This book provides a better understanding of emerging disabilities and their impact on all areas of life and explores implications for rehabilitation counseling practice, policy, and research. It first defines emerging disabilities and examines current societal trends that contribute to the onset and diagnoses of chronic illnesses and disabilities that are considered to be emerging in the United States. Then, the book provides an overview of medical, psychosocial, and vocational aspects that distinguish emerging disabilities from traditional disabilities. The first section of the book includes four chapters on emerging disabilities with organic causes or unknown etiologies. It examines disabilities and chronic illnesses that are characterized by chronic pain. The second section of the book examines the role of natural and sociocultural environments in creating new patterns and types of disabling conditions. It focuses on both lifestyle factors and climate change and how these contribute to the onset and/or exacerbation of chronic illness and disability and explains physical disabilities, chronic illnesses, and mental health conditions that result from violence. The final section of the book explores implications for rehabilitation practice, policy, and research to better respond to the unique concerns and needs of rehabilitation consumers with emerging disabilities. It suggests research topics, designs, and procedures for building upon our knowledge about the rehabilitation needs of emerging disability populations and developing evidence-based practices to facilitate successful rehabilitation outcomes for individuals in these populations.

This book provides useful empirical information about male juvenile delinquents and serves as a model training manual for new programs and people working in existing rehabilitation programs. It also provides guidelines for developing policy on the rehabilitation of juvenile delinquents. The book can be used as a resource for academicians and others who teach courses on juvenile delinquency and assigned as a supplementary textbook for students learning about juvenile delinquency, juvenile justice, and mental health. The authors of the book take a multidisciplinary approach that will appeal to everyone who thinks about juvenile delinquency: politicians, judges, police, teachers, clinicians, social workers, educators, and students of criminology, criminal justice, juvenile delinquency, family violence, sociology, psychology, and counseling. This approach appeals to undergraduate students in liberal arts programs that require them to take courses in multiple disciplines, and to graduate students in the mental health fields whose undergraduate training varies. The book also consists of six case histories of boys who resided at Ocean Tides. The information was culled from their files, the clinical consultant’s interviews with the boys when they were in residence, and aftercare information. These cases were selected to provide a sampling of the Ocean Tides boys; their backgrounds, personal, and psychological hurdles; and the outcome of their experience at Ocean Tides.

This book provides a foundation for counselors planning to supervise clinicians working with individuals and groups, attain leadership positions within an agency, or open their own professional practice. It encompasses key information about supervisory roles and responsibilities, ethics, multicultural issues, evaluation, and due-process procedures along with administrative issues such as agency leadership, budgeting, information management, crisis management, and quality-improvement practices. The book is divided into two sections: supervision and agency management. Chapters 1 to 4 are dedicated to issues related specifically to the supervisory process, such as roles and responsibilities, ethics, and various due-process procedures. Individual and groups supervision, ethical issues in supervisory relationship as well as developmental models, counseling theory-based models, and social role models of supervision are also discussed. Chapters 5 to 10 focus on the aspects of agency management (including issues that pertain to private practice) that may be less familiar to counselors. Here, chapters focus on budgeting, information management, leadership, and marketing. The budgeting chapter gives the reader information about how to financially plan and provides the information in a very accessible manner. Another chapter in this section enables assisting supervisors, counselor educators, and agency managers to understand the nature of critical incidents and crisis response and subsequently develop the strategies necessary to incorporate this important concept into practice.

This book incorporates an inclusive representation of women and girls across ages and cultures by examining the intersection of their identities and integrating experiences of women and girls around the world. The overarching themes of the book include an examination of the contextual elements that affect the female experience and a focus on prevention and intervention strategies to support the empowerment of women and girls throughout their life spans. The first section of the book provides a foundation for the book and offers a context for understanding gender socialization and the female experience. This section includes chapters introducing empowerment feminist therapy, gender socialization, intersectionality, and relational-cultural theory. The second section offers detailed information on developmental issues and counseling interventions for women and girls throughout their life spans. Chapters focusing on gender identity development, childhood, adolescence and young adulthood, and middle and older adulthood are included in this section. The third section provides an in-depth look at specific issues affecting women and girls and includes relevant background information and practical application for counselors. In this concluding section, readers will learn about violence against women and girls, educational and work environments, females and their bodies, and engaging men as allies. Each chapter includes helpful resources to further educate yourself and others, as well as practical suggestions for advocacy efforts that can help create social change. Prevention and empowerment are key themes and foci of the book, and counseling implications and interventions are offered for each area of concentration.

Play therapy has been recognized in the counseling profession as a developmentally appropriate model for working with children and adolescents. This book provides a comprehensive introduction to structured, prescriptive approaches to play therapy to those desiring to gain more information and knowledge about the use of different directive play therapy modalities. It introduces the unique integration of play therapy and different theoretical models and encompasses the essential concepts and practices of directive play therapy. Most importantly, the book shares some guidelines for planning and selecting toys and materials for a directive approach. It also incorporates settings and skills necessary for effective implementation and addresses common questions asked about the use of these. The book provides the exploration and detailed description of various theoretical approaches to directive play therapy: post-Jungian directive sandtray in play therapy, solution-focused play therapy, eye movement desensitization and reprocessing and play therapy, directive play therapy techniques in trauma-focused cognitive behavioral therapy, child parent relationship therapy, creativity in play therapy using technology, directive filial therapy models with very young children, humanistic sandtray therapy with children and adults, and directive approaches to working with parents. The distinctive techniques and processes of each of these approaches are explained. Finally, case examples are given to demonstrate their application and implementation.

This book offers suggestions regarding how pastoral counselors can navigate the changing landscape of mental health care in our current context to maintain unity amid our diversity. Pastoral counseling continues to evolve from its origins as a specialized ministry to an approach to mental health care offered in a wide array of contexts, including both religious and secular settings. The book first offers an introduction to the discipline of pastoral counseling by outlining a brief history of pastoral counseling as well as an understanding of how the discipline maintains unity amid the vast diversity of practices and practitioners. Then, it details pastoral counseling theory and practice according to three precepts: a way of being, a way of understanding, and a way of intervening. Next, the book reflects the religious diversity present among pastoral counselors and those they serve. It further illustrates special issues in pastoral counseling. These special issues further exemplify the distinctiveness of pastoral counseling as evidenced by the functions of referral, consultation, and collaboration, the education and supervision of pastoral counselors, and the use of both qualitative and quantitative research methods. In recognition of our increased technological abilities, as well as the dearth of mental health resources available in some geographic regions, the book guides the reader in understanding distance counseling and how to engage in an ethical distance counseling practice. Finally, the book builds on the theory and practice of pastoral counseling by offering a prophetic call for the future of the discipline.

This graduate-level, introductory textbook provides instructors and students with a comprehensive overview of the profession of clinical mental health counseling (CMHC). Designed to cover the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) 2016 Standards and to provide an inclusive overview of the work of professional counselors, the book offers an in-depth exploration of the professional knowledge, skills, current issues, and dynamic trends in professional counseling that are essential parts of the educational journey of emerging clinicians. It provides readers with practical, applicable, real-world information upon which they can build through-out their programs of study and practice. Issues such as strength-based approaches, the various settings in which clinical mental health counselors may practice, record keeping and documentation, advocacy, professional roles, third-party payers and managed care, and self-care and professional development are vitally important to new counselors, and these subjects often are glanced over in an information-packed curriculum. In addition, the book covers the topics of crisis, disaster, and trauma, which constitute relatively new areas of emphasis within the CACREP Standards. Conceptually, it book looks at the history, roles, functions, settings, and contemporary issues of counseling through the lens of human ecological and integrated systems-of-care approaches. Unique to this particular textbook, and in juxtaposition to an ecological perspective of the individual, a focus on integrated systems of care in clinical mental health endeavors provides students with knowledge and skills that can help them to move seamlessly into the current world of work as clinical mental health counselors. The textbook is comprised of five sections, spanning the following clusters of CMHC-relevant information: (a) Introduction to Professional Counseling and Clinical Mental Health Counseling, (b) Working With Clients, (c) Practice Issues, (d) Working Within Systems, and (e) Client-Care and Self-Care Practices.

This book provides useful information that will allow school counselors to stretch themselves and grow their confidence as they integrate these expressive arts interventions into their work with students. The book opens with a chapter addressing the value of the expressive arts as a conduit to personal growth and development. Also addressed is the integration of the arts into the school counseling milieu. The six sections of the book focus on a separate form of the expressive modalities. Within each section, the book presents the interventions based on the American School Counselor Association (ASCA) model domains: academic, career, and personal/social. The modalities included are the visual arts, music, movement and dance, expressive writing/poetry, drama, and a final section incorporating other modes of creative expression. The book closes with a chart that presents the various types of concerns for which students typically need assistance (such as grief and loss, self-esteem, social skills, etc.) and the interventions that may be most effective in addressing these issues.

Despite the attention paid to diversity and inclusiveness, counselor education programs often overlook the gifted population, resulting in a training gap that complicates school counselors' awareness of—and ability to appropriately respond to—the unique needs of gifted individuals. This book is a complete handbook for understanding and meeting the needs of gifted students and is most useful to counselor educators, school counselors, and parents. It is mostly to inform school counselors and counselor educators about gifted kids as a special population and to offer guidance for responding with appropriate counseling services. The book is organized into thirteen chapters. The first chapter provides an overview on counseling gifted and talented students. The second chapter talks about aligning service to gifted students with the American School Counselor Association (ASCA) national model. The next two chapters discuss the characteristics and concerns of gifted students, and intersectionality of cultures in diverse gifted students. Chapter five presents theories that support programs and services in schools. Chapter six describes the common practices and best practices in identifying gifted and talented learners in schools. Chapter seven examines working with classrooms and small groups. Chapter eight focuses on academic advising and career planning for gifted and talented students. Chapter nine addresses personal/social counseling and mental health concerns. Chapters ten and eleven talks about creating a supportive school climate for gifted students through collaboration, consultation, and systemic change, and empowering parents of gifted students. Chapter twelve presents school counselors as leaders and advocates for gifted students. The final chapter provides brief summaries of the above chapters described in the book.

This book aids counselor educators, supervisors, and counselors-in-training in assisting children, adolescents, and their families to foster coping methods and strategies while navigating contemporary issues. It promotes the essence of counselor growth, and deals with conceptualization of the client’s presenting problems along with personal and client goals, step-by-step accounts of the happenings in counseling sessions, and counseling outcome. Case studies were written in contexts that reflect the fact that children and adolescents are part of larger systems family, school, peer, and community. Systemic context, developmental and relational considerations, multicultural perspectives, and creative interventions were infused in the cases. Time-efficient methods, such as brief counseling, were used in some of the cases. The case studies selected highlight contemporary issues and relevant themes that are prevalent in the lives of youths (i.e., abuse, anxiety, giftedness, disability, social media and pop culture, social deficits and relationships, trauma, bullying, changing families, body image, substance abuse, incarcerated family members, race and ethnicity, and sexual identity and orientation). These themes capture both the child and adolescent perspectives and are designed to provide breadth and depth during classroom discussions and debriefing.

This book reflects the arduous procedure of breaking down thoughts into pieces that are easily comprehended and applicable. It is a text that contains a wealth of information that has been refined over time to reflect the latest thinking of scholars in the field of child and adolescent mental health. This well wrought manuscript of comprehensive chapters articulates the latest and best research in working with children and adolescents in a readable and engaging way. Thus, this book is clinical, theoretical, and practical. It is applicable to the myriad of concerns that counselors face in dealing with developmental problems and challenges. The book covers developmental theorists, theoretical viewpoints, multicultural matters, counseling stages, special populations, clinical applications, and ethical and legal considerations. In other words, all of the critical factors needed to understand and become involved with members of the two major populations addressed in this work are covered. The book emphasizes the powerful interconnections that support counseling central to children and adolescents. Potential users may find the book’s appeal lies in subject matter that can be flexibly used in both school and clinical mental health counseling settings. It offers practical applications for skill and theory development supplied by an impressive roster of counselor educators with a wealth of professional and clinical expertise. Moreover, the book assists in fostering graduate students in course engagement. This book is for counselor educators and counseling supervisors as they assist counselors-in-training and practicing counselors in acquiring a variety of child and adolescent-centered theories, modalities, and methods. The book can be adopted as the main textbook for a variety of class settings and will also appeal to educators, students-in-training, and supervisors in closely related fields including social workers and psychologists.

This book brings together the work of experts from a variety of fields such as adult development, adult education, family science, family therapy and counseling, gerontology, psychology, social work, and sociology. It is organized into four sections, each of which contains chapters reflecting a given theme as it pertains to grandparenting. Section one explores the breadth of the grandparent role from multiple theoretical perspectives, explores both quantitative and qualitative research methodologies in the study of grandparenting. It examines cohort effects and emphasizes the multigenerational developmental contexts in which grandparents and grandchildren are situated. In addition, it presents variations on grandparenting: grandfathers, great-grandparenting, and step-grandparents. Section two focuses on the diversity among grandparents, examining such issues as variations in sexual orientation in such persons, grandparents who are raising their grandchildren, and changing gender roles among grandparents. Section three examines the difficulties and challenges that grandparents face in enacting their roles as well as the resources and strengths they bring to bear. It discusses the impact of having to cope with both acute and chronic illness on intergenerational relationships, the design and implementation of interventions to positively affect emotional functioning. It discusses the clinical case study approaches to helping grandparents, resilience and resourcefulness in the face of stress. Section four emphasizes the societal and cultural aspects of grandparenting, exploring issues of race and ethnicity, grandparent education, global grandparenting, and many dimensions of social policy as they relate to grandparents. The last chapter pulls the material together in presenting a multidimensional, multileveled, and dynamic picture of grandparenting stressing the influence of evolving historical and interpersonal contexts on such persons and their grandchildren. It also offers suggestions for future research over the next two decades.

Death and Dying courses in social work; nursing; counseling psychology; and medicine traditionally focused on topics such as the experience of dying; the delivery of health care during the end of life; and the experience of mourning after a death. The book includes neurobiological aspects of development and grieving for the students to understand these aspects of biology if they are to claim a bio-psycho-social-spiritual perspective in the 21st century. It talks about the spiritual development in each life phase and also on the special considerations in risk and resilience to describe aspects of marginalization that may affect development. The book explains the factors that promote resilience; maintaining our strengths-based approach to all of this material. It continues with the identification of maturational losses; incorporating these non-death losses into a section renamed living losses found in each life phase chapter. The book defines the chapters by developmental tasks that are tackled at more or less predictable ages to which the chapters are loosely bound. It reviews research on specific responses to loss situations and discuss intervention strategies supported by practice wisdom and empirical research. The book has ancillary materials available to qualified instructors that include outlines; PowerPoint; and activities for each chapter as well as the readings from the earlier editions. This edition of the book will help each reader feel prepared to help grievers of all ages and types.

One of the historical pillars of rehabilitation counseling has been the use of assessment throughout the rehabilitation process. With this historical emphasis, it is not surprising that the focus on assessment and the methods and techniques used have changed and evolved. As a result, students, practitioners, and researchers are on a constant quest for updated and current information to guide and inform practice, policy, and research. This constant quest for updated and comprehensive information is directly relevant to the assessment of individuals typically served by rehabilitation and mental health practitioners and is the focus of this book. To date, there has not been a book that has been able to provide a comprehensive discussion of topics applicable to service delivery across both setting. This book attempts to fill this gap. One factor that guided the development of this book was the authors’ goal to provide both the foundational information necessary to understand and plan the assessment process and combine this material with information that is applicable to specific population and service delivery settings. To achieve this goal, each of the chapters is written by leaders in the field who have specialized knowledge regarding the chapter content. The chapters provide practical hands on information that allows for easy incorporation of the material to rehabilitation and mental health practice. To further strengthen practical application, case studies and templates have been incorporated where applicable to highlight specific key aspects to promote application to service delivery. Second, this is the first assessment book to be developed after the Council on Rehabilitation Counselor Education and Council on the Accreditation of Counseling and Related Programs merger. Finally, the authors hope that the readers of this book can apply this information to enhance the overall quality of life of the individuals they work with, especially individuals with disabilities.

This book describes the foundational elements of counseling and psychotherapy with children and adolescents. It includes updates and expanded material about clients’ affect, trauma, substance abuse, progress monitoring, self-care, referral for medication, and mindfulness. Of particular interest is a series of new elements including elements addressing sexual and gender identity, social media, sexuality and harassment, and rules for use of technology. All of these topics have become increasingly important in counselors’ conceptualization of children and adolescent clients and therapy. The book emphasizes the conditions and processes of creating growth within the child, explicating the process of assisting growth and self-inquiry. There are new sections on grounding feelings in the body, teaching tools for distress tolerance, and highlighting the importance of progress monitoring. The book discusses teaching skills for negotiating social conflict—a substantial stressor for children and adolescents. It provides guidance on cocreating individual and family rules for use of technology. It also addresses frequent misconceptions and mistaken assumptions followed by the discussion on crisis intervention, effective referral skills, cultural competency and mandated reporting. The book then addresses issues such as coming to terms with one’s own childhood and adolescence and the rescue fantasy. There is a succinct introduction to interventions (i.e., including a list of more comprehensive texts on counseling with children and adolescents) and an updated review of techniques often used in work with children and adolescents (e.g., play therapy, brief, solution-focused therapy). For ease of reading the word caregiver will be used to indicate a parent, legal guardian, foster parent, and so on. The book focuses on counselor self-care and provides guidance for setting boundaries, knowing their edge, practicing within competency, and assessing and planning personal self-care. Finally, it closes with a brief overview of how to use the text for transcript analysis in training programs.

This book provides an integrated perspective on disabilities of the various disciplines of human services for counselors, social workers, and allied health professions in training. It provides an interdisciplinary and intersectional perspective on disability and psychosocial adjustment to disability in rehabilitation counseling, social work, and allied health professions. It also includes foundations of disability studies, advocacy, the disability rights movement and disability legislation, policy, and law. There is a focus on select persistent and emerging population trends in disability studies, which are supported in the literature as populations that are anticipated to represent a growing and greater proportion of individuals in need of disability and integrated services. The attention to psychosocial adaptation to disability along with the inclusion of case studies and field-based experiential exercises related to specific topics make this book an invaluable resource for students and professionals alike. The human services professions contain a wide variety of disciplines that assist individuals, families, and populations to improve their capacity to function as individuals and in society. These professionals possess specific competencies and credentials, but operate from an interdisciplinary knowledge base that requires coordination among professionals, programs, and agencies in service delivery. The disciplines typically included in responding to disability-related issues are rehabilitation counseling, counseling, mental health, social work, rehabilitation sciences, psychology, and allied and health sciences. A key feature of each chapter is application from an intersectional perspective of issues related to addressing the service needs of persons with disabilities. Based on the foundations of understanding services providers’ scope of practice, the text discusses the roles and functions of human services providers, ethics in service delivery, professional credentials, cultural competency, and family and life span perspectives of disability.

This book is intended to be used as an addendum to a more comprehensive text associated with the Professional Counseling Orientation and Ethical Practice training required by the Council for the Accreditation of Counseling and Related Education Programs. It provides practical examples of managing ethical concerns for practicing counselors and counselors in training. Much has been made of the science-to-service problem in counseling, with the consensus being that there is a gap between the academics writing the books and papers and the clinicians actually doing the work. This text is an effort to meet the needs of both by providing an overview of case examples that are relatable and accessible and by providing responses to these cases that meet the careful scrutiny required by the American Counseling Association (ACA). The book includes 63 real-life case examples demonstrating step-by-step application of decision-making models. It teaches counselors how to think and act quickly when facing ethical dilemmas. It helps professionals to reconcile personal and professional values.

The field of counseling is an exciting and challenging career choice. It is a profession that has a prolific history of enabling person-centered counseling approaches for individuals, couples, partners, and families, and facilitates therapeutic services for children, adolescents, adults, and older adults. This book offers an excellent resource for graduate-level coursework that relates to an orientation to the counseling profession, professional issues, and special topic seminars, as well as other counseling-related coursework. It provides both contemporary insight and practical strategies for working with the complexity of real-life issues related to assessment, diagnosis, and treatment of diverse clients and their families. The book provides professionals with chapters organized into the 10 CACREP and CORE content areas that address the awareness, knowledge, and skills required to work with children, adolescents, individuals, groups, couples, families, and persons from diverse cultural backgrounds. The content areas are: professional counseling identity, ethical and practice management issues, case management and consultation issues, multicultural counseling awareness, counseling theories and techniques, career counseling and human growth, assessment and diagnosis, counseling couples, families, and groups, counseling specific populations, and contemporary issues in counseling.

This book grew out of the authors’ need to have a text for the university-based courses taught by each of them to students interested in furthering their knowledge and skills in grief counseling and support. They found that there were many good texts exploring research and theory in counseling psychology and many other books expounding on grief and bereavement theory and research. They were unable, however, to find a book that combined both the practical aspects of counseling with the current research and the theory related to grief and bereavement. After years of piecing together articles, course reading packets, and chapters selected from different texts, they decided to design a book that would explore both the practical knowledge and skills available in counseling psychology with some of the current research and theory in the area of loss, grief, and bereavement. This third edition book provides updated research and content on attachment and grieving styles. It describes the expansion of social issues impacting grief including political changes, environmental concerns, cultural differences, and exposure to terrorism. The book provides new theory, research, and practice for grief in non-death losses. New information on diversity and grief, the role of grounding and contemplative practices, and grief and developmental perspectives across the lifespan are explained. The book details the use of technology in both professional and informal grief support. Practice examples provide real-life application for concepts discussed, and sample case studies are provided.

Counseling has long been considered to be an art, as well as a science, of helping individuals grow and develop. This book provides counselors and counseling students with a broader awareness of the ways in which traditional theories can be supplemented with expressive arts interventions. It also provides a clear description of the ways in which multicultural considerations can be addressed via the integration of the expressive arts into practice. The book presents a collection of field-tested creative interventions contributed by practicing counselors and counselor educators. It includes 111 interventions for use with various clients and presenting issues, including more than 40 new expressive arts interventions. The book is organized into an introductory chapter and three sections. The introductory chapter gives an introduction to the use of expressive arts in counseling. The first section presents theories of counseling and expressive arts approaches such as Adlerian theory, solution-focused therapy, cognitive behavioral theory, choice theory, existential theory, feminist theory, Gestalt theory, and person-centered therapy, narrative approaches, trauma-informed counseling, family counseling, and integrative theory. The second section discusses emerging and special issues in expressive arts and counseling such as neuroscientific applications for expressive therapies and clinical supervision. The final section describes the additional clinical uses of the expressive arts such as adventure therapy, animal-assisted therapy, child-centered play therapy, mindfulness in counseling, and sandplay therapy.

This book provides both counselors in training and established counselors the tools needed to make sound ethical decisions. It integrates a comprehensive review of ethical standards and guidelines by two major professional governing bodies in psychology: the Ethical Principles for Psychologists and Code of Conduct of the American Psychological Association (APA), and the Code of Ethics of the American Counseling Association (ACA). The book focuses on engaging the reader in critically thinking through the intersections of legal requirements and ethics codes. It integrates critical self-reflection and identifies variables that would place a counselor at risk. The book is organized into four parts. Part one provides an overview of the topics discussed in the book. Part two reviews typical ethical issues that counselors encounter in practice relating to confidentiality, professional boundaries, and professional competence. Part three analyzes ethical dilemmas that may arise given the changing face of technology and the country’s demographics relating to culturally competent treatment, managing social media, and confronting colleagues and other sticky situations. The final part focuses on recommendations for counselors to continue sound ethical decisions. The book is designed for counselors-in-training or engaged in externships and practicums. They include master’s level students in counseling psychology, clinical psychology, and mental health programs; doctoral students; predoctoral students on internship; and students enrolled in programs with dual degrees. It is also for established counselors who must remain abreast of changing standards and issues affecting clinical practice, such as those related to social media and technology, for postdoctoral counselors working toward licensure, and for undergraduate-level students who are training to become Credentialed Alcoholism and Substance Abuse Counselor (CASAC).

Sexually transmitted infections (STIs) are a global health problem that can have lasting health effects. Nurses working with all populations need to have knowledge of the different STIs to develop an awareness of how the different STIs are transmitted as well as the different signs and symptoms and long-term health sequelae. In order to address STIs as a public health problem, nurses need to have a foundational knowledge of the different STIs so that early identification, treatment, and prevention can be addressed in a comprehensive manner. This book describes the different STIs, new and emerging health trends that are occurring, treatment options, and prevention efforts. A key issue addressed in the book is reviewing at-risk populations, who often are underserved and at the highest risk for long-term health consequences that can occur with STIs. This book brings an awareness of the impact of STIs and how nurses working with all populations can increase their knowledge of STIs and be instrumental in addressing a serious global health problem. It reviews common sexually transmitted infections in depth, providing epidemiology, risk factors, signs and symptoms, long-term sequelae, disease transmission, diagnosis, and recommended treatments. It also focuses on nursing-specific interventions that include conducting a sensitive and appropriate patient history, interpreting a holistic consideration of patient lifestyle, and linking population-specific patient education and counseling. The book provides expert guidance from an accomplished forensic nurse/nurse midwife. It addresses the most common STIs to facilitate accurate differential diagnosis and management. The book considers the needs of special populations to provide individualized, culturally sensitive care and offers evidence-based patient information, prevention, and counseling guidance to maximize positive public health outcomes.

This book deals with a number of issues and strategies for counseling people with disabilities. It allows counselors and other related health professionals to learn from the writings of 16 people with disabilities across North America. The book provides information on how other professional disciplines perceive and are trained to view disability. It discusses the medical and psychosocial aspects of caregiving in the country and highlights some of the most difficult decisions individuals and families may have to make in this process. The book is organized into four parts containing sixteen chapters. Part I explores disability from a sociological perspective. The topics covered are: the history of how people with disabilities have been viewed and treated in society; attitude formation, societal attitudes, and myths about disabilities; culturally different issues and attitudes toward disability; and attitudes toward disability by specific special interest and occupational groups. Part II focuses on the psychology of disability surrounding the individual and his or her family. The topics address: theories of adjustment to disability by the individual; family adaptation across cultures toward a loved one who is disabled; sexuality and disability; and the psychosocial world of the injured worker. Part III addresses pertinent topics concerning psychosocial issues of disability. The topics include: disability and quality of life over the life span; implications of social support and caregiving of loved ones with a disability; and thriving versus succumbing to disability: psychosocial factors and positive psychology. Part IV addresses counseling strategies and insights for working with persons with disabilities. The topics discuss: which counseling theories and techniques work best with different disability populations and why; social justice, oppression, and disability; counseling families in the community; ethical responsibilities in working with persons with disabilities and our duty to educate; and basic dos and don’ts in counseling persons with disabilities.

The first edition of this book has come to fruition out of the professional observations and experiences of the authors and those that they have supervised and trained. While counsellor preparation programs frequently require a course in counseling assessment, school counselors-intraining often report dissatisfaction in the relevance of what is covered, as the content is not focused on what school counselors actually see and use in practice. Prior to this book, no resource existed that focuses on the concept of assessment specifically for school counselors and provides them with formal and informal assessments that provide opportunities for data collection that, in turn, informs one’s data-driven, comprehensive school counseling programs (CSCP). Whether it be individual student data, school level data, school counseling program level data, or about the school counselors’ practices or beliefs, this professional resource offers a unique opportunity to meet the call from school counseling professionals to have guidance and access to instruments that focus on multiple levels of data. The book bridges the gap in knowledge and skills to allow school counselors to carry out their critical work in advocating for student success every day, based upon data. From this resource, the authors hope readers will gain the necessary attitudes, knowledge, and skills that are required to be a data-inspired and data-driven school counselor who serves as a leader and agent of change as a part of the development and implementation of a comprehensive school counseling program. One of the most salient and unique features of this book is that it offers readers with actual assessments that could be immediately implemented in one's school. The intended audience for this book is school counselors-in-training, practicing school counselors, those who serve in a district-level supervisory or coordinator position, as well as school counselor educators.

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) is the result of the first significant revision of the publication DSM-IV in 1994. With advances in research and clinical applications, modifications were needed to accurately frame client symptom presentation and reflect the changes and advances in science and technology. The collection of cases presented in the book has been compiled from seasoned clinicians that have experienced complex client symptomology. These cases illustrate real world examples of actual clients seen in practice. The details of the cases are organized to provide readers with examples of case conceptualization examples, as well as, diagnostic impressions, conclusions, and treatment recommendations. The book provides a practical and realistic way for students in such mental health professions as clinical psychology, counseling psychology, counseling, and social work to put the new DSM-5 into practice by presenting actual clinical experiences from practitioners. By exploring detailed clinical vignettes, this text offers trainees the opportunity to explore their own ideas on symptom presentation, diagnosis, and treatment planning with a full range of disorders and conditions covered in the DSM-5. The book provides vignettes, but also explores the rationale behind diagnostic criteria and connects diagnostic criteria in the DSM-5 with symptomology in the case. In addition, each case includes a discussion of treatment interventions that is crucial for students in helping professions. These treatment considerations are inclusive of a wide range of evidence-based approaches as appropriate for each case. Techniques/treatment recommendation section will allow the reader to understand how colleagues have conceptualized the case and how specific interventions have been effective in treatment. The goal is for students to enhance their case conceptualization skills and sharpen their ability to understand symptom presentation in light of diagnosing.

This book offers an in-depth look at the ways in which contemporary undergraduate students may differ from past generations, as well as noting how some things never change, such as needs related to finding social support, romantic intimacy, and academic achievement. It first provides a brief overview of the various developmental transformations that are taking place within the many levels of cognitive, affective, and physiological development of emerging adults. The book then considers the typical counseling concerns that counselors can expect to meet across the academic year. Next, it addresses the social concerns of students as they seek to find the best way to fit in on campus. It addresses the growing diversity of college campuses as well as provides counselors with guidance on helping their clients connect into the campus community. Then, the book moves into ways to assist clients who are facing unexpected hurdles, including grief over the loss of significant others; difficulties with self-esteem and self-image presented by the competitive culture of college-age females; and navigational challenges in romantic relationships that may be more intense and sexually tinged than prior high school relationships had been. Specific mental health disorders that frequently appear in the college-age population are also addressed in the book. The book provides guidelines for treatment and intervention that are relevant to college counselors working within a brief counseling framework. Topics include eating disorders, substance abuse, depression, anxiety, self-injury, suicidal students, obsessive-compulsive disorder, and impulse-control disorders. Finally, the book provides readers with ideas for promoting student well-being beyond the counseling office.

This book addresses strategies for community-oriented health services, including those that arise from systemic influences such as environmental and social injustices. It seeks to present an imperative transdisciplinary shift in thinking about health services toward understanding communities as resources for their own health improvement. Applying a transdisciplinary approach, this book seeks to bridge the discourses between environmental justice, public health, community well-being, and service development, which are rarely considered together in spite of their mutual interdependence. The book is intended for use by senior undergraduate and graduate students in public or population health sciences, including rehabilitation counseling, community psychology, counseling psychology, public health, medical anthropology, social policy, and related disciplines. Health policy and service providers in the private and public sectors and international aid agencies will find the book an invaluable resource for their health promotion and development programs in global communities. The individual chapters of the book aim to present as comprehensive a coverage of the specific themes as possible. Each chapter addresses community-oriented health from a variety of health conditions and traditions. Each chapter also addresses pertinent health policy aspects in the context of national, federal, or international conventions to highlight the importance of the community-oriented health concepts being discussed.

The book stands as a primary text in disability studies on the family and a supporting text in applications with rehabilitation counseling. The emphasis on community opens its value to practitioners, managers, and policy advocates. The first part of the book makes the case from philosophy to praxis for an alternative to current rehabilitation counseling paradigms. Nothing of our current practice is lost, but much is gained in its translation into a social model that places community at the center of a client-centered practice. This approach creates the appropriate space to bring rehabilitation counseling and the family together. Read in synthesis, the first five chapters present the framework for a community-based approach to rehabilitation counseling beyond the family. The second part of the book recounts the family disability experience across disability contexts. Each chapter provides a unique profile that maps the current relationship between rehabilitation counseling and the family experience. These chapters can be read alone as the state of practice and a guide to current rehabilitation counseling interventions. The final part of the book considers a sampling of the professional implications and considerations of moving forward with a community-based model. It explores cultural perspectives on disability and their relationships to family from the vantage point of four established collective identities: Hispanic Americans, African Americans, Asian Americans, and Native Americans.

The experience of life-threatening illness is one of the most difficult situations that individuals and their families ever have to face. This book is meant to be a guide for anyone counseling or offering professional care to persons with life-threatening illness. Living with life-threatening illness is the theme of this book as it describes the particular challenges that individuals, families, and caregivers face at varying points, namely prediagnostic phase, diagnostic phase, chronic phase, recovery phase and terminal phase, during serious illness. After a brief introduction on the terminology, Chapter 2 of the book reviews those caregivers who have impacted history, placing this work in its context as well as highlighting newer developments such as concurrent care. This is followed by two chapters addressing the particular ethical and systematic stresses that those persons who counsel or care for individuals with life-threatening illness may experience, causing moral distress. People respond to life-threatening illness in a variety of ways, and accordingly, Chapter 5 considers the range of responses to life-threatening illness, which individuals, their families, and their caregivers may experience. Developmental, psychological and social factors and generational differences affect the ways that an individual responds to life-threatening illness. Five other chapters describe particular issues that arise at different points during the experience of life-threatening illness. Chapter 12 considers the ways in which families might be affected by the illness and offers suggestions for counseling families that are coping with the illness of a family member.

This book discusses the roles of counselors in family court and provides step-by-step guidelines on how to expand one’s counseling practice to include family forensic services. It describes how to enter the field, build a successful practice, and how to work effectively with attorneys and judges as well as parents and children. The book provides specific guidelines and examples of how to communicate effectively with attorneys, conduct interviews with parents and children, make recommendations for custody and visitation, write reports, and successfully testify in court. Content builds on the background and expertise already possessed by the professional counselor, and describes the advantages that counselors have and challenges they must often overcome in successfully practicing in the family law system. Included is a wealth of relevant information about the court system, definitions of legal terms, standards of practice required by the Association of Family and Conciliation Courts (AFCC), training and licensing requirements for evaluators and mediators, scope of practice, and ethical concerns. The book also includes forms for taking interview notes, templates for writing reports, examples of actual reports, sample visitation schedules, and case studies.

This second edition provides state-of-the-art treatment relevant to the dominant theories and techniques of counseling and psychotherapy from a rehabilitation and mental health counseling perspective. In all cases, the chapters were contributed by rehabilitation health professionals and scholars who have special, if not extraordinary, expertise and national visibility in the content areas addressed. The book is intended for practitioners as well as for upper-level undergraduates and graduate students in clinical rehabilitation counseling and psychology and in other rehabilitation health care disciplines, such as mental health counseling, social work, nursing, occupational therapy, physical therapy, speech and language therapy, and recreation. The chapters are written from a clinical rehabilitation perspective, using rehabilitation examples when appropriate. Authors include a case example in each chapter to highlight the application of theories and techniques in working with rehabilitation-specific problems of people with chronic illnesses and disabilities. They focus on scientific evidence supporting the effectiveness of the theory and technique used in their chapters. In providing coverage of counseling theories and techniques for rehabilitation health professionals, the book is organized into sections, with each section comprising multiple chapters. After the introductory section, the book covers the following sections: Counseling Theories, Basic Techniques, Special Considerations, and Professional Issues. The Counseling Theories section provides reviews of 10 different theoretical approaches to counseling and psychotherapy, with an emphasis on their applications in rehabilitation settings. The Special Considerations section describes counseling and service considerations that are related to specific types of disabilities. The Professional Issues section focuses on two general topics that are directly related to the practice of counseling in rehabilitation settings. In conclusion, this book provides an overview of prominent theoretical approaches to counseling and psychotherapy, along with some of the ways in which they can be applied in rehabilitation settings to assist people with disabilities.

This book, meant for campus mental health and student affairs professionals, is specifically designed to provide the most current information available regarding critical issues impacting the mental health and educational experiences of today’s college students. It shows how counseling services can coordinate their efforts with other on and off-campus institutions to expand their reach and provide optimal services. The book first provides an overview of the historical, developmental, medical, and contemporary considerations regarding college student development as they apply to counseling centers. It then explores the diversity composite of U.S. colleges and counseling centers (CCC) and articulates the standards and requirements of ethics as related to diversity. The four functions of essential direct clinical services provided to students are: individual counseling; group counseling; couples and family counseling; and assessment and testing. Computerized cognitive behavioral therapy (cCBT) and e-mail cognitive behavioral therapy (eCBT) are newer methods for remotely treating anxiety and depression. Written for both mental health counselors and administrators, the book addresses ethical and legal issues, campus outreach, crisis and trauma services, substance abuse, sexual harassment, spiritual and religious issues, web-based counseling, and psychoeducational services.

This book originates from author’s interest in and commitment to promoting the counseling profession as separate and distinct from related fields, such as social work and psychology. Many practicum and internship texts combine discussions of these noble professions in an amalgamation that blurs the numerous boundaries that exist between them. The author’s intention is to offer a counselor’s practicum and internship manual targeted at and to be used specifically in graduate counselor education programs. Although psychology and social work programs certainly do an excellent job in educating and training future psychologists and social workers, counseling is an ancillary, as opposed to a primary, function for professionals in those fields. This best-selling guide to the practicum and internship experience, written expressly for graduate counseling students by a seasoned counselor and educator, is now substantially revised with updated and expanded content including the 2014 ACA Standards of Ethics. With a strong focus on counseling as a specific professional identity, the book includes new information on developing one’s own approach to counseling and supervision, maintaining satisfactory working relationships with supervisors and colleagues, developing good writing skills and record keeping, and managing crisis and trauma. With a concise, accessible writing style, the book describes everything students need to know as they enter and progress through the practicum and internship process. With plentiful case examples and downloadable sample forms and templates, this supportive manual encompasses information addressing how to select and apply for practicum/internships in all settings, including mental health, rehabilitation, schools, addictions, and marriage and counseling. It examines ethical and legal issues such as informed consent, confidentiality, client records, boundary issues, and liability insurance. The book also discusses in detail the multicultural considerations that impact counseling along with the importance of self-care including stress management and dealing with aggressive client behaviors.

This book focuses on a course taught in Council for Accreditation of Counseling and Related Educational Programs-accredited programs. Some similar courses are combined into one chapter, such as Diagnosis, Assessment, Treatment Planning. The book begins with a discussion of the current literature related to teaching counseling students today. It then explains the concept of andragogy and how it relates to teaching counseling students today. The book covers information and activities for professional counseling orientation courses. It examines courses that cover ethical, legal, and professional issues in counseling practice. The book discusses the counseling theories courses. This course provides the student with a number of counselling approaches that can be applied to the therapeutic process. Diversity courses are critical to a counselor’s development. Counseling techniques courses provide foundational education in core counseling skills. The book focuses on career counseling courses and group counseling courses. It also focuses on another course that is the source of some students’ anxiety. These courses address diagnosis and treatment planning from a variety of perspectives: biologic, developmental, cultural, and interpersonal. Practicum and internship courses give students an opportunity to earn clinical experience at a local mental health site. These courses focuses on the professional issues faced by school counselors and prepare students to work with children and adolescents in school environments. This book can be used as a primary or secondary textbook in a doctoral-level Teaching Practicum course in Counselor Education and Supervision programs. The book is aimed at current doctoral students who are about to graduate and suddenly realize that they are actually still a bit confused about what teaching a graduate counseling course entails.

This book brings to life the International Classification of Functioning, Disability, and Health (ICF; World Health Organization, 2001) for rehabilitation counselors. The book presents contemporary information that can be used to educate, guide practice, and provide the foundation for emerging research related to the psychosocial aspects of disability and chronic disease. It provides a powerful and informative resource for students, practitioners, and scholars in developing and reinforcing rehabilitation counseling principles that guide rehabilitation counseling education, practice, and research. The book is organized into five major parts containing 30 chapters. Part I presents the historical perspectives on illness and disability. Part II offers insights into the personal impact of illness and disability on individuals by looking closely at several unique psychosocial life experiences. It discusses various theories of adaptation to disability, the unique experiences faced by women with disabilities, gender differences regarding sexuality, multicultural and family perspectives of disability, and quality of life (QOL) issues for those with disabilities. Part III addresses issues such as involvement, support, and coping of family members (parents, children, spouses, and partners) which includes family caregiving and counseling, to promote optimal medical, physical, mental, emotional, and psychological functioning of the person with a disability. Part IV reflects the growing need for diagnostic, treatment, and preventive interventions, and the coordination of important resources to help persons with chronic illnesses and disabilities achieve optimal levels of independent functioning. It delves on substance use disorders, trauma-related mental health problems among combat veterans, and assistive technology. The final part addresses several contemporary issues faced by persons with chronic illness and disabilities (CIDs) that are relevant to counselors and practice. It discusses newer challenges that these individuals face, including obesity, poor nutrition, poverty, suicide, threat of terrorism, and depression, all of which are on the rise in the United States.

This book describes a major component of what has become known as the “Duluth Model”. It explains the methods used in our work with men who batter and offers group process techniques for facilitators of men’s groups. It is our hope that this book will assist in the understanding of the complex nature of battering and of the man who batters his thinking, the intent of his actions, and the impact of his violent behavior on the woman he batters, on his children, and ultimately on himself. Chapter I describes the curriculum based on the theory that violence is used to control people’s behavior. The second chapter overviews the Domestic Abuse Intervention Project (DAIP) and discusses the essential role of the community agencies involved. The fundamental principle that guides this project continues to be safety for battered women. To allow for communication between the counseling agencies/educational groups and the DAIP, all batterers who are court ordered to a rehabilitation program are ordered directly to the DAIP. The curriculum uses teaching tools designed to focus the group on the very difficult and complex issue of men’s violence toward women. Within a community response, the group facilitator creates the atmosphere in a group that keeps men focused on their abusive behaviors, eliminates the victim blaming that keeps them from changing. The themes discussed during the weekly group sessions include non-violence, non-threatening behavior, trust and support, honesty and accountability, sexual respect, partnership, and negotiation and fairness.

This book is intended to serve as a textbook or collateral reading source for students engaged in the study of the psychological aspects of disability, as well as a general resource for rehabilitation professionals in the full spectrum of allied health and vocational service disciplines. The material is presented in two parts. Part I labelled as “The Disability Experience” presents the psychological experience from the perspectives of people who have disabilities; the inner states and processes, the interpersonal situations and interactions, and the behavioral mechanisms and patterns that emerge. The eight chapters in the part chronicle both the objective and subjective experiences associated with being a disabled person in a handicapping world and how these affect the basic life functions of surviving, living, working, playing, and—for some at least—transcending both the disability and the more troubling aspects of the world. Part II, “Interventions”, is a response to the problems and sources of psychological pain. Transcending disability is much easier if basic survival and quality of life issues have been addressed by the society, so one fo the chapters deals with disability-relevant legislation and policy. The remaining chapters are devoted to intervention strategies used by psychologically trained professionals (for example, psychologists, rehabilitation counselors, social workers, psychiatrists, speech pathologists), other rehabilitation professionals (for example, nurses, occupational therapists, physical therapists, physicians), peer providers (for example, peer counselors), and social/behavioral scientists.

This book is designed to provide essential knowledge and skills in behavioral health for all members of the primary care health team. It begins with a short history of the development of evidence for the value of the biopsychosocial model in primary care and an overview of the role of the behavioral health specialist in the primary care team. In order to provide context for the practice of behavioral health care, the book reviews the theoretical basis for understanding health behavior and the development of brief counseling methods for influencing patients to engage in healthier behaviors. Current epidemiological trends of some of the most common presenting conditions in primary care set the stage for moving into chapters on specific conditions, including diabetes, cardiovascular conditions, chronic pain, sleep disorders, geriatric conditions, cancer-related conditions, substance abuse, and obesity. Each of these chapters begins with a typical referral note from a primary care provider requesting a behavioral health assessment or intervention and concludes with a sample of how the behavioral health specialist might respond to the referral. These sample referrals and consultation notes are intended to provide a practical example of how the behavioral health specialist might function on a primary care team and how our patients might navigate an integrated health care system within the patient-centered medical home. The book concludes with a chapter on systems medicine, which will provide readers with a vision of the future of health care engaging the developing science of brain function and how the brain can be modified to improve our experience of health and wellness.

This book presents an evidence-based, cognitive-behavioral framework for delivering collaborative consultation in K-12 schools. It promotes the idea of equitable educational opportunities for all students. The book presents strategies for promoting non-cognitive skills in students, career and college readiness, and optimal learning environments along with the general theories of consultation. It advocates for student support services personnel to work in concert with teachers, parents, and administrators to promote student success and social justice. The book is organized into four parts. The first part presents: (i) an historical exploration of education and school consultation, (ii) ongoing issues and current trends in education, and (iii) an overview of student support services. The second part describes models and theories of school consultation and rational emotive-social behavioral consultation. Part three focuses on application of school consultation for student success. It describes rational emotive-social behavioral consultation with teachers, parents, administration, and committees. The final part discusses student support services that complement rational emotive-social behavioral consultation and determination of needs, outcomes, and effectiveness in school consultation. The book offers an evidence-based model for school consultation that focuses on supporting student success in academic, social-emotional, and college/career readiness domains. It provides transcripts of consultation sessions with teachers, parents, and administrators. The book is intended for graduate courses on school consultation, counseling, school interventions, for use in field placement courses, practicums, internships taught in school psychology, school counseling, and social work.

This book provides a concise yet comprehensive preparation guide for the commission on rehabilitation counselor certification’s Certified Rehabilitation Counselor (CRC) examination. The number of people requiring rehabilitation counseling services has continued to increase and this population is becoming increasingly diverse. Emerging diseases, disabilities, and chronic conditions have fused with global and national events to create new and challenging questions for rehabilitation counseling, and all health professions, about practices and policies, access, advocacy, and new methods of delivering services. This rapidly evolving professional landscape requires new and adapted skills and knowledge sets. The book ensures that it continues to provide a current, user-friendly, and comprehensive preparation for counselors and students preparing for the CRC examination. The contents are based on the most recent empirically derived rehabilitation counselor roles and functions studies that inform the test specifications for the CRC examination. The book corresponds to accreditation standards for master’s degree programs in rehabilitation counseling. It provides a new chapter on the CRC examination, including strategies for study and test taking. Each chapter of this guide provides a concise overview of the key concepts, summary tables of the key concepts, practice questions (with annotated answers), and links to web-based materials for further study and review. This edition proves highly valuable to rehabilitation counseling graduate students, working rehabilitation counselors seeking to obtain the CRC credential, and those in allied rehabilitation professions seeking to become a CRC through additional coursework. Rehabilitation counselor educators who use the CRC examination as an alternative to a comprehensive examination for graduation may find this book useful to offer and/or require of students. The book encourages rehabilitation counselor educators to build a CRC-preparation strategy into master’s level rehabilitation programs that begins early in the program and positions students to take the CRC examination prior to graduation.

This fifth edition is updated with new, evolving theories, and provides an increased focus on specific practical applications for meeting the clients’ needs in an increasingly diverse and ever-changing socio-cultural landscape. It also attempts to address the dramatic changes mentioned above, including the Pandemic, economic instability, Black Lives Matter and climate change. The dramatic and unprecedented changes in the environment challenge us to adapt the theoretical conceptualizations, methods, and strategies for working with clients. The book provides an updated vision for working with transitions, with the integration of new theories, along with Schlossberg’s timeless model. It is predicated on several assumptions. The book includes enhancing resilience and coping, illuminated by updated literature and discussion of applications of Schlossberg’s theory and 4 S model–a model that offers effective techniques to understand and successfully navigate life transitions. The book addresses the roles of hope, optimism, and mattering. It also deepens the discussion of race, ethnicity, sexual orientation, and social justice, along with intersectionality regarding multiple identities as diverse individuals and their families navigate life transitions. The book highlights the role of escalating changes in the current global, political and socio-cultural landscape. It focuses on the increasing importance of helping adults navigate transitions and integrates Schlossberg’s unique transition model with both classic and emerging theories to guide adults in transition. The book discusses sociocultural and contextual factors in shaping the coping process and presents culturally sensitive strategies and interventions. It emphasizes social justice concerns and advocacy on behalf of underrepresented populations and delivers rich and diverse case studies focused on transition issues. The book includes updated learning activities and exercises to enhance understanding.

Aside from the study of theories of counseling and psychotherapy, there is probably no other area of study that is more related to the everyday practice of counseling that than the area of professional ethics. This book is a major revision of the prior edition, providing continuity to faculty who has used the book in teaching courses on ethics in counseling, but with notable changes and additions. The new edition has a distinct and timely focus on counseling as a profession. A new section provides material that not only applies to mental health practice generally, but it applies specifically to specialty practice with chapters specifically titled and focused on counseling specialties. Many of the early chapters are updated versions of those that appeared in the earlier edition. The book has been organized to provide the developing mental health professional with a clear and concise overview of ethical issues in counseling and psychotherapy. It intends to provide a thorough and scholarly foundation, defining ethical concepts and practice, legal issues, methods for clarifying values, decision-making models, and contemporaneous and emerging issues. The book is broad in its coverage of the most practiced specialties in mental health practice, and provides an efficient and effective overview of the broad scope of particular areas addressed in counseling. The specialities addressed are: mental health counseling; school counseling; couple, marital, and family counseling; rehabilitation counseling; addictions counseling; career counseling; and group counseling. It is hoped that this book will inspire ethically sensitive counselors and psychotherapists who will reflect before acting and who will consult with educated colleagues at those moments when ethical dilemmas arise. Ethical counselors and psychotherapists are those who have the best interests of their clients at heart, and who also respect the rights that derive from being professionals.

When the authors began writing this textbook, the United States was in the grips of an opioid epidemic in which overdose deaths have been ever-increasing, and perhaps amplified by the COVID-19 pandemic. Although the opioid epidemic took center stage in the media, there were also surges in cocaine and methamphetamine use and related deaths, as well as increases in cannabis vaping especially among adolescents and young adults. Additionally, behavioural addictions such as sex and pornography addiction, internet gaming addiction, and gambling continued to impact individuals and communities across the globe. History provides us with several lessons, one of those lessons is that substance use trends wax and wane over decades. Cocaine epidemics existed in the 1920’s, coinciding with alcohol prohibition, only to resurface again in the 1980’s. Morphine addiction was prevalent following the Civil War, especially among wounded soldiers and opioid addiction again surged in the past five years. Therefore, it is imperative that each new generation of mental health professionals are equipped to recognize and respond to addiction. Co-authors and the author all share the conviction that whatever area of counseling we decide to specialize in, or whatever counseling program we work in; we will be treating individuals who are either directly or indirectly impacted by substance use disorders (SUDs) and behavioral addictions. Therefore, they wrote this textbook with this mind. The book opens by providing students with an overview of the current state of the addiction counseling profession and the ever-increasing need for addiction counselors and mental health counselors who possess specific knowledge and skills pertaining to treating SUDs, as well as information on counsellor credentialing and ethical concerns specific to addiction counseling.

Grief counseling refers to the interventions counselors make with people recent to a death loss to help facilitate them with the various tasks of mourning. These are people with no apparent bereavement complications. Grief therapy, on the other hand, refers to those techniques and interventions that a professional makes with persons experiencing one of the complications to the mourning process that keeps grief from progressing to an adequate adaptation for the mourner. New information is presented throughout the book and previous information is updated when possible. The world has changed since 1982; there are more traumatic events, drills for school shootings, and faraway events that may cause a child’s current trauma. There is also the emergence of social media and online resources, all easily accessible by smart phones at any time. Bereavement research and services have tried to keep up with these changes. The book presents current information for mental health professionals to be most effective in their interventions with bereaved children, adults, and families. The book is divided into ten chapters. Chapter one discusses attachment, loss, and the experience of grief. The next two chapters delve on mourning process and mediators of mourning. Chapter four describes grief counseling. Chapter five explores abnormal grief reactions. Chapter six discusses grief therapy. Chapter seven deals with grieving for special types of losses including suicide, violent deaths, sudden infant death syndrome, miscarriages, stillbirths and abortion. Chapter eight discusses how family dynamics can hinder adequate grieving. Chapter nine explores the counselor’s own grief. The concluding chapter presents training for grief counseling.

This book primarily is founded upon the credence gleaned from Dr. Vannatta’s published dissertation that demonstrated through a rigorous systematic content analysis of Group Counseling course syllabi used to prepare students at the graduate level to conduct group counseling programs and interventions, while learning group leadership skills, and understanding group dynamics and so forth, minimally included evidence of multiculturalism being incorporated in the courses. It provides content, experiential activities, strong case applications in group leadership across every chapter. The book also provides a detailed case illustration that includes a solid foundation of the goals, purpose, membership, and other group dynamics. It uses different examples to bring to life the learning objectives of the chapter. The cases attempt to provide a broad spectrum of group leaders, coleaders, and group members. The use of multiple cases affords the reader some consistency of engaging in the material while reflecting on applying specific aspects of group leadership. Additionally, the book has an entire chapter that includes a variety of creative and thoughtful case illustrations to highlight special topics centered on a myriad of multicultural considerations. Finally, it pays particular attention to providing information on leading groups, like most group counseling texts on the market; however, it expands the market by offering counselor educators, doctoral students and early career professionals strategies on providing supervision to masters’ level practitioners.

This book is a much-needed update that offers an in-depth and comprehensive exploration of the variety of relevant issues concerning clients’ traumatic, crisis-related, and disaster events that commonly are encountered by professional counselors and other mental health professionals. The textbook is framed, theoretically, within a systemic paradigm, including important recent physiological and neurobiological understandings of the impact of trauma on individuals. The book is organized into six sections. Section I offers a foundation for understanding the various trauma-associated issues. In fact, it tries, with a great deal of intentionality, in the first three chapters, to construct a trauma scaffold of foundational knowledge, upon which students can build increasingly more complex conceptualizations of more nuanced clinical issues associated with trauma. Section II explicates relevant constructs, such as loss and grief; these constructs continue to build upon and expand the trauma scaffolding of the first section. It also offers information about the traumatic events that may be experienced by specific age groups, people who are vulnerable, and other particular populations. Section III begins with his explication of the moral psychology of evil. Section IV presents a broader systemic context for understanding the effects of trauma on groups of people. Section V analyzes assessment methods and interventions associated with psychological trauma. It identifies and discusses the larger scope of integrative approaches to trauma, crisis, and disaster intervention, thus emphasizing the importance of more systemic models. Section VI begins by presenting ethical perspectives on trauma work. It explicates vicarious traumatization, highlighting the need for counselor selfawareness. It also focuses on the importance of mindfulness-based self-care for counselors, encouraging clinicians to be healing counselors rather than wounded healers.

In this book, counselor educators contribute a data-driven foundation that includes years of experience in the field and research related to best practices. Current school counselors speak to how the work of school counselors often looks and feels in practice. K–12 students share how the interventions of school counselors have impacted their lives. In addition to ensuring intentionality with the voices present in this text, the authors focus on inclusion of issues that they feel are important to the profession. There is an entire chapter on LGBTQIA+ issues – a group that is often assigned a few pages within a chapter focused on diversity in schools. Additionally, the authors ensure that issues related to culturally relevant school counseling interventions and social justice advocacy are not only a stand-alone chapter of import but rather woven in a very present way throughout each chapter of the text. The book presents current issues that have impacted the field of education such as Anti-Racism and Virtual Counseling to acknowledge issues that have and will continue to impact our work as school counselors. Chapters include case studies and discussion questions to prompt students to apply covered content. The practical application portion of each text allow the instructors to provide guidance for future practicum and internship students regarding how to apply what they have learned. The online instructor’s manual includes a slide show that can be used as is or edited to include additional content per faculty discretion. The test bank portion includes multiple choice, true or false, and short answer questions and may be used for formative or evaluative purposes. Links to online resources to augment chapter content are included in the manual to allow for students to begin building a toolbox of useful resources available for use within the program and as new professionals.