strengths in addition to their problems or deficits. The goal is to assess the adolescent’s unique personality characteristics that can contribute to helping him change his behavior rather than focus on only assessing psychopathology and reaching a diagnosis. The notion of individual differences, that every person is a unique individual, is one of the foundations of modern psychology. The chapter focuses on the problems and troublesome nature of talking with these youngsters. It provides both rationales and practical strategies for conducting interviews that are useful for rehabilitation plans with court-adjudicated adolescent male juvenile delinquents. Juvenile delinquents present a special challenge to the professional mental health interviewer. A successful interview is defined by the types and amount of information revealed that is useful for treatment and rehabilitation.

A simple illustration of sociornetric technique is the grouping of children in a dining room. The technique of letting girls place themselves works out to be impracticable. It brings forth difficulties which enforce arbitrary, authoritative interference with their wishes, the opposite principle from the one which was intended a free, democratic, individualistic process. The best possible relationship available within the structure of interrelations defines the optimum of placement. This is the highest reciprocated choice from the point of view of the girl. The factors entering into sociometric assignment are numerous the psychological organization of every cottage, the sociometric saturation point for minority groups within them, the social history of the new girl, to mention a few. The greater the original affinity between the newcomer and the prominent members of the group the better will the newcomer be accepted by the whole group.

This chapter provides an overview of autism spectrum disorder (ASD). Diagnostic issues are addressed. Cultural issues, including ethnic differences in ASD determination are discussed. Social–emotional and behavioral difficulties often experienced by children with ASD are examined. Learning issues associated with ASD are discussed. Implications for school psychologists and their role in advocacy, consultation, assessment, and provision of mental health services are explored. The chapter also examines educational supports that may be needed by children with ASD as well as mental health interventions.

This chapter discusses the background and significance sections of a proposal and describes how the literature review supports both. Over time, literature reviews have become more systematic and rigorous because investigators have understood the value and necessity of applying review methodologies that strengthen the scientific foundation of their study. Systematic and narrative reviews are sometimes confused because both provide a summary of existing literature on a research topic. This chapter compares the narrative review and the systematic review to differentiate between the two. The chapter also introduces the matrix method of organizing the literature search and provides a step-by-step outline for conducting a review of the literature, which includes activities that are indispensable to “owning the literature” so the grant writer can discuss major ideas and prior research conducted and ensure that the research questions asked are logically developed and based on a solid scientific foundation.

Book bannings and burnings have long been part of authoritarian regimes, whether aristocratic, fascist, or communist. During the 20th century many books, such as Tropic of Cancer, were banned in the United States because of their perceived “obscene” sexual material. Book bannings are intended to prevent others from reading a book. In recent memory, probably few books have come to epitomize the debates on banned books more than the Harry Potter series, written by J. K. Rowling. Books that are challenged are very often books that are targeted toward youth, yet still contain edgy content such as sexuality, violence, occult themes, profanity and drug references. The relative dearth of research on books is probably the result of several factors. Newer media such as video games, social media, and old standbys such as movies and television, tend to get most of the focus.

The research over the past 40 years led to the validation that living in a domestic violence family can produce psychological effects called the battered woman syndrome (BWS). Over the years, it has been found that the best way to understand violence in the home comes from listening to the descriptions obtained from those who experience it: victims, perpetrators, children, or observers. The understanding of domestic violence reported was learned from the perceptions of the courageous battered women who were willing to share intimate details of their lives. The theory of learned helplessness suggests that they give up the belief that they can escape from the batterer in order to develop sophisticated coping strategies. Learned helplessness theory explains how they stop believing that their actions will have a predictable outcome. The abuse of alcohol and perhaps some drugs is another area that would predict higher risk for violent behavior.

This chapter discusses how the criminal justice system treats battered women over the past 40 years. In the United States, advocates who began working with battered women in the 1980s believed that the most important step to end threats of violence was to punish the batterer and hold him accountable for his misconduct. To do this the legal system had to be encouraged to take action whenever domestic violence was raised. A study of the needs for victims of intimate partner violence commissioned for the Colorado legislature found that over two thirds of the women in prison stated that they had been abuse victims. Other areas of the civil rights laws have also been used to better protect battered women. The gender bias, including sexism and racism, for women coming before the criminal justice system continues to make it difficult for women to seek safety and protection.

Attachment theory provides a rich conceptual framework for understanding issues that arise in intimate partner violence (IPV) that have not been well studied in adults. Attachment was initially conceived as a neurobiological-based need for the purpose of safety and survival. Moreover, through the attachment process individuals develop an internalized set of beliefs about the self and others, known as “internal working models”. In adult relationships, attachment processes are activated by way of a cognitive-affective-behavioral triad. Woman who engage in the commercial sex industry have a much higher risk of contracting a sexually transmitted disease. An interesting phenomenon that ties use of pornography on the Internet together with the sexual abuse of women and children has been found in the legal community. It is known that early sexualization of children may cause interpersonal difficulties that may make it more difficult to recognize the cycle of violence engaged in by the batterer.

The US Centers for Disease Control and Prevention (CDC) has conducted studies about adverse health conditions and health risk behaviors in those who have experienced intimate partner violence (IPV). The high numbers of women who report childhood abuse and IPV and receive no assistance in healing from the psychological effects obviously will be seen in medical clinics, often too late to stop a disease process that might have been prevented had their posttraumatic stress disorder (PTSD) responses been dealt with earlier. One of the most negative and lasting effects of IPV on women appears to be the impact on the women’s body image, which is related to their self-esteem. Although the health care system has attempted to deal with battered women, in fact both the structure and function are not set up to be helpful, especially when chronic illnesses are exacerbated by environmental stressors such as living with domestic violence.

The first interagency intervention programs were organized by activists in the battered women’s movement in the late 1970s. They focused on effecting changes in the way the police and courts handle individual domestic abuse cases, and included a rehabilitation component as an integral part of a larger intervention strategy. These programs valued the existence of education or counseling for men as important, but viewed them as secondary to criminal justice reform work. Given that any program for batterers is situated in the same public sphere as the battered women’s movement, any definition of accountability ideally should include an explicit commitment to cooperate with shelter programs. The experience of the Domestic Abuse Intervention Project (DAIP) and other communities has been that victim-blaming practices and collusion with batterers are likely to occur when battered women and shelter advocates are actively involved in the planning, implementation, monitoring, and evaluation of the intervention process.

Because the funding environment and the interests of agencies are constantly evolving, it is important to systematically monitor changes in agency policies and priorities. This chapter identifies the major sources of funding for health and human service professionals, discusses ways to learn about the current and future interests of various funding agencies, and shows how to interpret calls for proposals. The chapter describes different pilot research mechanisms that are available to individuals in the formative stage of their research careers. Based on this information, the reader will be in a better position to develop a plan of action for tracking potential funding opportunities and responding with competitive applications. The chapter helps the reader identify potential sources of funding, understand how to track funding opportunities, comprehend calls for proposals, and prepare for conversations with program officers.

One secret to the art of facilitative leadership is preparation. Social workers prepare prior to seeing an individual client and work with a group a team, community gathering, or multiagency task force requires prior preparation. All groups create norms and group culture whether spoken or not and it is generally harder to undo or alter the established norms of a less-than-productive established group. This chapter helps one to be personally and professionally ready to be a participant, a facilitative leader no matter what their position is in the group. It covers the infrastructure and support of the group’s operation from minutes and communication to the seating arrangement and meeting site. The facilitative leader will be sensitive to cultural rules about voicing opinions and to gender and status mores that may play out in the dialogue. In addition to preparatory empathy, the facilitative leader engages in self-reflection and reviews previous interactions with other group members.

Worldwide, the incidence of infertility is about 10% to 12%. Infertility can be primary, in which conception has never occurred, or secondary, in which there has been an inability to conceive after having carried at least one pregnancy to term. This chapter covers major medical and sexual causes of infertility and its treatment, and how these affect contemporary couples in their quest to become parents. Infertility counseling is a mental health niche in its own right; the focus here is on diagnosing and treating the sex and intimacy issues that may undermine a couple’s efforts to conceive. The medical causes of infertility described are: sexually transmitted infections, lifestyle factors, decline in ovarian reserve, polycystic ovarian syndrome, amenorrhea, menopause, endometriosis, pelvic inflammatory disease, cancer and its treatment, genetic etiology, obstructive etiology, and systemic disease. The sexual causes described are vaginismus, erectile dysfunction, premature ejaculation, and delayed and retrograde ejaculation.

Disaster preparedness is a necessary component in mediating and moderating negative effects of disasters. Disaster response historically has been handled at the local level, with federal assets only being requested in large-scale events. Personal preparedness was a concept initiated within the individual, with little prompting from outside entities. In the case of hurricanes, cyclones, and typhoons, the process of storm intensification and movement is gradual enough that meteorologists can give advanced warning so that public alerts can be broadcast to communities at risk to initiate disaster response behaviors. Taking the steps to become prepared requires significant personal and financial resources. Persons who have difficult social situations and limited resources have a harder time implementing the steps necessary to be prepared. There is little research on evidence-based interventions to increase preparedness levels; however, there is even more of a scarcity of research evaluating whether preparedness levels influence outcomes.

This chapter provides an overview of best practices that managers and leaders exemplify. Analyzing practice behaviors of leaders and managers is valuable because behaviors are actions that contribute to the overall culture of an organization or academic institution. Although both roles have trenchant agendas, the commensalism between leaders and managers is how they build relationships with staff to promote viable changes and enrich organizational cultures. The chapter discusses managing ambiguous and complex organizational situations. It helps one to understand appropriate professional behavior and recognize how to promote and manage diversity and cross-cultural competence. The chapter identifies ways to initiate and facilitate innovative change processes. It promotes understanding of performance-based leadership and how to perform multiple roles. The chapter describes moral leadership and discusses the importance of team building, coalition building, and facilitating successful processes. The chapter describes how to foster relationships with staff.

This chapter presents a balanced overview of the man and his work to illustrate the complicated history of intelligence theory and testing. In 1904 the French government commissioned a group of experts to create a mechanism for identifying low-achieving students who would benefit from special education services. Henry Herbert Goddard brought the Binet-Simon scale to the United States and translated it into English, replacing mental level with mental age. Feeble-minded was the original term for the highest of the low-performing groups, but the descriptor came to be an all-encompassing term that confounded low intellectual functioning with other problems including epilepsy, substance abuse, and evidence of moral deficiency. Obama signed Rosa’s Law, mandating that the phrases mental retardation and mentally retarded be removed from federal health, education, and labor policy and replaced with intellectual disability and person with an intellectual disability.

Risman posits a tension between an individual’s interest in relationship equality and a social system still imbued with gender expectations and assumptions. Given the growing evidence that equality enhances relationship satisfaction and stability, the author’s are interested in what processes or situations help couples move in the direction of greater equality. Couples vary widely in the extent to which gender is central to their family organization, but three fairly distinct patterns emerge: postgender, gender legacy, and traditional. The institutional tensions between gender hierarchy and the ideal of marital equality described in the scholarly literature on family are articulated frequently by couples. Three factors stimulate a move toward equality in couples are awareness of gender issues, dual commitments to family and work, and situational pressures. Traditional couples need help in defining the meaning of relational equality for themselves within external definitions of male and female roles.

This chapter focuses on the racial identity development of Black or African American college students and of students who identity as biracial or multiracial. Although racial identity development theories do not support biological distinction between racial groups in the United States, they recognize how different conditions of domination or oppression of various groups have influenced their construction of self. In this chapter Black is used to refer to the racial identity of U.S.-born persons of African descent who may categorize themselves as Black, Black American, African American, or Afro Caribbean. The term biracial is used to describe persons with two parents of differing monoracial or multiracial descents. It is worth noting that some individuals may claim Black racial identity although neither of their parents identify as Black, such as the case of civil rights activist Rachel Dolezal. This chapter goes in depth into such alternative experiences of Black identity development.

For decades, televisions have been referred to as “boob tubes”. The “tube” side of the slang term referred to the huge cathode-ray tubes that powered the viewing screen in the Stone Age of television. This basic belief persists, that time spent on entertainment media, particularly visual media is associated with reduced intelligence or academic performance. On the other hand, some investigators are examining whether newer forms of media can be used to promote learning. This chapter examines these concerns and beliefs and elucidates to what degree consuming entertainment media influences our academic achievement. Children who had watched fast-paced cartoon had reduced executive functioning compared to an educational show, or to perform a controlled drawing task. The American Academy of Pediatrics (AAP) has released a host of policy statements on media issues. These have ranged from media violence to “Facebook Depression”, the belief that time spent on social media causes depression.

This chapter provides information on where the Network on Social Work Management (NSWM) and the Council on Social Work Education (CSWE) Competencies and Practice Behaviors appear in each chapter. It outlines by book parts and domains from the NSWM and the CSWE competencies and practice behaviors by chapters. Part one provides information on leadership and management theory and practices with the intent of developing effective leaders in social work, social work higher education, and human service organizations. Part two covers how to effectively manage human resources, the budget and other financial resources, and information technology and social media. Part three provides the knowledge base and theory from which to develop advanced administrative skills that are critical to organizational growth and survival. Part four covers the final domain from the Network for Social Work Management: community collaboration.

This chapter discusses a suggested game of working with borderline personality disorders in the partial hospitalization program (PHP)/intensive outpatient program (IOP) setting. It reviews the challenges of working with the borderline personality patient and parent. The chapter discusses the individual, group, family, and milieu issues that exist when the borderline personality belongs to the patient, and family issues that arise when the borderline personality appears in the parent. In terms of the individual challenges, whether in treatment planning or individual therapy, many borderline patients is treatment savvy but claim that nothing yet has helped their problems. In group therapy sessions, individuals with borderline personality play a number of extreme and difficult roles that are challenging for the clinician. Clinicians and treatment teams often experience countertransference toward patients with borderline personality disorder. The clinician and clinical staff should practice mindfulness and objectivity about patient attacks and maintain a professional demeanor.

Murray Bowen and his family systems theory was a new and innovative way of conceptualizing human behavior. One of the founding fathers of the family movement, Bowen developed a theory of human functioning that conceptualizes the inherent potential of humans for growth and change. Bowen's contributions permanently altered our way of thinking about humans in the same way Darwin altered the landscape of evolution. The Bowen family systems template is meant to be used as a guideline to learning the process of Bowen family systems therapy. The template provides the beginning therapist with a review of steps to take and questions to ask that promote collaboration between the therapist and client. This chapter briefly discusses eight interlocking concepts of Bowen family systems theory. The concepts include: differentiation of self; triangles; nuclear family emotional system; family projection process; multigenerational transmission process; sibling position; emotional cutoff; and societal emotional process.

This chapter presents a case study of a 16-year-old high school student who was identified as biracial and a product of divorce. He reported living with his White mother, stepfather, and younger half-sibling, and frequently visited with his Hispanic father and stepmother. The patient was an academically gifted student with a keen interest in science and math, and informed his interest in pursuing medical school in the future. He reported that beyond his family, his biracial identity did not influence him much. The patient was diagnosed with social anxiety, which appeared to be a more appropriate diagnosis. To accomplish the therapeutic goals, the author utilized a mixture of cognitive behavioral and humanistic strategies along with mindfulness with the patient. The mix of strategies was useful for the patient as he enjoyed the cognitive behavioral strategies that reminded him of his areas of strength.

This chapter shows the evolution of sex offender legislation at the local, state, and federal level and a brief overview of the policies throughout the past century. Knowledge about sexual behavior and identity was still in its infancy mid-century, and homosexuality was considered socially unacceptable and deemed a mental disorder. Much of the shifting focus on explanations of sexual violence in the 1970s and 1980s was a result of the rise of feminist researchers in the late 1960s. They began to focus on sexual behavior and the reactions to victims of sexual abuse. Several states have passed legislation allowing for the civil commitment of “sexually violent predators” (SVPs) to a psychiatric facility if they are assessed as having a mental abnormality or personality disorder and are dangerous to themselves or others. Some federal laws had a broader scope aimed at protecting children, particularly from sexual exploitation and trafficking.

This chapter presents the development of the contemporary child welfare system in the United States, including the rich history of “child saving” of the 19th century. The initial era of child protection focused on private efforts to aid the children of the poor, if children received any protection at all. Concerns about child labor emerged in the 1800s in the United Kingdom. Clearly, not all children had the benefit of families that could provide for them in loving homes. Cases of child abuse could mean criminal prosecution of the abuser. The Child Abuse Prevention and Treatment Act (CAPTA) of 1974 provided states with funding and clarified the definitions of abuse and neglect, including that all children under the age of 18 should be protected from maltreatment. Children of color are more likely to be living in poverty.

The American Psychological Association (APA) has defined evidence-based practice (EBP) as “the integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences”. This chapter highlights a number of contemporary approaches to counseling with children and adolescents. First, though, it is important to consider some issues specific to empirically supported treatments (ESTs) with children and adolescents. Children and adolescents are still developing in terms of cognitive style, self-concept, and overall worldview. It is key that interventions are tailored to match emerging abilities and relevant contexts. The chapter deals with evidence-based practice and issues with ESTs. Integrative approaches often involve the combination of two or more standard approaches into one treatment modality. Cognitive behavior therapy is one such integrative approach and, in general, the available empirical evidence demonstrates that, for most emotional and behavioral youth disorders, cognitive, behaviorally oriented therapies produce the best outcomes.

Extraversion, openness to experience, agreeableness, authoritarianism, and religious fundamentalism can help predict who’s funny and who will appreciate different kinds of gags. Humor can have direct effects on physical health and psychological well-being; it can buffer folks against the slings and arrows of daily hassles. A keen understanding of ways that people develop jokes can helps to generate and appreciate them, which might make their social interactions more fun or help the occasional speech, toast, or presentation. Relaxation and meditation probably have a better impact on psychological well-being than humor does. Developing optimism would probably have a more direct effect on handling stress than becoming a comedian would. If the thought of being funny for its own sake makes sense, or at least means appreciating wit when it’s around, that’s the best justification for developing a good sense of humor.

Student developmental models that can be used to understand various students in groups and their development include identity models, such as Chickering and Reisser’s model, as well as Levinson’s model; psychosocial models, such as Erikson’s model; intellectual and ethical developmental models, such as Perry’s model; moral developmental models, such as Kohlberg’s model; cognitive models, such as Piaget’s and Vygotsky’s models; and experiential models, such as Kolb’s model. For a broad and universal understanding, these and other student developmental theories are integrated into the group theory. This chapter provides a discussion of group theory in relation to various salient student development theories. It addresses a brief introduction about the need for inclusion and multicultural awareness for students and student groups. The chapter discusses aspects for understanding successful student group development regarding group types, group leader guidelines, group processes, and learning reflection of student groups through a multicultural lens.

This chapter presents a case study of a 14-year-old African American female. She had strong beliefs in the family system and felt protective of her children. She was in trouble at school due to bullying other students through social media comments. Her suspension from school for texting inappropriate pictures prompted her mother to bring her to counseling. The author’s initial concerns focused on addressing the patient’s feelings of sadness and hopelessness related to her low self-esteem. The therapeutic alliance is the foundation for counseling effectiveness. The counseling goal centered on increasing the patient’s self-esteem and decreasing her reliance on approval by friends via social media. Using brief solution-focused therapy with her was a good choice. By coming to terms with her feelings of sadness and hopelessness and recognizing the effect of her sexualized behaviors, the patient made positive changes in her lifestyle.

Many adults understand the pressures of having multiple responsibilities that require attention in a variety of life circumstances. Whether giving attention to work, friends, school, religious activities, romantic relationships, family, or even recreation, adulthood requires the ongoing ability to multitask a variety of expectations and responsibilities. Before reaching adulthood, each person has experienced influences that affect how we think, feel, and react to life’s circumstances. This chapter offers professionals and educators one model for understanding these influences and their impact on college students who oftentimes are transitioning to a new world of adult responsibilities for the first time. Ecological theory originally developed out of the work of Urie Bronfenbrenner (1977) within the field of developmental psychology. The concepts described in Bronfenbrenner’s ecological theory offer a number of important implications for supporting students in a college setting.

This chapter presents a case study of a Caucasian high school student, who came to counseling because of her anxiety about school, music, family, and relationships. Based on the initial interactions, the patient appeared to be an introvert with adequate social skills. Her hyperawareness of others’ opinions of her, her avoidance of criticism, her unrealistic expectations of herself, and her fear of not performing well contributed to an almost constant state of anxiety. She continued to process the anxiety she experienced when multiple stresses started piling up in her life. The patient agreed she needed to be honest with her mom about her stress. By counseling, she developed skills for managing anxiety, lessened her dependence, and strengthened her internal locus of control. The most effective strategy involved role-playing, because she needed concrete interventions, and it helped her build confidence in her ability to implement what one practiced.

This chapter defines the term “budget” and explains the importance of the budget for a nonprofit organization. It describes the different types of budgets and provides the most common budget approaches. The most common types of budgets are an operating budget, a cash budget, and a capital budget. The chapter also describes the process of developing a budget in a nonprofit organization and presents the relationship between the budget and financial sustainability in nonprofit organizations. Budget techniques are central to the successful operation of all organizations. A budget enables organizations to allocate scarce resources, control operations, and manage performance. A budget is the translation of an organization’s plans and priorities. The chapter helps the readers to learn the basic concepts and practices of budgeting in nonprofit organizations. It also explains the essential role played by budget approaches and techniques in the successful and sustainable operations of a nonprofit organization.

Developing a budget for a grant proposal is similar to writing other sections of the application. It takes time, careful thought, knowledge of technical budget terms, and an understanding of the budgetary requirements and restrictions of both the funding agency and the investigator’s institution. It is important to begin developing a budget for a proposal as early as possible in the grantwriting process. As soon as the investigator has identified a project idea and its specific aims, they should consider the budget to ensure that the proposal idea and aims are realistic from a funding perspective. This chapter helps the reader understand the language of grant budgets, consider the policies and requirements of both the agency and the reader’s institution, identify the components of a budget, write a budget justification, and determine when to use the National Institutes of Health (NIH) modular budget format.

This chapter focuses on how some successful nonprofit agencies began building a new culture of partnership within the nonprofit sector through successful collaborations, less formal arrangements under which all involved parties maintain their independent governance but work together for a common cause. By taking a collaborative, community-based approach, the partnership has seen success in connecting residents to resources that allow them to improve their quality of life as well as in fostering capacity building and best-practice sharing in local nonprofit organizations. Recent trends underlying the accelerated collaboration in the nonprofit sector include: tremendous growth, squeezed balance sheets, greater demand for services, contracting budgets and sector contraction. Collaboration among nonprofits can take many forms, from coordinated programming to full-fledged mergers. The entrance of new intermediaries such as the Lodestar Foundation’s Collaboration Prize and Boston’s Catalyst Fund is likely to help step up the pace of nonprofit collaboration.

This chapter takes the longer view on how the reader can become positioned for success over time in order to make a significant impact on a particular area of healthcare. Although the chapter focuses on research, the points are relevant to systematically building grant funding to support training and educational innovation as well. The chapter discusses the importance of applying a strong work ethic, garnering support for the necessary resources to do impactful scientific work, mapping a strategy for writing sequential grant applications, and planning for the dissemination of the products of program of research. It also defines what is meant by a program of research. The chapter helps the reader identify resources and strategies for building a program of research and understand the expectations and the process for disseminating results of a program of research.

This chapter looks at the evolving technological environment around online learning. The Distance Education and Learning Technology Applications department (DELTA) at North Carolina State University, who are experts in instructional design and technology within the college setting, share concrete examples and discussions they engage in when working with new and seasoned instructors who are delivering content online. For students to learn from their experience there should be a conversational space, where students can reflect and talk about their experience together. It can be a daunting process to develop a course online, and particularly difficult to take a course that has community engagement and experiential learning at its core. The authors focused on the learner’s needs first and this lens drove the majority of the decisions. They recommend using the Technological Pedagogical Content Knowledge Model (TPACK) framework to help plan what technology can support the pedagogical and content knowledge.

Residential placement is indicated when a youngster becomes unmanageable at home, when outpatient- or community-based treatment does not work, or when it is mandated by the court. In discussing the successful rehabilitation of juvenile delinquents, Romig emphasizes that the focus should be on teaching the delinquents skills “that have been documented as improving their subsequent community behavior”. Adolescents in general are often portrayed as being in a state of constant emotional upheaval and unwilling to communicate with adults in a socially appropriate manner. An effective residential program should provide opportunities for participating in special activities to enhance the self-esteem and skill development of its residents. Treatment at Ocean Tides is grounded in the belief that successful rehabilitation results from a combination of a good program and talented, committed people. At Ocean Tides, a positive orientation is used in a variety of specific ways in the program to rehabilitate the residents.

Cancer surveillance has always been a primary care task and cancer is often first detected in the primary care setting. A patient’s experience with a cancer diagnosis and subsequent treatment is often complicated by the presence of preexisting conditions that require management and vigilance throughout the treatment of cancer. Aging physiology coupled with comorbidities, whether related to cancer or its treatment, contributes to the complexity of cancer care across the cancer continuum. Although cancer treatments have improved the survival time for cancer patients, some cancer-directed therapies can cause adverse side effects, also known as late effects, which may appear a few months to years after cancer treatment has been completed. The most common forms of cancer treatment include surgery, chemotherapy, radiation therapy, targeted therapy, and stem cell transplant. Tumor stage is important for determining the severity of a patient’s cancer diagnosis and the decision of how to treat a cancer.

This chapter explores whether it is possible to improve the happiness. If boosting people’s happiness is achievable, this begs the question of how: how can people change their happiness. The chapter explains some of the most effective techniques found by psychological science to increase happiness. But before that it examines successful treatments for happiness. Religious traditions from both the East and the West have emphasized meditation and contemplation as paths to spiritual well-being. One meditation practice has shown great promise, however, for enhancing happiness: Loving-kindness meditation. Happy people deal with the unpleasant circumstances in their lives in a healthy way, and one effective way to deal with the bad stuff in people’s life appears to be grateful reappraisal. The chapter considers comprehensive treatment packages, also referred to as “shotgun” treatments, designed to improve one’s happiness.

Qualitative methods help researchers examine the nuances and complexities in relationship processes. In developing grounded theory, researchers are able to explore the systemic interactions between partners and identify and explain variations in the ways in which couples respond to each other and to the larger society. Grounded theory researchers begin with sensitivity to the research topic, but start with no predetermined hypotheses. Using gender equality as a sensitizing lens provides a framework through which to address this question, helps explain the meaning and nuance underneath the surface of couple interaction, and helps us explore the link between what couples do in their lives together and the larger social context. The lens of gender equality that we bring to our studies of couple life involves the four interrelated aspects of relationships such as relative status, attention to the other, accommodation patterns, and well-being.

This chapter reviews common psychological factors associated with cardiovascular disease (CVD) and methods of assessment in cardiac patients, and provides examples of intervention strategies to improve mental health and health behavior risk factors in CVD. There is empirical evidence linking depression and anxiety with low respiratory sinus arrhythmia (RSA) and low RSA is associated with CVD. CVD includes major physical conditions such as coronary heart disease (CHD), heart attacks, strokes, and peripheral artery disease. Consequently, addressing the factors that prevent CVD and minimizing risk factors after a cardiac event are important for prevention, quality of life, and containing health care costs. Generalized anxiety disorder (GAD) is associated with higher morbidity following cardiac surgery and panic disorder specifically was associated with increased risk of CVD. The association between certain character traits and CVD risk has been complicated.

This chapter provides basic career counseling and advising information for college counselors, advisors, and student affairs professionals. Career counseling services include career counseling, testing, career planning and development interventions, cooperative education and experiential career education, and job placement and employment services. Career interest inventories may be inappropriate for students with severe mental or emotional disturbances. The chapter discusses several most popular inventories used for career and academic planning. The self-directed search (SDS) classifies an individual into six different personality-work typologies. A number of computer-based programs have been developed to assist clients and students in career exploration. Career planning resources have become very popular and can play a helpful role in providing additional information regarding career choice. The career functioning assessment (CFA) provides a conceptual framework to assess a client’s current occupational functioning and serves as a starting point for assessing future career success.

At every stage of the job search, the successful candidate will need to ensure positioning as a strong fit for the right opportunity. First, job seekers who have clear insight on what they have to offer will gather information to identify target organizations that are good prospects for a fit with their career goals. Having identified a list of their target organizations, the next step is to gather as much intelligence on them as possible to help these individuals customize their resumes and cover letters for specific opportunities. Most nonprofit organizations are dedicated to a mission of advancing social justice or making the world better in some way. In filling leadership level positions, they look for the candidate who will embrace the mission and has leadership skills that will spark the organization to generate an even greater impact.

Caregiving is the act of tending to the needs of children, elderly adults, or sick or disabled individuals. Caregivers may perform duties such as cleaning, shopping, cooking, managing household finances, administering medication and other health care-related duties, and helping with activities of daily living. For those who have mostly or only performed unpaid caretaking duties, career transitions can be difficult to navigate. Caregivers who have to work outside of the home and maintain caretaking responsibilities are often perplexed by the logistics of balancing the two sets of competing responsibilities. Some caretakers may be at greater psychological risk due to the factors that triggered the need to seek employment along with the interruption this change may have on their identity. Career counselors are in a position to help caregivers traverse this new and unfamiliar occupational terrain.

Comparison studies have long found that same-sex partners maintain more equal relationships than their heterosexual counterparts, largely because they do not divide roles and responsibilities based on gender. Thus the study of samesex couples offers the ability to examine the processes that create and maintain equality when gender differences do not organize couple relationships. However, same-sex partners emphasize the satisfaction of intimacy needs, rather than moral obligation or societal expectations, as their reason for maintaining the relationship. This primary focus on the relationship itself, which is also becoming more common among heterosexual couples, tends to be associated with egalitarian ideals that are not necessarily easy to translate into practice. A distinguishing characteristic of couples who were classified as demonstrating attuned inequality is the indebtedness that the benefiting partner feels to the other. Attuned couples describe conscious strategies for managing their relationships.

The first case in this chapter reviews a third-grade student’s difficulty with self-regulation, frustration tolerance, and a cognitive distortion related to perfectionism perpetuated by all or nothing thinking. Counseling strategies included teaching relaxation techniques, the cognitive behavioral therapy (CBT) triad, and replacement thoughts for perfectionism. Counseling was coupled with a positive reinforcement behavioral plan for the classroom and home-school collaboration with parents. The second case study addresses separation anxiety characteristics by applying graduated separation exposures, relaxation training, and CBT to address what if and catastrophizing thinking errors. The third case reviews counseling for a 14-year-old eighth grader with social anxiety. Counseling involved exposure therapy and CBT for catastrophizing and mindreading thinking errors. The final case study reviews school intervention coupled with outpatient therapy for a 10th-grade student with obsessive-compulsive disorder. Exposure therapy was provided, and subjective units of distress data were utilized for progress monitoring.

This concluding chapter uses a case example to tie together all of the chapters, serving as a review and a way to integrate the key points made throughout this book. The reader will obtain a sense of the whole grantwriting process, moving through the grantwriting steps from idea inception to grant submission to notice of award and then postaward management. This chapter helps the reader understand the grantwriting process from start to finish and identify which chapters to refer back to for more in-depth information. Successful grant writing is not an elusive goal that only a few can achieve. There are basics that make it possible: a novel idea with funding potential; a systematic and logical approach to addressing the issue; and, above all, persistence and passion.

This chapter explores positive psychology’s attempt to identify significant human virtues. Early in the positive psychology movement it was recognized that in order to advance research on human excellence, there was a need to develop a classification system complete with measurable strengths that would be meaningful to the good life. The chapter describes and defines the six core virtues, and also explores some of the more specific human strengths thought to be clustered with each virtue. The author believe that the most significant achievement of the Values in Action (VIA) project was to identify virtues and strengths that appear to transcend time and culture. Finally the chapter emphasizes and recommends two other attempts to identify transcendent virtues that come from outside of psychology. To emphasize one virtue without the others is bound to result in an imbalanced life.

This chapter explores a number of different types of pseudoscientific practices and assessment procedures. It discusses how to recognize and challenge pseudoscientific thinking, replacing it with critical thinking and a more evidence-based approach to practice. Social workers believe that their own clinical experience is enough to decide which interventions to use. People’s intentions are to remain loyal to their social work values and obligation to their clients, which require them to deliver the interventions that are most likely to help them and least likely to harm and/or mislead them. Pseudoscientific practices are practices that give the superficial appearance of being derived from science and yet lack an actual scientific basis. Pseudoscientists may engage in critical thinking when it comes to the opposing point of view. Social psychology experiments have demonstrated the compelling power that commitment and consistency have over the decisions made by people.

The Ocean Tides program is organized into five main components: education, group living, social services, the extension houses, and aftercare. For many years, there was a community-based early intervention diversionary program that targeted youngsters at high risk for juvenile offenses. A key to the success of the Ocean Tides program is to identify and hire good people and help them get better at their jobs by providing ongoing opportunities for in-service training, close supervision, and the close monitoring of job performance. As a program under the jurisdiction of and funded by the Department of Children, Youth and Families (DCYF), Ocean Tides adheres to Rhode Island’s Children’s Bill of Rights. All of these aspects of the program are designed to reduce unnecessary strain and help raise the young men’s levels of self-esteem and provide them with positive alternatives to delinquency and criminal activities.

This chapter provides an overview of ways in which people can work to ensure a positive experience for their and thier social work practicum student. It offers some helpful, practical advice to guide the field instructor-student relationship. The chapter presents a checklist of “dos and don’ts”, and the chapter provides a great deal of practice-based wisdom for the field instructor. Many students choose to or must meet enormous responsibilities, and they balance complex schedules. Knowing about these circumstances from the beginning of the internship can dramatically decrease conflicts, stress, and unmet goals. Establishing open lines of communication so students will be proactive in seeking our input, guidance, or permission to meet changes and challenges can decrease anxiety, which will help ensure their maximum learning, growth, and performance in the practicum.

A growing body of research demonstrates that community-engaged learning opportunities involving authentic grant making can deepen students’ understanding of philanthropy’s role in our society and extend its benefits to the community. Authentic grant making has been incorporated into programs targeted at primary and secondary school children as well as undergraduate and graduate students. Colleges and universities have been offering experiential philanthropy (EP) courses since the late 1990s. The Students4Giving program provides a framework for philanthropic education emphasizing community-based knowledge with both grantmaking and fund-raising dimensions. Just as philanthropy permeates many aspects of U.S. society, EP lends itself to a wide range of disciplines. Instructors use experiential philanthropy to accomplish multiple goals. The analysis noted that just over half of all courses included civic engagement goals. A growing body of research on the impact of EP courses has identified a variety of positive student learning outcomes.

The goal of castration legislation has been to decrease the risk of future sexual offenses by altering an offender’s hormone and/or neurotransmitter levels, either chemically or surgically. Castration statutes provide either chemical or surgical castration for individuals who are convicted sex offenders. This chapter summarizes studies examining the effects of castration and their impact on sex offender recidivism. Medroxyprogesterone (MPA) is the synthetic progesterone analogue most commonly used for chemical castration in the United States. The Texas statute provides the most detailed process for obtaining informed consent for surgical castration. Several constitutional challenges to castration legislation may emerge as increasing numbers of offenders become eligible for court-imposed castration. Some castration statutes define eligibility for treatment based solely on a legal classification without the requirement of a mental health diagnosis or evaluation. Some of the castration statutes provide immunity from civil and/or criminal liability to the professional who provides castration.

This chapter discusses some of the unique challenges presented by the treatment of patients with chemical dependency (CD) and co-occurring disorders at the PHP and IOP level of care. The chemical dependency (CD) PHP/IOP is a specialized form of outpatient treatment that aims to help an addicted patient cease the use of his or her substance of choice, whether alcohol or illicit substances. The course of treatment in the CD cohort involves group therapy, education, and homework. A psychiatrist may supervise medical withdrawal issues and prescribe appropriate psychiatric medications. The education sessions may contain information about coping skills but will tend to focus on addiction, recovery, and relapse. The challenges for CD and co-occurring treatment at the PHP/IOP level are financial, milieu related, and psychiatric in nature. The financial issues have to do with the cost of treatment resources and managed care constraints.

Concurrent with the release of Education and Identity in 1969, the United States was at the nexus of social unrest and expanding funding and support for educational initiatives. The decades of the 1950s and 1960s saw a great increase in research and practice focused on developmental theorists working in the area of higher education. At the forefront of this work was theorist Arthur Chickering. The primary construct of Chickering’s (1969) work is the Seven Vectors of Development. The vectors are: (a) developing competence, (b) managing emotions, (c) moving through autonomy toward interdependence, (d) developing mature interpersonal relationships, (e) establishing identity, (f) developing purpose, and (g) developing integrity. This vector addresses competence across three domains: intellectual, physical and manual, and interpersonal. This chapter briefly outlines Chickering’s life work, and ways in which practitioners can apply his theory to their daily interactions with college students.

This chapter addresses the complex relationship between child abuse and domestic violence. The Convention on the Rights of the Child (CRC) was developed by the United Nations over a 10-year period to protect the human rights of the child by banning discrimination against children and affirming special protection and rights appropriate to minors. Forensic mental health experts who specialize in child custody evaluations come more from the perspective of child protection and rarely understand how to support and reempower the mother who has been abused. Posttraumatic stress disorder (PTSD) is the most commonly diagnosed disorder in abused children, although some of the symptoms are not easily seen in young children who often show dysregulation of their body functions. Newer psychotherapy strategies called “trauma-specific treatment” may help children who have been abused heal from the trauma.

The purpose of this chapter is to provide an overview of childhood and adolescent mental health problems. Prevalence, risk factors, and protective factors are examined. The need for school-based mental health services is explored and potential benefits of implementing such programs are discussed. The role of school psychologists as mental health providers is addressed. The chapter also compares the use of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), in diagnosing mental health disorders in the medical/clinical field and the Individuals with Disabilities Education Improvement Act (IDEA) to determine eligibility as a student with a disability in schools.