Psychiatric-mental health advanced practice registered nurses (PMH-APRNs) are like water: they are flexible, they are fluid, and they go where they are needed. Deinstitutionalization of psychiatric patients resulted in not only more community-based treatment, but also new and expanded outpatient roles for psychiatric nurses. The third edition of Advanced Practice Psychiatric Nursing meets the practice standards developed by the American Psychiatric Nurses Association, the International Society of Psychiatric-Mental Health Nurses, and the American Nurses Association, which require all PMH-APRNs to have skills in psychotherapy, psychopharmacology, and holistic assessment. Each chapter reflects not only state-of-the-art knowledge, but decades of clinical wisdom. The book is divided into five sections: Section I provides an overview of the theoretical and evidence base for practice and an exploration of the concept of shared decision-making and reaching concordance between clinicians and clients. Section II explores the foundations necessary for the practitioner to implement integrated practice and discusses the synergistic effects of integrating practice concepts. This includes chapters presenting the overviews of psychotherapy, psychopharmacology, and complementary and alternative approaches in the context of the stages of treatment. A new chapter focuses on legal and ethical issues in treatment. Section III applies the information from previous chapters and focuses on integrative management of specific syndromes. The chapters discuss mood disorders, anxiety-related disorders, psychotic symptoms, sleep disturbances, disordered eating, disordered cognition, impulse control, disordered attention, self-directed injury, and other-directed violence. Section IV covers aspects of managing substance misuse, medical problems, pregnancy, telehealth, and forensic issues that often co-occur with psychiatric syndromes. A new chapter focuses on care for sexual and gender minority patients. Section V covers the importance of maintaining competence and quality in clinical practice. The section includes a new chapter on self-care among PMH-APRNs that focuses on resilience in practitioners, and the final chapter focuses on the global perspectives and the future of psychiatric-mental health advanced practice nursing.

This innovative book is the first to examine the contemporary psychological experience of African Americans through the lens of a positive, strengths-based model. It combats the deficit perspective that has permeated the psychological literature about African Americans by focusing on the strengths that have facilitated their growth and resilience—while also considering existing challenges and struggles. The author examines in depth the major areas of psychological research across family, peer, and romantic relationships, education, work, ethnic-racial socialization and identity, prosocial behavior and civic engagement, and the mental and physical health of African Americans today. With a focus on real life applications, the text includes pedagogical elements introducing topics in Current Events, Interventions in Practice, Individual Issues, African Cultural Values, and Media and Technology. Additional features include learning objectives in each chapter, discussion questions, a closing summary, an extensive trove of additional resources, and PowerPoints and a sample syllabus for instructors. One very important goal of this book is to elucidate the strengths of African Americans, but at the same time, not forget their history and current struggles. In the book, many chapters include history to help provide an understanding of where African Americans are coming from and why their progress is such an accomplishment. Furthermore, the current state of African Americans lives are discussed—the good, the bad, and the ugly. So while this is a book focusing on strengths, it would be unrealistic to ignore the current struggles of African Americans. We must note where growth is still needed. The book strives to navigate this fine line. The goal of the book is to elucidate the strengths that African Americans have while highlighting the struggles that continue and to note how strengths can be used to help more African Americans prosper psychologically, spiritually, economically, and physically.

Everyone loves animals. We learn about them in zoos and aquariums, rehabilitate them when they’re sick, observe their habits and abilities, and treat them as members of our families. One theme that is intentionally woven throughout the book is the importance of knowing a species’ natural history before making assumptions or drawing conclusions about an animal’s behavior. The book consists of eight chapters. All chapters include an “Animal Spotlight” and “Human Application” section. The book is divided into one history chapter, one theory and methods chapter, five content chapters, and a final chapter on future directions. In addition, it pays special attention to describing the different ways that researchers set up their studies to arrive at their conclusions. Chapter one and two discusses the history and methodology of animal cognition. Chapter three discusses animal consciousness. It takes an in-depth look at how philosophers and scientists have defined consciousness, specific cognitive abilities that might signal consciousness, and which animals can be said to have them, or a version of them. The main topics covered include theory of mind, self-awareness, and emotions. Chapter four focuses on communication. It addresses many different ways that animals communicate with each other, including vocal, gestural, and olfactory. Social cognition is featured in Chapter five. Social cognition involves the many complex ways in which animals engage socially among themselves. Chapter six addresses the overall flexibility of the animal mind. For centuries, there have been those who believe animals are mindless behaving machines. Finally, Chapter seven reminds that despite the fact research findings teaches what species on the whole can do, not all animals within a species are the same; individual differences exist. The final chapter eight brings everything together.

This book helps students to learn about fundamental brain functioning and to apply the information with various clinical populations with whom they may help to serve. It also helps the professor to advance beyond the typical mindset of teaching only the basics in brain functioning. The book is divided into two sections. In Section I of the book, a foundational framework of neuroscience is provided, including important historical events, patients, and neuroscientists as well as an explanation of all the different techniques used in understanding human behavior. The first part of the text also focuses on core foundations of brain functioning, with an emphasis on the important neural systems often found dysregulated in psychopathology. Clinical techniques such as electrophysiology recordings, neuroimaging techniques, MRI scans are also discussed. The second section of the text explores many areas of psychopathology from a behavioral, cognitive, and neurobiological perspective before describing typical effective strategies used to treat the various disorders. The various disorders that are covered in this section include childhood disorders such as attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD), schizophrenia, mood disorders including bipolar disorder, anxiety disorders, the three types of eating disorders, anorexia nervosa, bulimia nervosa and binge eating, sleep disorders such as parasomnia and insomnia, substance disorders, and personality disorders including antisocial personality disorder and borderline personality disorder.

Human services professionals face tremendous challenges today. Clients, government agencies, and other funders increasingly expect professionals to produce measurable and verifiable outcomes. The main goal with this textbook is to help students better understand the utility of research to human services. That is to say, the book presents research as a tool for practice, something that can be used to help professionals in their work with clients, designing programs and services, and advocating for policy changes. In addition to presenting research as a tool for practice, the book also emphasizes connections between human service research and practice, stressing that each plays important and complementary roles in addressing social and personal problems. This textbook is primarily an introduction to social research as it relates to the human services. There are two new main features to this edition. Each chapter opens with a Vignette describing a situation in which a human services professional is faced with a task or dilemma that can be addressed through research or by employing a research technique in practice. The second new major feature is the Practitioner Profile, included in most chapters. These Practitioner Profiles present actual human services professionals who are not professional researchers but nonetheless incorporate research methods into their practice. Similar to the Practitioner Profiles, several chapters also include one or more Research in Practice features designed to help students better understand applications of research methods and concepts and the overall research process. At the end of each chapter, there is a list and brief description of the Main Points of the chapter, which serves as a review of the major concepts covered. Following the Main Points is a list of Important Terms for Review. Following the Important Terms for Review are three sets of questions, critical thinking, evaluating competency, and self-assessment.

Practitioners in the helping professions (e.g., nursing, social work, psychology) often serve perpetrators and survivors of interpersonal violence, and many are asked to make predictions about the likelihood of future violence. Knowledge about risk and risk factors is increasingly expected in courts, clinics, conference rooms, shelters, hospital emergency rooms, child protective service offices, schools, research settings, batterer intervention programs, parenting programs, domestic violence advocacy programs, and child abuse and intimate partner violence (IPV) prevention programs. This book reviews what is generally known about the prediction of violent behavior and then discusses implications for the prediction of interpersonal violence. It addresses the specific variables involved in the prediction of child abuse and neglect, child fatalities (including those that occur within the context of IPV), IPV, and femicide. This book represents the most current research, trends, and professional viewpoints regarding the prediction of interpersonal violence. It discusses in greater depth challenges with assessment measures and factors used to predict future violence. It is clear, however, that assessments of risk for future violence are improved when appropriately administered, psychometrically sound risk assessment scales are used. Furthermore, practitioners need to couple these objective measures with information collected on the characteristics of the perpetrator, the perpetrator’s relationship to the victim, the victim’s assessment of risk, the practitioner’s experience and judgment, and context-specific factors (e.g., poverty, unemployment, discrimination, social support).

This book examines new research regarding battered women and cross-cultural and cross-national issues, and addressed issues ranging from murder--suicide in domestic violence cases to proposed legislation and congressional resolutions. It reflects new research on traumatic responses, and addresses trauma-informed and trauma-specific psychotherapy, interventions with youth in juvenile detention centers, information from government task forces regarding children exposed to violence and juvenile justice, and new findings regarding the application of psychology to the legal system. Some of the battered women who already have been identified with a mental disorder that is exacerbated by the abuse or those who develop battered woman syndrome and posttraumatic stress disorder (PTSD) from the abuse itself may need some psychotherapy to help them heal and move on with their lives. The link between sex trafficking and domestic violence has also become much better known within the last 10 years. The concept of learned helplessness has been quite useful in expert witness testimony to help jurors understand how difficult it is for women to leave the relationship and why some women become so desperate that they must arm themselves against batterers. To eradicate domestic violence and violence in the community, people must stop modeling both sexist and violent behavior and change the divorce laws to empower children and abused women so they are no longer victimized by the abusers.

This book presents a unique pioneering classification system, written by the author of a bestselling textbook on functional behavioral assessment (FBA), for school psychologists and other personnel who conduct FBAs for problem behaviors. The Cipani Behavioral Classification System (BCS) is a pioneering function-based classification system for categorizing problem target behaviors in education and mental health settings. The Cipani BCS is theoretically sound as it is procured from the four major functions of operant behavior: Socially Mediated Access (SMA), Direct Access (DA), Socially Mediated Escape (SME), and Direct Escape (DE). Hence, such is content-valid given the extensive and longitudinal history of work and research in behavior analysis experimentally demonstrating functional relationships between behavior and its environmental outcome. From these four major categories of behavioral function, the Cipani BCS derives 13 subcategories or specific functions under these primary generic functions. For each function, there is a general description, explanation, and illustrative examples of the category. Also included are practice case illustrations to facilitate understanding of how to diagnose the function and its category. Using this system, assessment activities are more expertly guided by a cognizance of a number of potential diverse functions, and assessment becomes an iterative process. The delineation of a diagnostic phase as an outcome of assessment activities, until now, has not been cogently presented in other FBA materials.

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 employs and transcends the customary methods of diagnosis and treatment by providing several unique assessment procedures, as well as many distinctive therapeutic recommendations. Major factors that have made brevity possible in psychotherapy are the learning-based, problem-focused, and solution-oriented approaches, and the evolution of sophisticated and effective techniques for biological assessment and intervention. Whereas many clinicians derided behavior therapists for their emphasis on being active, giving homework assignments, and maintaining specific foci, procedures of this kind have now become standard fare across a diverse range of brief therapies. Specific boundaries have been proposed to protect patients from exploitation and any form of harassment and discrimination, and to emphasize the significance of respect, integrity, confidentiality, and informed consent. In many circles these well-intentioned guidelines have reached a point of absurdity and are transformed into rigid straitjackets that force clinicians into a remote and cold posture. In addition to the psychotherapy literature, the author modernizes his eclectic and goal-oriented approach to psychotherapy. Using traditional acronym--BASIC I. D.--the author stresses the assessment of seven dimensions of a client’s personality: Behavior, affect, sensation, imagery, cognition, interpersonal relationships, and drugs/biology. In multimodal assessment, the BASIC I. D. serves as a template to remind people to examine each of the seven modalities and their interactive effects. The book demonstrates how brief multimodal therapy can be adapted and applied to specific disorders. When individual agendas, hidden or other, undermine a relationship, individual therapy is often essential before the couple can benefit from conjoint therapy. When distressed couples are relatively stable and are genuinely interested in achieving a harmonious relationship, salubrious outcomes can usually be achieved in six or seven sessions of “didactic instruction”.

This book offers chapters with case vignettes in which creative career interventions are applied. Each of these chapters provides a thorough exploration of the career-related challenges and needs of each unique group. The book provides an overview of the unique needs of several populations including high school and community college students; dual-career couples; stay-at-home mothers; working parents; midlife and older adults; caregivers; unwed and teen mothers; formerly incarcerated individuals; lesbian, gay, bisexual, and transgender (LGBT) individuals; veterans; culturally diverse men and women such as African American, Asian American and Latino persons; and other populations. Each population chapter opens with a case vignette in which a client’s story is presented for readers to consider. These cases highlight the diverse array of career and lifestyle-related concerns that clients may bring to counseling. The vignettes are revisited at the close of the chapter to illustrate potential ways of helping clients resolve their concerns. The book contains more than 50 innovative career interventions that are located at the end of the book. These interventions can help one to have greater insight into how creativity can be used when working with clients facing career changes and challenges.

Psychotherapy is regarded as an essential competency for the advanced practice psychiatric nurse. This book is a long-awaited companion to the foremost nursing psychotherapy book, Psychotherapy for the Advanced Practice Psychiatric Nurse. With many educational programs today providing only survey courses and in-class role-play experiences, graduates often report feeling intimidated at the thought of conducting formal psychotherapy. This book fills an important gap as it provides a practical, yet invaluably rich guide to a more thorough understanding of the major psychotherapies. The unique chapter format delivers a straightforward description of the psychotherapy school, followed by a synopsis of the leaders and developers of the school/approach to therapy and a summary of the philosophy and key concepts. The reader then steps into and experiences excerpts from real psychotherapy sessions presented in a longitudinal manner that progress from the initial session to termination. The sessions are drawn from the files of the chapter authors replete with the development of goals, interventions, and techniques, what worked, and what didn't work. The case studies in this book have a range of diverse theoretical approaches and varied client problems and psychiatric diagnoses. The book is organized into 15 chapters, with each chapter presenting a case study using a different theoretical approach. Each chapter follows a similar format, allowing for comparison among the psychotherapy approaches. The format begins with the author's personal experience, providing the reader with the understanding of how various theoretical orientations were chosen by the authors. This is followed by a background on the founders and leaders and the philosophy and key concepts of the approach. Next illuminated is how the approach describes mental health and psychopathology, therapeutic goals, assessment perspectives, and therapeutic interventions.

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.

Child and Adolescent Psychopathology for School Psychology: A Practical Approach is the only text to address child and adolescent psychopathology from the viewpoint of the school psychologist. Integrating, comparing, and distinguishing Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) diagnoses from Individuals with Disabilities Education Improvement Act (IDEA) disability classifications, it provides a comprehensive overview of mental health conditions in this population. This book addresses the impact of these conditions at school and at home, along with a description of practical, evidence-based educational and mental health interventions that can be implemented in school environments. It addresses the role of the school psychologist and details a variety of educational supports and school-based mental health services as they apply to specific conditions. This resource provides comprehensive coverage of school psychologists’ responsibilities, including assessment, educational and skill-based interventions and supports, consulting with key stakeholders, and advocacy. Case studies address classification issues and varied approaches psychologists can use to support students. Chapters provide a variety of features to reinforce knowledge, including quick facts, discussion questions, and sources for additional resources. Instructor’s supplements include an instructor’s manual with discussion questions and mapping to National Association of School Psychologists (NASP) domains, PowerPoints, and a test bank.

This book focuses on the practice of child psychotherapy, the theories and treatment practice. The book is divided into three parts. The first part dwells on the need for developmentally grounded child psychotherapy. It explores theories of human development, also referred to as developmental psychology and educational theory in order to understand how children are challenged to learn, and reviews theories that speculate how love and our earliest relationships impact health and well-being. Part II assimilates the developmental theory into the pragmatics of child psychotherapy. It discusses the pragmatics of providing child psychotherapy with considerations for therapists, focuses on the legal and ethical challenges that arise when providing child psychotherapy, and reviews the types of assessment tools that cover all phases of development, including emotional, social, developmental, educational, and psychological. The third part presents the best practices in child psychotherapy. Here, models of evidence-based practice in child psychotherapy are reviewed with examples of what each model offers to the treatment process. These theories also describe what the therapist brings to psychotherapy based on the therapist’s belief of what therapy looks like and the therapist’s role in the relationship with the client. One of the chapters guides the therapist through case conceptualization that integrates the most efficacious treatment interventions into the eight-phase template of eye movement desensitization and reprocessing (EMDR). Basic issues such as sleeping, feeding, emotional dysregulation, and learning issues are also discussed with common responses and references to provide to parents through a developmentally grounded practice.

This book serves as a clinical reference for all those encountering young and adult children of substance-abusing parents regardless of the setting. The book is divided into four parts. Part I provides an overview of the existing state of knowledge regarding children of substance-abusing parents and examines the developmental effects of alcohol and other drugs on children and implications for practice. Mentalization-based treatment holds the promise of providing a way to prevent and ameliorate emotional disturbance in children and adolescents. The chapters in Part II explore treatment issues across the life span of children of parents addicted to alcohol, tobacco, or other drugs, beginning with the prenatal impact through the stages of childhood, adolescence and adulthood. The emphasis is on those individuals who need treatment in a clinical setting. One of the chapters in Part III describes a variety of school-based and residential treatment programs aimed at adolescent children of substance-abusing parents, youngsters who are often at great risk to become the next generation of substance-abusing parents. Another discusses the treatment programs for the large, often overlooked, population of college students with substance-abusing parents. The last chapter in this section focuses on the programs for the growing number of children with substance-abusing incarcerated parents. The final section of this book includes four real-life personal accounts of individuals who grew up in substance-abusing families. Their descriptions of their early traumatic lives spent in an environment of domestic violence, shame and chaos reflect both the pain experienced by children of all ages as well as the resilience that is found in many such children.

This book is the result of the author’s 30+ years of military service and extensive experience as an eye movement desensitization and reprocessing (EMDR) therapist, EMDR International Association (EMDRIA) approved consultant, and an EMDR-approved trainer who specializes in training mental health providers who treat military and veteran populations. It includes a lifetime of lessons learned in working with military personnel and veterans. It also includes a paradigm for evaluating the military personnel and veteran’s initial clinical presentation in the opening minutes in the office. The book describes how to use nuances of the military culture to present a motivating treatment plan. It provides numerous case examples to illustrate intervention strategies across the treatment spectrum while treating military personnel and veterans. Illustrations range from single-incident traumas to complex posttraumatic stress disorder (PTSD) and moral injury. The chapters include complex cases, including suicidality, moral injury, military sexual trauma (MST), and dissociative exhibitions. It highlights the use of the EMDR eight-phase standard protocol. The overall goal of the book is to provide a resource for empowering EMDR-trained therapists to provide the most effective treatment available to our military and veteran populations who bring with them a wide range of clinical rules of engagement in the therapist’s office. The book fills the void of many therapists who are trained in EMDR therapy but wish they had a “go-to” manual on how to deal with unique treatment issues in treating military personnel and veterans. The author translates how to present clinical psychotherapy material into an approach that enables this special population to understand and willingly engage in treatment. The book’s intended audience consists of EMDR-trained psychotherapists who treat military personnel, veterans, first responders, and their families including therapists attending EMDR therapy basic trainings, EMDR advanced trainings, EMDRIA conferences, and online EMDR continuing education programs.

This book borrows from the school of urban political economy and a preexisting political science theory called the ecology of games to create a consistent and orderly conception of the salient practice areas and issues in the partial hospitalization program and intensive outpatient program (PHP/IOP) settings. The focus of the book is on understanding what will create successful, sound, and sustainable program delivery in these settings. Each chapter is an exploration of the puzzle found in each practice area or cohort and the game or set of strategies used to address the puzzle. The first chapter reviews the theoretical nature of the PHP/IOP levels of care and the recurring theoretical themes and paradigms in the book. Chapter 2 focuses on team work, and discusses the ongoing cooperative game of providing a therapeutic milieu based on setting up and maintaining order and eschewing control as a goal. Chapter 3 discusses the game of initial treatment planning which is a game of joining with the patient in as little time as possible. The fourth chapter discusses the game of identifying treatment progress while documenting the necessary acuity to buy more treatment time from managed care organizations (MCOs). Discharge planning is explained in the fifth chapter, which also provides a discussion on understanding the available aftercare resources. Chapter 6 discusses the game of group therapy as it is the primary treatment modality in the PHP/IOP setting. The book also talks about psychoeducation, regular adult cohorts, older adult cohorts, mentally ill patients, and children and adolescents.

This second edition have kept all the essential components of the first edition as recommended by practitioners but also added a number of additional features. It provides content on mindfulness interventions, acceptance and commitment therapy, habit reversal training, and behavioral activation. It also includes more detailed descriptions of step-by-step cognitive behavioral therapy (CBT) applications (e.g., planning sessions, targeted session activity examples, therapy closure, exposure therapy), as well as two additional case studies. Essentially, the second edition goes more in-depth into translating current clinical practices for the school-based practitioner audience. Additionally, the book has enhanced coverage of culturally responsive CBT research, scholarship, and applied practice tips. Consistent with the first edition, the second edition provide practitioners with an easily accessible and practical guide for implementing basic CBT counseling strategies in applied school settings. Because of the unmet mental health needs displayed by millions of students in these settings, and the advancements in the training and provision of school mental health services during the past couple of decades, school-based mental health professionals, such as counselors, school psychologists, undefined, and others, are increasingly being asked to provide evidence-based counseling and intervention services such as CBT. Therefore, to address this need, this text provides an overview of methods used to conduct effective CBT interventions in school settings. Whether the reader is a graduate student in training, beginning a career in counseling, or a seasoned practitioner, this workbook can serve as an easy how-to guide because it offers numerous counseling activities and examples as well as over 50 forms to use when planning, structuring, and conducting therapy. This book differs from many extant CBT guides and workbooks in that it is designed for the busy practitioner who primarily works in K-12 school settings and must balance a range of different roles and responsibilities.

This book provides the foundations and training that social workers need to master cognitive behavior therapy (CBT). CBT is based on several principles namely cognitions affect behavior and emotion; certain experiences can evoke cognitions, explanation, and attributions about that situation; cognitions may be made aware, monitored, and altered; desired emotional and behavioral change can be achieved through cognitive change. CBT employs a number of distinct and unique therapeutic strategies in its practice. As the human services increasingly develop robust evidence regarding the effectiveness of various psychosocial treatments for various clinical disorders and life problems, it becomes increasingly incumbent upon individual practitioners to become proficient in, and to provide, as first choice treatments, these various forms of evidence-based practice. It is also increasingly evident that CBT and practice represents a strongly supported approach to social work education and practice. The book covers the most common disorders encountered when working with adults, children, families, and couples including: anxiety disorders, depression, personality disorder, sexual and physical abuse, substance misuse, grief and bereavement, and eating disorders. Clinical social workers have an opportunity to position themselves at the forefront of historic, philosophical change in 21st-century medicine. While studies using the most advanced medical technology show the impact of emotional suffering on physical disease, other studies using the same technology are demonstrating CBT’s effectiveness in relieving not just emotional suffering but physical suffering among medically ill patients.

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.

Understanding a student’s ethnic identity process coupled with the student’s sexual identity and psychosocial identity can provide a much more useful and informative portrait of his or her circumstances than merely knowing the student as a “19-year-old sophomore”. This book was developed with both the student affairs professional and the student affairs graduate student in mind. After a brief introduction, it discusses various human development theories such as Schlossberg’s transition theory, Erikson’s theory of psychosocial development, Perry’s theory of moral development, and Kolb’s theory of experiential learning as well as personality types based on the Myers–Briggs type indicator. In the subsequent section of the book, the focus is on identity development in college students, with chapters covering Chickering’s Theory and the seven vectors of development, Black and biracial identity development theories, White identity development, and the lesbian, gay, bisexual, transgender, and queer (LGBTQ) identity development as well as disability and identity development. and career development theories. The final section of the book describes the factors that impact the selection of careers with chapters discussing the Holland’s theory of career development and Bronfenbrenner’s ecological systems theory, among other issues. Theory-based chapters open with a vignette in which the reader is presented with specific details of a case study for consideration. At the end of the chapter, the case is revisited and considered using a theoretical framework. Each case vignette provides the reader with immersion into a diverse perspective, and the chapter authors provide a clear discussion of their conceptualization of the student.

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 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.

This book draws on in-depth research of couples in different situations and cultures to identify educational and therapeutic interventions that will help couples become conscious of and move beyond gendered power in their relationships so they can expand their options and well-being. Sharing family and outside work more equitably is a part of the gender-equality story. The book is divided into five parts. Part I of the book lays out the theoretical and methodological issues of gender equality that frame the book’s research projects and practice concerns. Chapters in this section frame the concept of gender equality and its role in promoting mutually supportive relationships. The second part examines the relational processes involved in equality between intimate partners. Traditional couples need help in defining the meaning of relational equality for themselves within external definitions of male and female roles. A chapter in this section is about same-sex couples and explores what happens when gender does not organize relationships. In Part III, two chapters look at how gender legacies and power influence mothering and fathering among parents of young children with a third showing how idealized notions of motherhood heighten and maintain postpartum depression after childbirth. The fourth part shows both similarities and cultural variation in power issues in different cultural settings. While one chapter considers how racial experience increases the complexities of gender and power in couple life, another discovers the considerable diversity in Iran by showing how couples work within a male-dominant legal and social structure that also includes a long cultural tradition of respect for and equality of women. Part V draws on the previous chapters to offer a guide for mental health professionals.

Creativity must represent something different, new, or innovative. It has to be different and also be appropriate to the task at hand. The first chapter of the book deals with the Four-Criterion Construct of Creativity, which attempts to integrate both Western and Eastern conceptions of creativity. This is followed by a chapter which addresses how creativity operates on individual and social/environmental levels, and the effects and outcomes of the creative mind. Chapter 3 discusses the structure of creativity. A key work on creative domains is that of Carson, Peterson, and Higgins, who devised the creativity achievement questionnaire (CAQ) to assess 10 domains. The fourth chapter discusses measures of creativity and divergent thinking tests, Torrance Tests, Evaluation of Potential Creativity (EPOC) and Finke Creative Invention Task. Some popular personality measures use different theories, such as Eysenck’s Personality Questionnaire, which looks at extraversion, neuroticism and psychoticism. Chapter 6 focuses on a key issue, intrinsic versus extrinsic motivation and their relationship to creativity. While the seventh chapter deals with the relationship between creativity and intelligence, the eighth chapter describes three ’classic’ studies of creativity and mental illness which focus on the connection between bipolar disorder and creativity, usage of structured interviews and utilization of historiometric technique. One school admissions area that already uses creativity is gifted admissions—which students are chosen to enter gifted classes, programs, or after-school activities. The book also talks about creative perceptions and dwells upon the question whether creativity is good or bad.

This book for undergraduate courses teaches students to apply critical thinking skills across all academic disciplines by examining popular pseudoscientific claims through a multidisciplinary lens. It discusses the need for critical thinking, describes pseudoscience, and illustrates some of the common mistakes made in pseudoscientific thinking. Understanding the principles of critical thinking is an essential foundation for making rational decisions, and the basic principles are easy enough to remember and implement when possible. The book also focuses on how the human brain does not process information in a rational, logical fashion and instead is rife with natural biases, and exposes many of the social factors that come into play that prevent one from gaining an unbiased, critical perspective on information. Sensationalist stories gain traction via our confirmation bias, and our cognitive dissonance, not being able to reconcile the complicated version of events with the sensationalist one results in the backfire effect, in which people double down on existing beliefs. The book further discusses alien visitation and abduction and examines two areas where alternative medicine is prevalent—physical health (chiropractic treatment, acupuncture) and mental health (e.g., facilitated communication for autism and sensory integration therapy). Finally, the book takes a look at how religion and culture impact science and vice versa, using the narrative of the “culture wars” surrounding topics such as heliocentrism, the theory of evolution via natural selection, and climate change.

Cultural Competence and Healing Culturally Based Trauma with EMDR Therapy, 2nd edition, is a unique and groundbreaking text which offers guiding direction on the frontiers of culturally informed EMDR therapy and the treatment of culturally based trauma and adversity. The book highlights the inherent features of EMDR therapy that have led to its global cross-cultural effectiveness and the cultural adaptations that have been developed along the way. It features clinical assessment and intervention methods covering topics including cultural and social identity, immigration and acculturation, the impact of stigmatization and oppression, 10 types of culturally based trauma and adversity, and the dismantling of social bias and prejudice. Overall, this book provides graspable conceptual frameworks, useful language and terminology, in-depth knowledge about specific cultural populations, clinical examples, practical intervention protocols and strategies, research citations, and additional references. This book boldly advocates for greater societal recognition of culturally based trauma and adversity while portraying the impressive potential of EMDR therapy to offer much needed interventions.

Depression, often referred to as the “common cold of psychopathology”, is among the most prevalent psychiatric conditions, yet it remains challenging to understand and treat. Experience such as the difficulty of continuing on with one’s typical routine, desires, and goals that differentiate more normal experiences of sadness and malaise from syndromes of depression drive people to seek treatment for these conditions. This book provides an overview of all aspects of unipolar and bipolar depressive disorders, including their presentation, course, impact on functioning, etiology, and treatment. It integrates recent research on risk factors for these conditions and biological underpinnings of depression and mania alongside well-established observations regarding the phenomenology and correlates of these conditions. The book explicitly integrates models of depression such as the diathesis-stress model and vulnerability model, across childhood, adolescence, and adulthood. The book shows how such major psychology disciplines as clinical, developmental, evolutionary, personality, and behavioral neuroscience shed light on the causes, risk factors, and treatment options for the full spectrum of depressive disorders. It describes what is known about the kinds of stress that seem to be most relevant to depressive disorders; how this stress may exert its effects; and other factors that may help to explain individual differences in the stress-depression relationship. Cultural and gender as variables are examined as is depression across the lifespan. In addition, the book clarifies common misconceptions about depression and mood disorders, and considers how the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) affects diagnostic practice.

This book is an essential tool for online instructors and serves as a companion for instructors regardless of their experience with online teaching. It is designed to help develop a roadmap for the next online class. The book presents information on the research on online teaching for those who are more interested in the basis of online instruction. Chapters 1 and 2 familiarize new online instructors with the fundamental technology and practical applications of delivering content online within the helping fields. This includes a review of basic education platforms and a glossary of key terms and definitions. Chapter 3 addresses the typical fears and anxieties associated with teaching online in the helping vocations. Chapter 4 focuses on the student experience and perspectives of online courses based on a brief guided questionnaire of open-ended questions. Chapter 5 surveys the research into online education and addresses the quality concerns associated with online classes and programs. Chapter 6 presents a roadmap of practical steps to course design and building, tech-tool use, communication techniques, and many more considerations for a successful semester. Chapter 7 provides practical tips to learners, and useful samples for instructors to use in preparing them to become online learners. Chapters 8 and 9 share tips, best practices and stories from experts and instructors in the helping professions. Chapter 10 presents recommendations on what not to do based on authors experiences and those of other online instructors in the helping professions. Chapter 11 focuses on the ethical considerations in online teaching. Chapter 12 looks at the evolving technological environment around online learning. Chapter 13 discusses pedagogy and technology in the helping professions. The final chapter provides encouragement to readers who are beginning the process of course design and delivery and includes a To Do list for preparing online course and semester.

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 provides a unique resource guide with practical application for graduate students, counselor educators and supervisors, and mental health practitioners to prepare to meet the intense challenges of disaster response in the 21st century. Each section of the book defines, describes, and applies the knowledge, awareness, and skills to work in a variety of disaster mental health counseling scenarios. Considerations are given to working with a variety of different cultures and special populations. Chapters cover the medical aspects such as blast wounds, psychosocial adjustment issues such as chronic illnesses and disabilities (CIDs), career transitions and clinical interventions in disaster mental health counseling. Survivors of mass violence are at high risk for a wide range of psychiatric, neurobehavioral, and neurocognitive disorders as a result of experiencing extraordinary stressful and traumatic events. One of the chapters offers a description of the empathy fatigue construct as it relates to other professional fatigue syndromes, a recently developed tool, Global Assessment of Empathy Fatigue (GAEF). The book goes beyond the traditional counseling theories and interventions text in that it offers real-world functional assessments, explains culturally relevant interventions, and provides readers with a structured approach for healing trauma; the Personal Growth Program to Heal Trauma (PGP-HT).

This book provides a tool kit for helping professions responding to vulnerable populations and preparing populations prior to a disaster. Some populations are more vulnerable to the effects of a disaster than others, making it more difficult for them to prepare, evacuate, shelter, respond, and recover in the event of a disaster or emergency. Considering the needs of these groups requires special knowledge essential to preparedness, response, and recovery planning. In circumstances where there is mass evacuation, such as during Hurricanes Katrina and Sandy, there is always frequent media coverage of large-scale evacuations, including evacuation of medical facilities and nursing homes. Those with chronic medical conditions and older adults are two of the many categories worthy of consideration. Vulnerable populations also include pregnant women, prisoners, the homeless, those with functional mental health issues or addiction issues, those with transportation issues, persons in poverty, minorities, persons who are obese, and those who have special supervision needs. Socioeconomic status (SES) has recently been recognized as a significant vulnerability factor. Evacuation can also be an issue for those of a lower SES due to limited financial resources. Dealing with persons with substance abuse and dependency is one of the most neglected areas in the literature involving empirical evidence and guidelines for appropriate response in a disaster. Developing appropriate guidelines and interventions presents a thorny set of problems for both addicted individuals and emergency responders. A final consideration is the role of pets in disaster recovery. Those who engage in disaster preparedness and response with vulnerable populations should be aware of the characteristics that make those populations vulnerable and make special considerations during planning, response, and recovery. The book highlights some of those characteristics, providing responders with necessary guidelines to assess and intervene with those who are especially vulnerable.

Systemic-oriented clinicians may have an innate aversion to the linear-focused syndrome approach to conceptualizing mental health disorders within individuals. This book offers practical strategies for systemic-oriented clinicians to harmonize the perceived mutual incompatibility between an individual’s dysfunction and commonly used systemic theories and techniques. Users of the book will appreciate the clarification provided on understanding relational problems associated with the onset, progression, and expression of psychiatric symptoms–while incorporating an understanding of parent–child, sibling, extended family, and significant other relationship issues in overall clinical formulation. The book also advances the discussion about relational and cultural features, family systems assessments, family systems interventions, and ethical and legal implications when working with clients and their family members with identified DSM-5 disorders. Each chapter focuses on a specific diagnosis or category of diagnoses from the DSM-5. Seven sections in each chapter guide the reader to explore how best to integrate DSM-5 diagnoses from a systems perspective: DSM-5 and family systems, relational and cultural features, family systems assessments, family systems interventions, ethical and legal implications, case conceptualization, and summary. Each chapter concludes with a summary of the relevant points, providing a focused understanding of the presented disorder and how to address it systemically.

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 directs the therapist toward principles, processes, and practices that underscore effective therapy, regardless of the clinician’s theoretical persuasion. It is founded on a growing body of research about “what works in therapy”, providing specific, evidence-based ways for therapists to improve the benefit of therapy and their individual performance. The book is divided into eight chapters. The first chapter, The Influence of the Therapist, explores how the field of psychotherapy has evolved. It includes a discussion of promising developments and challenges to improving treatment outcomes and the individual performance of clinicians. The second chapter, Principles and Core Strategies of Effective Therapy, involves examination of concepts and directions in research and practice that are important to all psychotherapists. The third chapter, Early Client Engagement, focuses on ways to engage clients during initial interactions. Chapter four, Active Client Engagement (ACE): Information-Gathering Processes, introduces readers to the ACE model, which includes acquiring information, creating a context for collaboration, and evocation of clients’ strengths and resources. Chapter five, Therapeutic Conversations for Achieving Structure and Direction, focuses on creating a direction in therapy with clients. Chapter six, Matching and Classes of Intervention, covers several key areas critical to improving the outcome of psychotherapy. Chapter seven, Client Progress and the Benefits of Therapy: From Subsequent Sessions to Transition, explores the process of monitoring client progress. The final chapter, Professional Development: Achieving Clinical Excellence, considers ways for therapists to determine their baseline rates of effectiveness, obtain feedback, and engage in deliberate practice to improve their performance.

The third edition of this book is for primary care providers and any providers who encounter electrocardiograms (EKG) in their practices. It takes a clinical focus for the interpretation of EKGs, enhancing the understanding of complex conditions while providing a logical, practical application. It discusses and explains the pathophysiology of the conditions, which facilitates understanding rather than memorization. Throughout the book is useful clinical information that can be immediately applied to practice, as well as case studies with 12-lead EKG strips, which help to refine the reader’s EKG interpretation skills. This third edition is exceptional, with the inclusion of helpful tables that summarize complex information and useful illustrations to aid in visualization. Each end-of-chapter quiz features review questions designed to reinforce and enhance the learning objectives. The culmination of each chapter quizzes the reader’s mind and intuition with review questions to reinforce the learning objectives. The book delivers a compilation of narrative, diagrams, tables, actual patient EKGs, and case studies, which provides a complete yet succinct learning experience for the student and clinician. Providers are instrumental in identifying abnormalities on EKGs for further evaluation and treatment leading to life-saving measures. As the population ages, the incidence of abnormalities expressed on an EKG grows significantly, which poses a challenge to providers. Whether one is a nurse practitioner, physician assistant, or physician, the book is concise, to the point, and an absolute asset to one’s practice. It is an indispensable resource regardless of the experience level and whether one is learning for the first time or extending their knowledge and experience in the interpretation of an EKG.

At the heart of this innovative text is the strengths-based Attachment-Focused Trauma Therapy for Adults (AFTT-A) model that facilitates healthier functioning and attachment patterns for adult clients. This model uses a multimodal, step-by-step approach to restructuring the internal personality system to reclaim the authentic “Self” by providing new attachment experiences for “Child” parts of Self and negotiating new adult-life roles. AFTT-A orients all inner personality components to the present moment in which unmet childhood needs for nurturing and protection can be met within clients themselves. The book delivers a sequence of scripted protocols that access and activate the client’s own strengths, creating an internal system of resources and using bilateral stimulation to deepen positive affective shifts.

Throughout the book in Pause and Reflect sections, the authors encourage therapists to think about their own attachment patterns that emerge in therapy sessions and implement activities to enhance personal self-awareness and improve attunement to clients. Short vignettes and e cerpts from client sessions illustrate the model’s application, and end-of-chapter Points to Remember and Troubleshooting tips reinforce key concepts and underscore common therapy challenges and their solutions. The AFTT-A model is useful not only for EMDR therapists but can also be easily integrated with non-EMDR models of trauma therapy.

This manual distills simple and practical ways to employ eye movement desensitization and reprocessing (EMDR) therapy scripted protocols and forms to effectively utilize the entire EMDR therapy eight-phased treatment with infants, toddlers, young children, preteens, and teens from a developmental perspective. It provides step-by-step directions, session protocols, scripts, and forms for each phase of the protocol, along with instructions for integrating techniques and tools from play, art, sand tray, and other helpful therapies. The various phases of EMDR therapy are: case conceptualization, preparation, assessment, desensitization, installation, body scan, closure and reevaluation. A therapist can use a cognitive interweaves (CI) when reprocessing is blocked, when the child/teen is looping, when time is running out, or when it is necessary to expedite the session so that the client does not remain in a highly activated state. Resource development and installation (RDI) is used when the child/teen does not appear to have adequate tolerance to use EMDR therapy; bilateral stimulation (BLS) is used to install the resource. Mapping and graphing tools help to organize the EMDR therapy, especially with children, and can be integrated into the eight-phases of treatment. While using a fidelity questionnaire, a therapist can monitor his or her own adherence to the phases in order to improve practice and prevent therapist drift, application of a blocking beliefs questionnaire is used to discern the blocking beliefs of children and adolescents.

With Eye Movement Desensitization and Reprocessing (EMDR) treatment, children can overcome their low self-esteem; control their impulses; modify their behaviors in school; change their relationships with peers, teachers, and family members; organize their lives; and, essentially, change their low opinions of themselves. This book focuses on providing advanced training and support for therapists to be successful in using EMDR with child clients, and documents a standardized protocol for using EMDR with children for training and research purposes. It begins with a review of Adaptive Information Processing (AIP) theory applied to EMDR with children and an abbreviated review of research on using EMDR with child clients. The second chapter explains how to get started using EMDR, before describing the steps in the EMDR protocol in case conceptualization with child clients. Six other chapters explain the goals for the specific phases of the EMDR protocol, with directions for each session, instructions for the therapist, and finally, a script for therapists to use with child clients. The phases include discussions on case conceptualization, preparation, assessment, desensitization, installation, body scan and closure, and reevaluation. The Assessment Phase of EMDR therapy includes specific procedural steps including distilling the core belief schema including negative cognition (NC) and positive cognition (PC). Additional chapters describe advanced management skills for using EMDR with special populations and explore cognitive interweaves (CI) to help the therapist when the child/teen experiences blocked processing.

This book is intended to provide to the eye movement desensitization and reprocessing (EMDR) clinician advanced tools to treat children with complex trauma, attachment wounds, and dissociative tendencies. It covers key elements to develop case conceptualization skills and treatment plans based on the adaptive information processing (AIP) model. A broader perspective is presented by integrating concepts from attachment theory, affect regulation theory, affective neuroscience, and interpersonal neurobiology. These concepts and theories not only support the AIP model, but they expand clinicians’ understanding and effectiveness when working with dissociative, insecurely attached, and dysregulated children. The book presents aspects of our current understanding of how our biological apparatus is orchestrated, how its appropriate development is thwarted when early, chronic, and pervasive trauma and adversity are present in our lives, and how healing can be promoted through the use of EMDR therapy. In addition, it provides a practical guide to the use of EMDR within a systemic framework. It illustrates how EMDR therapy can be used to help caregivers develop psychobiological attunement and synchrony as well as to enhance their mentalizing capacities. Another important goal of the book is to bring strategies from other therapeutic approaches, such as play therapy, sand tray therapy, Sensorimotor Psychotherapy, Theraplay, and Internal Family Systems (IFS) into a comprehensive EMDR treatment, while maintaining appropriate adherence to the AIP model and EMDR methodology. This is done with the goal of enriching the work that often times is necessary with complexly traumatized children and their families.

This book is a presentation of how the two practices mindfulness and eye movement desensitization and reprocessing (EMDR) therapy are powerfully paired, and as a result, create a new paradigm for the delivery of trauma-informed services. It delves into the various perspectives on mindfulness and their clinical utility. The book is divided into ten chapters. The introductory chapter discusses shifting from trauma informed care to trauma focused care. Chapter 2 calls for a paradigm shift from simply approaching clinical care as trauma-informed to trauma focused. It presents a series of blueprints for integrating mindfulness practice and EMDR therapy is a major way to usher in this paradigm shift. Chapter 3 focuses on the practices that are typically viewed as more traditional or classic, such as sensory grounding, breath awareness, breathing meditation, body scanning, feeling tone meditation, labeling, walking meditation, and loving kindness meditation. Chapter 4 covers practices such as muscle clenching and releasing, making day-to-day activities into objects of meditation, movement practices, yogic breathing practices, and approaching the expressive arts with meditative intention. Chapter 5 provides suggestions for how clinicians can practice EMDR Phase 1, Client History. Chapter 6 guides both seasoned EMDR therapists and those who are newly learning EMDR in how they can deliver EMDR Phase 2, Preparation, in a more trauma-informed manner. Chapter 7 covers mindful approaches for acquiring negative and positive cognitions during Phase 3, Assessment. It discusses how mindfulness practice can assist in therapist attunement during Phase 4, Desensitization, and Phase 5, Installation, as they apply bilateral stimulation. Chapter 8 talks about mindful facilitation through abreaction, dissociation, and resistance in special situations in phases 3 to 6. Chapter 9 explores EMDR Phase 7, Closure and EMDR Phase 8, Reevaluation. The final chapter highlights the notion that without mindfulness practices, EMDR therapy may be incomplete.

This book is a major contribution to furthering the understanding of trauma in general, and the schizophrenias in particular The first chapter of the book explores the links between trauma, psychosis, and schizophrenia. Next, the book deals with the phenomenology and diagnostic entities of dissociation, psychosis, and schizophrenia. Chapter 3 explores the phenomenology of dissociation and psychosis, and outlines a semistructured model of history taking and a review of how to examine the mental state. The fourth chapter deals with the current psychotherapies that are applied to psychosis and schizophrenia and explores the work around Eye Movement Desensitization and Reprocessing (EMDR) therapy for psychosis and schizophrenia. The Indicating Cognitions of Negative Networks (ICoNN) paradigm is a methodology that adapts and adds to the standard EMDR therapy model, so knowing where and why we are making a change is professionally and clinically important. EMDR therapy utilizes an information processing model, which is proposed to be innate: the adaptive information processing (AIP) model. Chapter 7 helps the reader to understand the justifiable optimism when applying EMDR therapy to psychosis and to equip clinicians with the skills to identify those people experiencing psychosis who are most suitable for EMDR therapy. The book looks at how to generate a case formulation and develop a treatment plan in general before looking at the specifics of the ICoNN model’s methodology, which is done with the aid of four clinical examples.

Eye Movement Desensitization and Reprocessing (EMDR) is a powerful therapeutic approach. However, without the proper training and consultation, an untrained clinician (and this includes very experienced clinicians) could put their clients at risk. This Primer’s goal is to target those clinicians who have completed the EMDR therapy two-part basic training, 10 hours of supervised consultation, and have read Dr. Shapiro’s basic text (Eye Movement Desensitization and Reprocessing: Basic Principles, Protocols, and Procedures, 3rd ed.) and Getting Past Your Past, but still want additional information on using it skillfully. The Primer will encourage and raise the confidence levels of those trained but wanting to increase their ability to use EMDR therapy with consistent success. The primary intention of the Primer is to supplement Dr. Shapiro’s explanation of EMDR therapy. It is not meant to be a substitute for her training or previous writings. The reader is urged to read and study them all. The book adds case histories and extensive examples of successful EMDR reprocessing sessions. The cases represent composite or conglomerate portraits of the many clients with whom the author has utilized EMDR therapy over the past 20 years. The text is a Primer and presents the writing, examples, and illustrations in a less formal and more personal manner. The Primer has been written from a practical, learning-focused approach so that the clinicians who read it can become more familiar with the principles, protocols, and procedures of EMDR therapy. An attempt is made to take the clinician through complete and incomplete EMDR therapy sessions, explaining treatment rationale at given points. The book offers a Primer that can facilitate the process of mental health professionals becoming more confident and experienced clinicians in EMDR therapy. The process has been simplified as much as possible with diagrams, tables, and other illustrations.

This book has two main goals: to provide descriptions of specific eye movement desensitization and reprocessing (EMDR) therapeutic “tools” and, by incorporating these tools, to develop an overview of an Adaptive Information Processing (AIP) model of the treatment of complex PTSD. The development of EMDR-related tools has been ongoing since the introduction of EMDR three decades ago. What will EMDR be in 2030? Unfortunately, the field—the field of psychotherapy for trauma-related disorders—has at times had a kind of dissociative disorder. Some therapists identify with one theoretical approach, and others are strong adherents of another identity. Often, these two “identities” do not communicate sufficiently, and sometimes they mistakenly think they have to fight with each other. Clearly, the author’s primary identification as a therapist is with EMDR-related methods based on an AIP approach, but the author attempting in the following chapters to also integrate the concepts and methods of cognitive approaches—approaches that are not only useful, but at times essential in the treatment of dissociative clients. The chapters of this book are divided into four parts. The first, comprising Chapters 1 and 2, is an overview of the application of the AIP model to complex PTSD and other dissociative conditions. The second part, Chapters 3 to 6, presents ways of treating (i.e., resolving) psychological defenses that are often linked intrinsically to disturbing memories but can be conceptually defined as separate entities because defenses typically contain dysfunctional positive affect, as opposed to the disturbing affect within memories of traumatic events. The third part, Chapters 7 to 14, focuses on several issues important in the EMDR treatment of dissociative conditions. And Chapters 15 to 17 are detailed case reports illustrating how these AIP “tools” can be employed in actual treatment sessions.

Play is central in the development of the child's identity and the process of self-definition. In the safety of the parent—child relationship, play emerges as a powerful self-shaping force. Through play, infants and children begin to experience others, supporting the brain in its transformation into a social structure. This book marks an important historic moment in recognition of therapeutic and intentional play as a crucial and essential component that is interwoven within the eight phases of eye movement desensitization and reprocessing (EMDR) therapy with children. The play themes of traumatized children are full of cognitive, emotional, somatic, and behavioral elements that are reminiscent of the traumatic events they experienced as well as the legacy of what these experiences did to their neurobiological systems. The book offers enormous alternatives and ingenious ways of using the playroom to provide a fertile ground where the child can play out explicit material as well as implicit urges. It integrates EMDR and play therapy to create a powerful method for treating children suffering from trauma. It also includes contributions from dually credentialled EMDR clinicians and registered play therapists, art therapists, and sand tray practitioners. The book offers a fully integrated approach to EMDR and play therapy faithful to the eight phases of standard EMDR protocol and play therapy principles. It includes a chapter on culturally sensitive EMDR and play using Latinx culture as the lens describes how traditional play therapy creates an emotionally safe space for trauma work for children. The book provides hands-on play therapy interventions for each EMDR phase in quick reference format and delivers multiple interventions with rationale, step-by-step directions, materials required, case examples, and visual aids.

This book represents the culmination of decades of research and clinical experience regarding various problem-solving–based interventions. These interventions, primarily known as problem-solving therapy (PST), have been in existence (ostensibly as a type of cognitive-behavioral approach) since the 1970s. Emotion-centered problem-solving therapy (EC-PST) is the reformulated and updated version of problem-solving therapy or PST. This newer approach puts more emphasis on teaching individuals to better understand and manage their emotional reactions to stressful events than those previously included in our PST protocols. EC-PST essentially is a psychosocial intervention developed within a social learning framework that is based on a biopsychosocial, diathesis undefined stress model of psychopathology. The major purpose of this book is to provide clinicians and researchers a detailed treatment manual of EC-PST. The first section focuses on various conceptual and empirical foundations of this approach, whereas the second section addresses assessment issues, treatment planning, and various “metamessages” that detail crucial aspects of the treatment protocol. The third section contains the actual treatment manual of EC-PST and includes multiple examples of how to conduct the intervention. Throughout these chapters, the authors provide examples of “scripts” to use to explain important concepts to clients. The chapters also include clinical examples of cases to illustrate certain applications of EC-PST. The concluding chapter contains descriptions on how to apply EC-PST to certain populations (i.e., military veterans and active service members) and goals (i.e., suicide prevention and treatment; positive functioning). In addition, a companion Client Workbook is available for purchase; search on 978-0-8261-3523-0 to locate the workbook. The Client Workbook can be used as handouts by a clinician or purchased directly by clients currently or previously engaged in an EC-PST relationship. It provides several problem-solving and stress reducing techniques and underscores the importance of problem-solving skills in overcoming stress, improving self-confidence, and fostering better personal and professional relationships.

This book is a companion to Emotion-Centered Problem-Solving Therapy: Treatment Guidelines that a clinician using Emotion-centered problem-solving therapy (EC-PST) can use as handouts for current clients or can be purchased directly by clients actively engaged in EC_PST. The book underscores the importance of problem-solving in overcoming stress, improving self-confidence, and fostering better personal and professional relationships. It includes a Problem-Solving Therapy Worksheet, tips for developing goals, using brainstorming principles, and overcoming negative emotions. The Appendix includes a Problem-Solving Test, exercise and several stress-relieving and relaxation exercises, including a “Safe-Place” visualization

This graduate-level text disseminates the core principles of epidemiology within a population health framework and provides practical knowledge nurses can use to analyze and improve healthcare in the community. Informed by the evolution of epidemiological science resulting from the COVID-19 pandemic, this book demonstrates how epidemiology can have a profound impact on health. It showcases a variety of settings and epidemiological roles demonstrating the importance and practicality of this discipline. Clear and concise, this text explains the basics of population health followed by epidemiological concepts and designs. It is distinguished by its application-based case studies, analytical tools of epidemiology, and calculations, which foster skill development and necessary familiarity of the subject. Also included is an important Biostatistics Primer, relevant content from Healthy People 2030, and an “Epidemiology in Practice” section focusing on examples from different epidemiological arenas.

This book presents the best and most important writings of J. L. Moreno in one concise and accessible place. This unique collection explores Moreno’s thought in developing psychodrama and sociometry, with his strong emphasis on spontaneity and creativity. The book discusses both basic and advanced concepts and techniques of psychodramatic treatment. Jonathan Fox introduces the book with a brief overview of Moreno’s life and ideas and places him in the context of his time and in the field of psychotherapy. Fox’s notes throughout underscore significant aspects of the selections for the practitioner and student. The essence of sociometry lies in the idea that groups have an internal life of their own and that this life can best be understood by examining the choices members make at any given moment with regard to each other. The book consists entirely of protocols that show Moreno at work directing psychodrama and sododrama, and contains autobiographical fragments. One of the basic instruments in constructing a patient’s psychodramatic world is that of the auxiliary ego, which is the representation of absentee individuals, delusions, hallucinations, symbols, ideals, animals, and objects. The psychodramatic method uses mainly five instruments—the stage, the subject or actor, the director, the staff of therapeutic aides or auxiliary egos, and the audience. All group methods have in common the need for a frame of reference for assessing the validity of their findings and applications. Spontaneity is often erroneously thought of as being more closely allied to emotion and actions than to thought and rest. The sociometric test is an instrument which examines social structures through the measurement of the attractions and repulsions which take place between the individuals within a group.

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).

This book is designed to foster interdisciplinary understanding, information sharing, and integrative approaches to athlete assessment, mental training (MT), and outcome research in evidence-based applied sport psychology. Neurocognitive testing (NCT) and quantitative electroencephalography (qEEG) are brain assessment procedures that are used to investigate relationships between cortical functioning and context-specific outcome measures to arrive at clinical diagnoses or better informed patient and client evaluations. Research is ongoing to test the premise that NCT and qEEG can serve as reliable criterion-referenced measures for athletes profile primary higher order (AP PHO) constellations, heart rate variability (HRV) responding and eventually macro- and micro-performance outcome. The Polar heart rate variability (HRV)/heart rate deceleration (HRD) paradigm allows for more extensive and time-locked predictive validity statistical analyses so that in-the-moment MT over the course of entire official games/matches/competition can be delineated and quantified in terms of MT’s predictive validity. Behavioral-Motor-Technical (BMT)-based intervention attempts to help support an athlete’s mental game using exposure, confrontation, threshold, and learning principles to improve attention, motor control, and self-confidence, as well as reduce nervousness associated with pressure moments of competition. The goal of BTM-MT is to consolidate optimum technical and motor patterns in long-term procedural memory as well as repetitively attempt to demonstrate peak technical performance under greatest situational pressure, first in training and then during official competition. The book also provides a foundational and fundamental rationale for advancing evidence-based and validated athlete assessment and intervention protocols.

As leaders, innovators, entrepreneurs, and educators, we are painfully aware that the unknowns in healthcare are growing more rapidly and more broadly than what is known. With that in mind, the authors have developed this book on leadership, innovation, and entrepreneurship to provide us with an evidence-based approach to maximize our leadership and innovation potential. This practical guide will prepare us to lead our organization into the uncertainty of the future and make a positive impact in the world. The book is organized into three distinct sections: leadership, innovation, and entrepreneurship. By studying and applying the evidence-based principles of leadership, innovation, and entrepreneurship, the reader will emerge as a more confident and prepared leader to advance a team or organization to its optimal potential. The purpose of this book is to stimulate us to think and act differently by strengthening our leadership, innovation, and entrepreneurial skills in nursing and healthcare. Multiple real-world examples are provided with direct applicability to practice. Each chapter is filled with motivational quotes related to the content to inspire and challenge readers to put the lessons into practice. Embedded within each chapter are multiple calls to action and practical exercises to help develop specific skills related to the content. Podcast recordings, featuring discussions with prolific leaders and innovators, supplement the text.

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.

This book provides a standard that reflects the basic elements of the 11-Step Standard Procedure; and the Standard 3-Pronged EMDR Protocol as they are applied to different populations. The diverse population includes children and adolescents; couples; clients suffering with complex post-traumatic stress disorder and dissociative disorders; clients with anxiety; clients who demonstrate addictive behaviors; clients who deal with pain; clinicians themselves. The book serves as a basis to encourage research into these various applications for EMDR. It is divided into seven parts. Part I is devoted to the scripted EMDR protocols such as olfactory stimulation, which are used to develop resources for children and adolescents who may have suffered traumatic events in their life. The protocols take into account the particular difficulties of this developmental group and help minimize common difficulties and major hurdles. Part II describes scripted EMDR protocols designed by couples therapists and sex therapists to further the progress of their patients precisely targeting templates of relational interaction, anxiety, or sexual dysfunction. Part III concerns the scripted protocols for dissociative disorders and complex post-traumatic stress disorder. The protocols represent the structured scripted efforts of many trauma therapists over a considerable number of years. Parts IV and V of the book address the concretization of much needed scripts for the EMDR treatment of addictions and pain—two interconnected public health worries. Part VI looks at the world of people’s adaptation to fears and tackles the usage of scripted protocols to detoxify the impact of specific phobias. Part VII demonstrates the usage of scripted EMDR protocols in clinician care and in the management of secondary post-traumatic stress disorder and vicarious traumatization.

Scripting is a way to inform and remind the Eye Movement Desensitization and Reprocessing (EMDR) practitioner of the component parts, sequence, and language used to create an effective outcome. As EMDR is a fairly complicated process, this book provides step-by-step scripts that will enable beginning practitioners to enhance their expertise more quickly. The book is separated into nine parts. The Client History part represents the first of the eight phases of EMDR treatment. The ability to gather, formulate, and then use the material in the intake part of treatment is crucial to an optimal outcome in any therapist’s work. Part II includes an important element of the Preparation Phase that addresses ways to introduce and explain EMDR, trauma, and the adaptive information processing (AIP) model. The importance of teaching clients how to create personal resources is the topic of Part III. Here, an essential element of the Preparation/Second Phase of EMDR work is addressed to ensure clients’ abilities to contain their affect and remain stable as they move through the EMDR process. Part IV shows how to work with clients concerning the targeting of their presenting problems when the usual ways do not work such as usage of drawings to concretize clients’ conceptualization of their issues and usage of an alternative initial targeting method. Part V includes protocols that have been scripted based on the material that appears in Francine Shapiro’s EMDR textbook. Parts VI and VII address EMDR and early intervention procedures for man-made and natural catastrophes for individuals and groups. Performance enhancement and clinician’s self-care are dealt with in the final two parts of the book.

This book offers eye movement desensitization and reprocessing (EMDR) therapy practitioners and researchers a window into the treatment rooms of experts in the fields of anxiety, obsessive-compulsive, and spectrum disorders, and mood-related conditions. It is divided into three parts with 10 chapters that cover working with anxiety disorders, including specific phobia, panic disorder, and the use of a specific procedure in the treatment of anxiety disorder; obsessive-compulsive and related disorders, including obsessive-compulsive disorder, body dysmorphic disorder, olfactory reference syndrome, and hoarding behaviors; and mood disorders, including bipolar disorder, major depression, and postpartum depression. To address the specific needs of their populations, authors were asked to include the types of questions relevant for history taking, helpful resources and explanations needed in the preparation phase, particular negative and positive cognitions that were frequent in the assessment phase and for cognitive interweaves, other concerns during phases 4 (desensitization) through 8 (reevaluation), a section on case conceptualization and treatment planning, and any pertinent research on their work. Consisting of past, present, and future templates, the scripts are conveniently presented in an easy-to-use, manual-style format that facilitates a reliable, consistent procedure. Summary sheets for each protocol support quick retrieval of essential issues and components for the clinician when putting together a treatment plan for the client. These scripted protocols and completed summary sheets can be inserted right into a client’s chart for easy documentation.

This book is designed to apply what we are learning through research and to support the increasing knowledge and capabilities of clinicians in the method of Eye Movement Desensitization and Reprocessing (EMDR) Therapy. The book is divided into three parts. The first part covers trauma and stressor-related conditions. Chapters here show how EMDR Therapy is used for a range of disorders, such as reactive attachment disorders, address the issue of child attachment trauma for adults, and discuss EMDR for traumatized patients suffering from psychosis. Other chapters in this section deal with EMDR for adolescents and adults living with ongoing traumatized stress and the treatment of 911 trauma in emergency telecommunicators. The second part of the book focuses on grief and mourning. In the third part, the need for taking self-care for clinicians and prevention of compassion fatigue are explained. The book also contains an appendix, which includes the scripts for the 3-Pronged Protocol that includes past memories, present triggers, and future templates. This section helps clinicians remember the important components of the Standard EMDR Protocol to ensure fidelity to the model.

This book focuses on applying eye movement desensitization and reprocessing (EMDR) scripted protocols to medical related conditions. It delivers a wide range of step-by-step protocols that enable beginning clinicians as well as seasoned EMDR clinicians, trainers, and consultants alike to enhance their expertise more quickly when working with clients who present with medical-related issues. The scripts are conveniently outlined in an easy-to-use, manual style template, facilitating a reliable, consistent format for use with EMDR clients. The scripts distill the essence of the standard EMDR protocols. They reinforce the specific parts, sequence, and language used to create an effective outcome, and illustrate how clinicians are using this framework to work with a variety of medical related issues while maintaining the integrity of the Adaptive Information Processing model. Following a brief outline of the basic elements of EMDR procedures and protocols, the book focuses on applying EMDR scripted protocols to key medical issues. The book is organized into four parts comprising ten chapters. Chapter one presents protocol for EMDR therapy in the treatment of eating disorders. Chapter two describes EMDR therapy protocol for the management of dysfunctional eating behaviors in anorexia nervosa. Chapter three discusses EMDR therapy protocol for eating disorders. Chapter four presents the EMDR therapy protocol for body image distortion. Chapter five discusses EMDR therapy and physical violence injury: “best moments” protocol. Chapter six describes EMDR therapy for chronic pain conditions. Chapter seven presents EMDR therapy treatment for migraine. Chapter eight discusses EMDR therapy for fibromyalgia. Chapter nine describes the impact of complex posttraumatic stress disorder and attachment issues on personal health. The final chapter presents the EMDR therapy self-care protocol.

This book focuses on applying eye movement desensitization and reprocessing (EMDR) scripted protocols to medical related conditions. It delivers a wide range of step-by-step protocols that enable beginning clinicians as well as seasoned EMDR clinicians, trainers, and consultants alike to enhance their expertise more quickly when working with clients who present with medical-related issues. The scripts are conveniently outlined in an easy-to-use, manual style template, facilitating a reliable, consistent format for use with EMDR clients. The scripts distill the essence of the standard EMDR protocols. They reinforce the specific parts, sequence, and language used to create an effective outcome, and illustrate how clinicians are using this framework to work with a variety of medical related issues while maintaining the integrity of the Adaptive Information Processing model. Following a brief outline of the basic elements of EMDR procedures and protocols, the book focuses on applying EMDR scripted protocols to key medical issues. The book is organized into three parts comprising ten chapters. Chapter one presents illness and somatic disorders protocol. Chapter two describes EMDR therapy for somatic disorders and medical issues. Chapter three discusses EMDR therapy to treat the sequelae of somatic illness and medical treatment. Chapter four presents the reenactment protocol. Chapters five and six discuss EMDR therapy in psycho-oncology and head and neck cancer client group. Chapter seven presents EMDR protocol for PTSD in patients affected by multiple sclerosis. Chapter eight discusses EMDR therapy for nausea and vomiting in pregnancy, and hyperemesis gravidarum in pregnant women. Chapter nine describes the EMDR recent birth trauma protocol. The final chapter presents the breastfeeding and bonding EMDR protocol.

This book serves as a clinical guide to assist clinicians in prescribing psychotropic medications to address mental health conditions. It is used to assist clinicians to understand the key aspects of psychopharmacology. This is the first practical guide for novice and experienced nurse practitioners for explaining and choosing appropriate psychiatric medications. This clinical reference is ideal for students and all clinically oriented healthcare professionals since it provides concise, bulleted-style text for easy access to pertinent information. The book offers readers a broad understanding of the key aspects of psychotropic medications used in general psychiatry and primary-care settings and includes strategies to ease medication decision-making and evidence-based best practices to select and manage psychotropic medications. It is organized into two parts. Part I begins with an overview of general pharmacological principles and a brief overview of neurotransmitters, and covers the rationale for medication use and the risks and benefits of the major classes of psychotropic medications. Part II includes medications across drug classes that are divided by age population and includes practice management strategies, safety considerations, drug interactions, identification of side effects and adverse reactions, basic laboratory test recommendations, treatment options, and self-management strategies. The book ends with important concepts for patient and/or caregiver education and advocacy. It is intended for clinical healthcare providers, including physicians, nurses, APRNs, and other healthcare clinicians who need a practice guide, test review, or clinical resource guide that is easy to access and use.

This handbook of fieldwork and supervision for behavior analysts focuses specifically on orienting and guiding trainees in the field of behavior analysis through the practicum and supervised experience. The book is organized into 10 chapters. The introductory chapter gives a brief overview of how to prepare for practica. Chapter two presents choosing the type of fieldwork behavior analysis want. Chapter three present selecting a supervisor. It also outlines some potential pros and cons associated with each type of setting. It provides self-reflection activities to help the reader to select the type of fieldwork that would be best suited to their needs. It then discusses the importance of ethics in supervision and how the ethical conduct of a supervisor can affect behavior analysts. The chapter outlines the minimum requirements the behavior analyst certification board has for certificants to become eligible to supervise as well as the skills of a competent, good supervisor. It provides a list of potential questions to ask supervisors whom they decide to interview before selecting a supervisor. Chapter four walks through the process of preparing, applying, and interviewing for a position at a fieldwork placement site. Chapter five talks about formalizing supervision and record keeping. Chapter six is all about gaining the most from the supervision experience. It discusses some of the benefits of supervision and explains how behavior analysts can access them. Chapter seven presents putting time and effort into increasing the pivotal skills of behavior analysts. Chapter eight concerns knowing what to expect from individual versus group supervision meetings. Chapter nine presents 10 overarching competencies, and the task lists for each competency. Chapter ten talks about ePortfolio.

This book is for students who want to know more about the law, students who want to know more about a psychology subspecialty, and anyone who just wants to know more. The book is divided into three parts comprising nine chapters. Chapter one is a history lesson of sorts in that the roots of psychology and the law are explored individually and in their coming together. Chapter two examines the origins of the legal system, the U.S. Constitution, and the ways that its provisions have been utilized by the three branches of government, particularly by the courts. Chapter three brings the first two chapters together by describing how two major constructs, context and perception, are integral to understanding both disciplines. Part II specifically addresses the role of forensic psychology in the courts by beginning with the topcis that seem to be of the utmost interest to readers and students: criminal matters and ethical issues. Chapter four includes various types of crimes, pleas, and punishment relevant to forensic psychology issues and practice. Chapter five presents a discussion of civil matters, including the roles of witness testimony (both expert and eye) and jury selection. Chapter six explores the role of forensic psychologists’ in family court and addresses topics such as “psychological autopsies”, suicide prevention, and the forensic psychologist’s role in the complex matters presented by our changing society and family systems. Chapter seven discusses the forensic psychologist’s role in the juvenile justice system. The final part clarifies and expands on the roles of the forensic psychologist and attorney in court proceedings. Chapter eight provides an outline of the similarities and differences between the professions, and also distinguishes the role of the clinical or therapist psychologist. The final chapter addresses the growing future of forensic psychology.

This comprehensive introductory text for counselors-in-training delivers foundational concepts through the lens of advocacy and intersectionality. This book emphasizes exploration of the individual and collective effect of local, national, and global social issues on clients and their communities, and imparts real-world experiences from authors and clinical experts who provide personal accounts of challenges and successes in their practices.

The text examines key evidence-based counseling theories with an in-depth focus on trauma-informed counseling, and prompts reflection and dialogue about critical issues in counselor development. It introduces specific counseling micro-skills, techniques, and modalities, and describes the varied settings in which counselors can practice. Engaging activities that foster self-analysis and self-actualization illuminate the path to becoming a professional counselor.

This book provides a comprehensive approach to designing behavioral treatments for children in homes and residential facilities, students in special and general education settings, and adults residing in inpatient units and facilities. A comprehensive approach to a behavior-analytic model involves the following: conducting a functional behavioral assessment (FBA), selecting a function-based hypothesis or classification of the problem, and designing a function-based behavioral intervention or treatment. The book features the Cipani Behavioral Classification System (BCS). The Cipani BCS is a pioneering and groundbreaking taxonomy for classifying the functions of problem behaviors. It also provides a revolutionary classification system for determining the strength of replacement behaviors and functions: The Cipani Diagnostic Classification System for Replacement Functions. The book serves as a primary text for university graduate training programs in applied behavior analysis (ABA). It is also intended for applied personnel such as school personnel, psychologists, psychiatrists, nurses, and other mental health providers, who design behavior programs for persons with challenging behaviors in a variety of settings. The book is helpful to people who are trained in ABA and are looking for an additional resource to guide them in their assessment and treatment design activities. This book is divided into six chapters. Chapter 1 presents material that will allow the reader to acquire the basics of an ABA approach to understanding human behavior. Chapter 2 allows the user to develop skills in collecting the requisite behavioral data needed for an FBA. Chapter 3 covers the four major categories of the Cipani Behavioral Classification System. Chapter 4 covers the identification of the replacement behavior and the delineation of a number of replacement function options for each major function. The last two chapters describe the functional behavioral treatment protocols for 2.0 Socially Mediated Access (SMA) target behaviors and 4.0 Socially Mediated Escape (SME) problem behaviors.

The assessment of genetic/genomic risk is an important tool toward health promotion, prevention, and reduction of disease risk. This book provides a quick and easy format to study the basic elements and steps required for risk assessment. It is geared toward advanced practice registered nurses’ (APRNs), particularly nurse practitioners and midwives who provide assessment, diagnosis, and management of care in clinical settings. The book is divided into 12 chapters, with a wide range of topics to assist APRNs in the risk assessment process. The first chapter provides an introduction to risk assessment including genetics/genomics core competencies for APRNs. The second chapter presents a brief overview of genetics/genomics including basic concepts. The next chapter describes patterns of inheritance. The fourth chapter gives an introduction to risk assessment–review of data including personal, behavioral, environmental, and family history and the assessment of the physical examination. Chapter five describes family history–using a three-generation pedigree and common pedigree nomenclature and symbols. Chapters six, seven, and eight discuss risk identification, risk probability, and risk communication and management including consultation/referral. The next three chapters describe risk assessment process for special populations with considerations in preconception, maternal care, newborn and pediatric care, and cancer care, specifically assessing risks for breast and colon cancer. The final chapter summarizes the future of genetics and genomics. Each chapter includes a brief introduction to the topic, objectives, specific content related to the topic, online resources, and “Info Boxes” that are all integral to the chapter’s focus. Challenges and limitations in the genomic risk assessment are addressed, particularly as they relate to history data and pedigree interpretation. This book serves as a quick reference to use in clinical practice as well as a means to expand APRN’s knowledge, skills, and attitudes regarding genetics/genomics, genomic risk assessment, genetic conditions/disorders/diseases, and referral agencies.

This book presents the best short introduction to genius to be found. It is a valuable resource for all students of psychology and anyone interested in the field. The book examines the many definitions of “genius”, and the multiple domains in which it appears, including art, science, music, business, literature, and the media. The term genius is peculiar. It can be precisely defined or loosely defined. It can be applied to a diversity of phenomena or confined to just one or two. It all depends on how you use the term. The tremendous range in usage reflects the fact that genius is both a humanistic concept with a long history and a scientific concept with a much shorter history. There are two principal ways to assess degrees of genius. One is historiometric, and the other is psychometric. Whatever the actual association between historiometric and psychometric genius, we have a strong inclination to associate the two concepts. This connection was demonstrated in a recent survey of college students at both U.S. and Canadian universities. The book also examines three alternative positions on the nature of cognitive ability: unified intellect, diverse intellects and hierarchical intellect. Whether intelligence is unified or multiple, all budding geniuses must go through some sort of apprenticeship period in which they acquire the expertise that will enable them to make original and exemplary contributions to their chosen domain of achievement. The book further explains what psychologists have said about problem-solving research in cognitive psychology.

Rehabilitation medicine and rehabilitation technology resulting in products and services for disabled people already have a long history and gerontechnology can use these results to find solutions for the general consumer market. This book is useful for life-span development/gerontology classes, as well as higher education such as in the realms of anthropology, human factors/ergonomics, lifelong education, mass media, or medical disciplines including nursing, and the information and communication sciences. Providing care to ill and/or frail elders can challenge the entire caregiving team, including the family technologist. Technologically mediated social interaction introduces its own ethical concerns, including technical security, information privacy, risks associated with failure of one or more components of the service, and changes to the social system in which they are embedded. The book draws attention to virtual environments (VEs) as a research method to study older people’s behavior, in particular in aging mobility studies. The trends of aging societies necessitated ever-increasing needs for information and communication technology (ICT)-related gerontological studies. The Internet of Things (IoT), social networking services (SNS), and big data are at the core of information and communication technologies for health care. Light reflectance value (LRVs) are used to determine value contrast between an object and its background. The book includes a brief description of smart home development, with some well-known university-based examples in the United States, Europe, and Japan. The role of assistive technology (AT) in terms of managing long-term chronic conditions, quality of life (QoL) and health, telecare (TC), and electronic assistive technology (EAT) is also discussed.

The purpose of this book is to dispel many of the myths about the gifted, define the term in a nonelitist manner, explore how it manifests in individuals, describe why it is important, consider its origins, examine its psychological implications, and provide guidelines for its recognition, assessment, and development. It provides a cohesive conception of the psychology and development of a group with special needs. This perspective was shaped through 50 years of concentrated study and is informed by the author’s experience as a teacher of gifted elementary students, a counselor of gifted adolescents, a teacher educator of graduate students in gifted education, a psychologist specializing in the assessment of giftedness, a clinician with gifted clients, the creator of a refereed psychological journal on adult giftedness, and a researcher. In humanistic psychology, optimal development has been conceptualized differently. Self-realization can be understood in terms of Maslow’s self-actualization, Dabrowski’s secondary integration, Jung’s individuation, or other theoretical perspectives of human development. Families, educators, and psychologists can support inner development or they can act as agents of socialization, exhorting the gifted to "work harder" to attain external trappings of success.

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.

The author of this book has effectively filled many roles in her career: psychiatric nurse, educator, dean, policy maker, president, chair, author, leader, mentor and, as the author would proudly note, gadfly. There are two roles in which the author has particularly distinguished herself and serve as the foundation for the second edition of her book, The Growth and Development of Nurse Leaders. The first is leader and the second is mentor. In this book, the author blends the roles of leader and mentor. To this end, the author predictably offers practical insights into effective leadership strategies—some to be expected in books on leadership, such as strategic planning, relationship building, mentoring, giving feedback, building a community of learning, using and portraying data, and securing resources. Other topics are more surprising and thought-provoking, such as recognizing and managing the shadow side of our personalities, neediness and failure as a leader, pretending as a leadership strategy, managing anger, and “the vision thing”. As to mentoring, when the author was president-elect of STTI in the mid-1980s, she introduced the concept of “orchestrating a career,” and has presented often—and popularly—on this topic. In the ensuing years, the author has written about the various career stages, encouraging nurses (and women) to be optimistic and exert leadership to enrich their own experiences and those of others, taking the long view. The author speaks about nurse as careerist and, in the book, outlines her model on career stages and mentoring needs with its five stages (from preparation through being a gadfly, or wise woman). The book offers a cumulative reflection on the career-long journey of a leader and mentor who has achieved international impact. It offers each of us, regardless of our career stage, profound insights into and options for our own journeys to effective leadership.

The book describes updated information on mechanisms of action of eye movement desensitization and reprocessing (EMDR) therapy. It delivers clear, concise treatment guidelines for students, practicing clinicians, supervisors, clinic directors, and hospital administrators involved in the treatment of those with posttraumatic stress disorder (PTSD), Specific Phobias, and Panic Disorder. In EMDR therapy, various strategies can be employed to support the goals of stabilization and symptom reduction. Some stabilization strategies commonly used in EMDR therapy were developed in other traditions such as progressive relaxation, self-hypnosis, biofeedback, and meditation. The book provides an overview of the standard eight-phase model of EMDR therapy and the general three-pronged protocol that provides the framework for the specific treatment protocols for diagnostic groups. It briefly touches on clinical situations where the general principle of treatment planning based on the three-pronged protocol must give way to an initially inverted protocol for treatment planning that starts with reprocessing targets in the future, then on the present, and addresses past targets only after significant treatment gains have been achieved. The book explores the theoretical and practical aspects of the EMDR therapy approach to case formulation, treatment planning, and selecting and preparing patients with PTSD and other post-traumatic syndromes for EMDR reprocessing. Screening for a possible dissociative disorder is essential before offering EMDR reprocessing on either traumatic targets or resource installation. Case studies with transcripts illustrate the different protocols and further guide practitioners of EMDR therapy in informed decision-making.

This book deals with evidence-based mental health and learning interventions for children and adolescents, and provides guidance on implementation in practice. It is a compendium of proven treatment strategies for resolving more than 40 of the most pressing and prevalent issues facing young people, and provides immediate guidance and uniform step-by-step instructions for resolving issues ranging from psychopathological disorders to academic problems, and is of relevance for both school-based and clinically-based practice. Issues covered include crisis interventions and response, social and emotional issues, academic/learning issues, psychopathological disorders, neuropsychological disorders, and the behavioral management of childhood health issues. The book covers several fields of study including applied settings, school crises, natural disasters, school violence, suicidal behavior, childhood grief, reading disabilities, math disabilities, written-language disorders, homework compliance, anger and aggression, bullying, and attention deficit hyperactivity disorder (ADHD). Each chapter follows a consistent format including a brief description of the problem and associated characteristics, etiology and contributing factors, and three evidence-based, step-by-step sets of instructions for implementation. Additionally, each chapter provides several websites offering further information about the topic.

The ability to reduce the burden of illness among older adults is necessary as individuals are living longer and experiencing lower rates of disability. Advanced practice nurses are skilled to relieve the burden of illness among older adults through specialized training and providing treatment in a variety of clinical settings. While geriatric-focused content exists, advanced practice nurses can benefit from clinical pearls specific for the advanced practice nurse providing holistic mental health care. This handbook offers advanced practice nurses, nurse educators, and graduate nursing students a reference that is intended to be supplemental to uniquely providing care for older adults which includes an overview of the aging process as well as assessing and developing treatment plans for older adults with mental health disorders. As older adults often work collaboratively with family, friends, caregivers, and health care providers, approaches to such relationships are explored and intended to serve as a resource for providing mental health care that can contribute to the overall success of treatment. The text provides an interprofessional box that encourages and assists the advanced practice nurse navigating through interdisciplinary collaborative practice. Such interprofessional partnerships can enhance care—particularly in cases of complexity. Advanced practice nurses can utilize the provided case studies to identify and modify service delivery that promotes evidence based practice.

This book is an interdisciplinary resource on clinical hypnosis research and applications in psychology and medicine. It encompasses state-of-the-art scholarship and techniques for hypnotic treatments along with hypnosis transcripts and case examples for all major psychological disorders and medical conditions. This book addresses hypnotic theories such as socio-cognitive and neo-dissociation theories, neurophysiology of hypnosis, hypnotherapy screening, measurement of hypnotizability, professional issues, and ethics. Chapters present hypnotic inductions to treat 70 disorders including asthma, anxiety, depression, pain, sleep problems, phobias, fibromyalgia, irritable bowel syndrome (IBS), menopausal hot flashes, Parkinson’s disease, palliative care, tinnitus, addictions, and a multitude other common complaints. The book examines the history and foundations of hypnosis, myths and misconceptions, patient screening, dealing with resistance, and precautions to the use of hypnosis. It also examines a variety of hypnotherapy systems ranging from hypnotic relaxation therapy to hypnoanalysis. For each application, the text includes relevant research, specific induction techniques, and an illustrative case example. Additionally, this book covers professional issues, certification, hypnosis in the hospital, and placebo effects.

The book summarizes what is meant by theory, and why theory is so important to advancing aging-related research, policy, practice, and intervention, and can keep researchers and practitioners in gerontology abreast of the newest theories and models of aging. It addresses theories and concepts built on cumulative knowledge in four disciplinary areas, biology, psychology, social sciences, and policy and practice, as well as landmark advances in trans-disciplinary science. Since longevity is indirectly governed by the genome it is sexually determined, and because aging is a stochastic process, it is not. Chapters cover major paradigm shifts that have occurred in geropsychology, theories in the sociology of aging, evolutionary theories pertaining to human diseases, theories of stem cell aging, evidence that loss of proteostasis is a central driver of aging and age-related diseases, theories of emotional well-being and aging, theories of social support in health and aging, and other theories such as environmental gerontological theories and biodemographic theories. Many chapters also address connections between theories and policy or practice. The book also contains a new section, "Standing on the Shoulders of Giants", which includes personal essays by senior gerontologists who share their perspectives on the history of ideas in their fields, and on their experiences with the process and prospects of developing good theory.

This book on child and adolescent dissociation provides the reader with a window into the fractured minds of traumatized children and adolescents and offers an effective pathway toward healing. It delves into the inner workings of vulnerable children’s use of dissociation. An in-depth discussion of the Star Theoretical Model (STM), an inclusive theoretical model that examines five intersecting theories attachment, neurobiology, developmental theory, family systems, and dissociation provides a solid foundation for understanding how and why children dissociate and also a road map to guide traumatized children toward successful recovery. One of the chapters deals with 16 warning signs such as auditory hallucinations which are suggestive of dissociation in children and adolescents. Familiarity with the warning signs can enhance proper evaluation for dissociation so that children can receive appropriate treatment and care. The Adolescent Dissociative Experiences Scale (A-DES) is a commonly used checklist to assess for dissociative symptoms. A phase-oriented treatment model specifically designed for dissociative children will help them develop integrative functions. Another chapter focuses on helping children to further develop their skills in self-reflection, mindfulness, and somatic awareness, along with managing traumatic triggers and learning to calm down the overactive stress-response system. The book also deals with creative art therapy interventions for adolescents with dissociation and integrating dissociative treatment and eye movement desensitization and reprocessing therapy (EMDR) therapy with children with trauma and dissociation.

Social work has a long-standing commitment to healthcare and the recognition of the inextricable link to quality of life and well-being across the lifespan. This book emphasizes the critical importance of health for all members of society and the significant role of social work in the field. It presents essential information about health and social work critical to understanding today’s complex health care systems and policies. The book is intended as a core text for masters of social work (MSW) and advanced bachelor of social work (BSW) courses on health and social work, social work and health care, health and wellness, social work practice in health care, and integrative behavioral health taught in social work, public health, and gerontology. The book is organized into three parts containing 18 chapters. The first chapter describes the role of social work in healthcare. The second chapter discusses ethics and values in healthcare social work. The next three chapters present social determinants of health, intersectionality, and social work assessment. Chapter six discusses health promotion and public health. Chapter seven presents integrated behavioral healthcare. Chapter eight describes substance misuse, abuse, and substance-related disorders. Chapters nine and ten discuss palliative care, end-of-life care, correctional healthcare, and psychosocial care. Chapter 11 describes children and family health. Chapter 12 explores healthcare and work with older adults and their caregivers. Chapters 13 to 15 delve on immigrants and refugee health, health and HIV/AIDS, and LGBTQ health. Chapters 16 and 17 describe healthcare and disability, and healthcare and serving veterans. The final chapter discusses future direction of healthcare and social work.

This book focuses solely on the modern period and begins in 1927. The aim is to orient the reader to continuing themes in the field and to also point any future historian to unresolved historical questions as these appear. The accounts of the development of the coalition of theory and practice, an account of some of the effects of psychology on society is presented via the account of a fictional family the Blacks whose several generations were impacted by the development of psychology from the 1920s. In 1920, in America, psychology was dominated by two main currents. The first was a tendency to reduce life to habit, and the second was to establish differences between humans by test. Within psychiatry, psychology had long had allies, and during the 1930s some powerful ones became associated with psychology and supported its aims to develop a parallel nonmedical psychotherapy system. The year 1945 saw the culmination of many developments in psychology since the 1920s, which led to two major coalitions being formed. The first of these was represented in the reorganization of the American Psychological Association (APA). The 1950s, in American society as well as psychology, were characterized by two pairs of opposites: liberty versus repression and conformity versus creativity. The 1960s were brought to the United States on television. In the 1980s, the APA added a division of clinical neuropsychology, another specialty area where the advances in both cognitive and brain studies translated into an acceptable medical support occupation for psychologists. The Big 5 Personality Theory began to gather wide recognition in the 1990s. Positive psychology promised an opportunity to focus study on some important and neglected aspects of human life.

This book serves as the pillar for clinical care teams to improve health equity among homeless older adults. Interdisciplinary care teams are essential in complex homeless older population clinical practice, as all disciplines must work together to address medical, surgical, behavioral, nutritional, and social determinants of health. All clinicians who treat older adults, from the independent to the frail, should approach problem solving via an inclusive approach that includes social work, pharmacy, nursing, rehabilitation, administrative, and medicine inputs. The social determinants of health that contribute to the complexities of clinical care outcomes cannot be addressed within silos. The book reflects a holistic care model to assist clinicians in the complicated homeless population that is continuing to change in the instability of the homeless environment. The book is divided into 14 chapters. The chapters in are organized by problems most commonly faced by clinicians in servicing homeless populations: mental, social, medical, and surgical challenges. Chapter one presents definition and background of geriatric homelessness. Chapter two discusses chronic mental health issues (psychosis) in the geriatric homeless. Chapters three and four describe neurocognitive disorders, depression, and grief in the geriatric homeless population. The next two chapters explore ethical, legal, housing and social issues in the geriatric homeless. Chapters seven and eight discuss infectious diseases in homeless geriatrics population. Chapter nine is on cardiovascular disease in homeless older adults. Chapter 10 describes care of geriatric diabetic homeless patients. Chapter 11 discusses geriatric nutrition and homelessness. Chapter 12 presents barriers and applications of medication therapy management in the homeless population. Chapter 13 describes dermatologic conditions in the homeless population. Finally, the book addresses end-of-life considerations in homelessness and aging.

A concise, reader-friendly introduction to an important but often underappreciated topic in modern psychology, this book explains the role of comedy, jokes, and wit in the sciences and discusses why they are so important to understand. The author draws from his personal experiences in stand-up comedy to focus on how humor can regulate emotion, reduce anxiety and defuse tense situations, expose pretensions, build personal relationships, and much more. He irreverently debunks the pseudoscience on the topic of humor and leaves readers not only funnier, but better informed. Chapter 1 provides some ways to classify jokes into categories, discusses some theories about what makes something funny, and gets into the caveats about why this work can be so difficult. Comedy alters mood, thought, stress, and pain. Jokes and laughter may play an important role in health, mental illness, marital bliss, education, and psychotherapy. The second chapter discusses the social psychology of humor, and looks at how the presence of other people can make things seem funnier. Folks in both education and business often turn to humor in an attempt to captivate, inform, and persuade. A close look at the research on immune function, allergies, erectile dysfunction, and longevity reveals some promise for laughter’s health benefits. Research offers more support for humor’s impact on psychological well-being than on physical health. Humor can have direct effects on physical health and psychological well-being; it can buffer folks against the slings and arrows of daily hassles.

This book offers practical guidance and strategies to avoid the common pitfalls of eye movement desensitization and reprocessing (EMDR) practice through the 8-phase protocol. It proposes to guide those therapists into a safer way of working while encouraging them to access accredited training and supervision for their practice. The scope of the book is limited to EMDR practice with adults. Phase 1 of the standard EMDR protocol is history taking. It is important to determine whether the client is appropriate for EMDR selection. The therapist needs to help the client to identify and practice appropriate coping strategies that will support the client throughout the therapy. Therapists need to address any fears that the client (or therapist) may have about the later desensitization. Failing to do this can result in problems later. Many of the clients that come for EMDR will have a history of complex trauma or a chaotic childhood. The treatment plan needs to identify specific targets for reprocessing. This will be a three-pronged approach that includes the past memories that appeared to have set the pathology in process, the present situations that, and people who, exacerbate this dysfunction, and the desired future response, emotionally, cognitively, and behaviorally. Clients and therapists need to understand the rationale for selecting a particular target utilizing prioritization and clustering techniques as illustrated with the case study. Choosing the correct target can involve some detective work, but this will be time well spent. The book guides practitioners on how to identify the components of a memory network for reprocessing. It then focuses on the assessment phase and the importance of negative cognitions (NCs) drawing heavily on illustrative case vignettes.

This book provides a highly accessible introduction to the many facets of human intelligence, with careful presentation of the wide range of theories and perspectives. Written by a team of renowned scholars, it discusses the long history of the study of intelligence, which in many ways parallels the founding and growth of psychology itself. Structure of Intellect (SOI) model represents a very different approach to theories of intelligence. Recent technological advances have encouraged explorations into the relationship between brain function and specific types of cognitive functioning. The book differentiates intelligence and related constructs such as creativity and intellectual giftedness, which helps people to better understand each construct. Sternberg proposed a way to classify the various approaches to studying the intelligence-creativity relationship. The exponentially increasing development of technology will continue to influence both research and interventions involving intelligence. Neurological studies of intelligence that were in the realm of science fiction only a generation ago have become commonplace. Brain imaging studies are also becoming more relevant to intelligence research. Improvements in Magnetic Resonance Imaging (MRI) technology, which uses superconducting magnets and radio waves to create 3-D images of the brain, will help future researchers look at the morphology of distinct brain regions and systems, and possibly come to firm conclusions about the relationship between the size or function of distinct brain regions and differences in intelligent human behavior.

This book is a demonstration of how psychology can produce works that are more reflective of the lived realities of many socially devalued and marginalized groups, people whose voices have been unheard and whose experiences have been ignored. It is divided into four parts. The first part contains one chapter that provides an overview of internalized oppression, its historical development, and contemporary conceptualization. The second part is dedicated to the experiences of indigenous peoples in the United States―American Indians, Alaska Natives, and Native Hawaiians and other Pacific Islanders. The lasting legacy of colonization and U.S. oppression for Latinas/os is self-doubt, self-hatred, and assimilation. The third part contains chapters on the other racial and ethnic minority groups in the United States―African Americans, Latina/o Americans, and Asian Americans. The final part focuses on other socially marginalized groups―women; the lesbian, gay, bisexual, and transgender (LGBT) community; and people with disabilities. Members of one marginalized group may also identify with another social group; multiple and intersecting minority identities within individuals are very common in our highly diverse world. In each chapter, the authors share their own personal experiences and that such experiences are regarded to be just as valid and legitimate as the “theoretical and scientific literature” that they have reviewed. Each chapter also includes a “community voice” coauthor, which in a way attempts to bring the concepts to life and to demonstrate community collaboration in that the chapters really are the products of collaborating with a community.

This book addresses the new concerns people have about children who have early and easy access to the Internet and digital technologies. The chapters address a variety of components of virtual experiences from sexting to distracted driving to the impact of autism on Internet addiction in children, resulting in what are possibly the most comprehensive reference and guidance materials today. The book identifies signs of problem Internet behavior among children, even at the earliest ages. It addresses the psychological, social, and family conditions for those most at risk and how to combat the use of technology that replaces important face-to-face social relationships. The first section of the book talks about the risk factors such as problematic and risky media use, smartphone addiction, narcissism, sexting, and internet and gaming addiction, and the impact of the risk factors. The last chapter in this section discusses parental mental health and internet addiction in adolescents. Prevention and treatment of the internet addiction are dealt with in the second section of the book. This covers issues such as preventing teen drivers and digital distractions, electronic screen syndrome, and initiatives such as the IMPROVE tool to assist families and clinicians, and the Family, Integrated Treatment, Social Connection–Internet Addiction (FITSC-IA) for treating adolescent internet addiction. The book ends with a chapter on maintaining student cyberhealth by discussing the concept of screen smart schools.

The primary objective of this book is to describe how a relationship-building approach can be used in the delivery of child welfare services to kinship caregivers and the children who reside with them. To accomplish this objective, the book entails a review and evaluation of the three major child welfare goals: protection, permanency, and well-being. Specifically, it explores how these three goals can be better achieved when informed by a relationship-building approach. The book assists child welfare practitioners in framing how they view kinship caregivers and acquiring knowledge and skills about the use of relationship-building models (emanating from social work practice perspectives) and is designed to increase positive outcomes for maltreated children. The multifaceted issue of relative caregiving is in dire need of attention from virtually every social work service domain level. Specifically, micro-level practice interventions are needed, as well as mezzo-level programming for particular groups and macro-level policy redesigns that support services to relative caregivers are also warranted. The book integrates practice, policy, and research, and includes study tools and resources (a glossary, discussion questions, and activities for ongoing learning) and thus can be easily incorporated into such courses as child welfare, family practice, social work and the law, social work practice, cultural diversity, policy, child welfare integrative seminars, and special topic electives.

This book provides school personnel with information on how concussion (mild traumatic brain injury) can affect learning, mental health, and social-emotional functioning, skills in developing and leading a school-based concussion support team, tools for school-based concussion assessment, and information on a safe, gradual process of returning to the academic environment. It explains what happens to the brain at the moment of impact, terminology, prevalence rates, causes, risk factors, and issues related to underreporting of concussions. Educators will learn about developmental effects, how concussions can affect students of different ages, as well as difficulties that can result from concussions such as postconcussion syndrome and second impact syndrome. This book presents a school-based concussion team model, including the specific responsibilities of the concussion team leader (CTL), and a discussion of maintaining student privacy through regulations like the Health Insurance Portability and Accountability Act of 1996. Readers are familiarized with checklists that can be used within the school and assessment tools such as Acute Concussion Evaluation (ACE) and neuropsychological assessment. Readers are also familiarized with how physical and cognitive rest can be balanced with a return to activity during the recovery period. This book also book gives concussion team members guidance on the selection of appropriate strategies, as well as decision making during a student’s return to academics, and discusses concussion prevention information by providing guidance on how readers might train others on concussion recognition and response. Case studies are integrated throughout the chapters.

This book concerns itself with the research on how media influences people, how people influence media, and how society even influences the way we try to answer questions about how media influences people. The history of media and society has often involved considerable push and pull between social forces advocating greater liberalization or restriction of media content. After a brief introduction about society and media through history, the book discusses some of the basic theoretical approaches used in media research such as the uses and gratifications theory (UGT), self-determination theory (SDT), and catalyst model. This is followed by a presentation on 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. The impact of televisions, or boob tubes as they were called earlier, on academic achievement is the next topic of discussion. This is followed by a chapter covering media addiction. Regarding television, relatively little attention has been paid to the concept of television addiction despite the heavy viewing habits of the average individual. Book bannings and burnings have long been part of authoritarian regimes, whether aristocratic, fascist, or communist. Book bannings are intended to prevent others from reading a book. The book also discusses many other important topics such as body dissastisfaction, teen sexual behavior, racial relations, criminal news, television/movie/video game violence, and pornography. As with most issues with media psychology, the travails of social media involve separating the hype from the truth.

Contemporary research has found that memory is much more than the process for recalling information that has been learned and retained. Memory is central to all human endeavors. Memory is the sine qua non of human psychology. How humans process, store, retrieve, and use memory is intrinsically interesting. This book is about human memory: how it works, how it sometimes does not work, why it is important, and why it is interesting. It describes the major structural and functional theories that guide our understanding of memory. The modal model has three memory buffers: sensory information store, short-term memory and long-term memory. The book focuses on everyday functions of memory, including memorizing things, remembering to do things (prospective memory), and recalling how to do things, such as skills, procedures, and navigation. Disorders of memory including Alzheimer’s and amnesia are examined along with exceptional memory skills, such as the phenomenon of individuals with highly superior autobiographical memory. The book also addresses the intriguing and controversial topics of repressed and recovered memories, the validity of memory in courtroom testimony, and the effects of remembering traumatic events.

This book is a comprehensive guide to the basics of mindful hypnotherapy (MH), incorporating everything you need to understand the approach, apply it to clients in your clinical practice, and use it for your own personal edification and growth. MH is a treatment that combines the qualities from two highly effective and well-established treatment approaches: mindfulness and hypnotherapy. These approaches have separately been shown to be effective in the treatment of a wide array of disorders ranging from elevated stress or adjustment problems to more debilitating conditions such as major depressive disorder, posttraumatic stress disorder (PTSD), substance use disorders, chronic pain, anxiety disorders, and more. This book is intended to be an additional tool in a therapist’s toolbox—a new approach that delivers a mindfulness-based intervention within a hypnotic context. The book is divided into three sections. The first section (Foundations) provides the conceptual basis for MH, research, discussion of hypnotic abilities, and basics for formulating hypnotic inductions and suggestions. The second section (Mindful Hypnotherapy by Session) provides a treatment manual for MH over eight sessions. It includes transcripts, hypnotic inductions, and guidance for individualization and tracking progress using the Mindful Self-Hypnosis Daily Practice Log. The third section (Conclusion) provides an overview of training and personal growth toward becoming a mindful hypnotherapist. This MH approach is long overdue, and over the course of the past 40 years, the fields of hypnotherapy and mindfulness have been compared and contrasted phenomenologically, physiologically, and neurologically. MH is an intervention that intentionally uses hypnosis (hypnotic induction and suggestion) to integrate mindfulness for personal or therapeutic benefit.

This book presents an introduction to mindfulness-based and yoga approaches within the context of the dysregulating, culture-wide battle involving consumption and the struggle for identity. It provides the structure and practical applications for clinicians to help their clients find an internal sense of satiety and peace of mind. The book is structured in four parts. Part I provides the conceptual, empirical, and theoretical foundations of embodied self-regulation. The chapters in this section address the various aspects of embodied self-regulation, introduce the dysregulated self, briefly define the disorders associated with poor self-regulation and present the mindful and yogic self. The second, third and fourth parts of the book hold the most utility for the practicing mental health professional. In Part II, the conceptual and philosophical aspects of mindfulness are explained in order to serve as a cognitive framework for a healthier, regulated self. Two chapters follow explicating the formal (i.e., on-the-cushion) and informal (i.e., off-the-cushion) mindful practices. As a tradition, yoga is a practice taught teacher to student. In Part III, the conceptual and philosophical aspects of yoga are explained. As in the coverage of mindfulness, three chapters follow explicating formal yoga practices (i.e., on the mat), guidelines for developing a personal yoga practice, and informal yoga practices (i.e., off the mat). Part IV reviews evolving mindful and yogic applications as they are utilized within various empirically supported mindfulness and yoga-based protocols and in self-care.

This book explicates mindfulness and yoga as tools for cultivating embodied self-regulation within healthy, active, engaged learners. It is structured in four parts, each comprised of two to four chapters. The first part sets the stage for mindfulness and yoga interventions in schools. It includes a review of the conceptual model for embodied self-regulation and addresses the risks and outcomes associated with a lack of self-regulation and engagement among students. The first section also includes the three-tiered model of intervention used in education and a framework for implementing mindfulness and yogic practices within the three-tier approach. The second and third parts explicate the philosophical underpinnings of mindfulness and yoga, detail the formal and informal practices in a on-the-cushion/mat and off-the cushion/mat format, and critically review the mindfulness and yoga protocols that have been implemented and studied in schools. Specifically, the second part focuses on mindfulness interventions and the third part focuses on yoga interventions. The fourth part addresses mindful self-care for students and teachers. The mindful self-care scale is presented as a framework for presenting actionable self-care goals for students and teachers. The longer form and the shorter form are offered with a scoring system and research on each of the aspects of self-care. Mindfulness and yoga practices help us be on-purpose, intentional in our teaching and in our lives.

This book helps in understanding motivation from a perspective of basic knowledge, provides a bit of the schema set that a motivation researcher brings to these situations and offers some guidance in one or more motivational models. Chapter 1 begins with a global definition of motivation. Motivation is not a learning theory, but it affects what people learn. The second chapter talks about topics related to incentives, rewards, reinforcers, and punishers using the operant-conditioning framework. Self-determination theory (SDT) is a large-scale model for motivation, and allows for the discussion of social development, individual differences, and cultural factors that can assist or impede a person’s progress. Needs can be thought of as arising from three categories: physiological, psychological and social needs. The sheer “motivation” for paying attention in class and working on material in class concerning physiological needs is impressive. Individuals have beliefs and judgments about their ability to successfully complete an activity or task, which can be termed as expectations. Additionally, people also have a value system associated with the expectation. Goals are important and goal setting is crucial for moving forward. Long-term goals are better suited for increasing intrinsic motivation. Chapter 7 describes several focused theories within the thematic concept of self-evaluation or self-judgment. Positive psychology falls within the perspective of humanism but focuses on testing ideas. Optimism has been viewed as a cognitive characteristic with an emotional component to it.

Given the growth of MI in schools that has occurred since the first edition was published, the book has been revised and updated. Several key improvements have been made to the current edition. First, the literature on the science and practice of motivational interviewing (MI) in schools has been updated. Second, the chapter on MI with students has been vastly expanded and describes many new applications of MI in schools with youth. Third, the chapters on implementation and dissemination have been completely rewritten. These chapters reflect the latest science about how to ensure one is implementing MI as intended and strategies for learning and improving MI skills. Fourth, it has expanded coverage of MI applications with school problem solving teams. The authors believe that this is an emerging and important area of research and practice and hope this chapter sparks important progress for building and sustaining effective problem solving teams. Fifth, the chapter on the context of motivation and getting teachers, parents, and students to be willing to engage in MI conversations has been expanded. Finally, every chapter on specific applications of MI has been updated. The book is organized in three parts: an overview of MI; specific applications of MI with teachers, parents, students, families, and problem-solving teams; and implementation and dissemination strategies for learning MI and monitoring fidelity. This book includes several features intended to aid learning and retention of material. It provides extensive examples of MI conversations and dialogue, each with labels of MI strategies that are being used and consulted to change and sustain talk responses. These examples show MI is used in structured interventions and also how it can be used everyday as one interacts with anyone who is contemplating change. Finally, the current edition has many Expert Tips for learning and improving MI skills.

This book focuses on the key issues surrounding multicultural neurorehabilitation for a wide range of health care professionals. The study of traumatic brain injury has seen a clear evolution in the sophistication, breadth, and depth of findings concerning neuroepidemiology as it affects racial and ethnic minorities. As large-scale epidemiological studies increasingly include and distinguish individuals of color and linguistic minorities together with religion, sexual orientation, physical disabilities, place of residence, and key socioeconomic variables that interact with race/ethnicity, more information will be available to make changes in policy, training, and clinical service delivery. Neuropsychological assessment involves the administration of a battery of tests that assess a variety of cognitive domains to obtain a clinical picture of brain behavior relationships. Within the inpatient rehabilitation setting, neuropsychologists often perform various functions, including neuropsychological assessment, psychotherapy, and assistance with adjustment issues for patients and their families. The book discusses some of the common cultural issues that impact neuropsychology in an inpatient rehabilitation setting. Considerations of race and ethnicity, disability culture, military and veteran culture, and cultural aspects of religiousness and spirituality are all considered in the book. The authors in the book wrote from their own perspectives as clinicians and researchers, representing diverse cultural backgrounds and neurorehabilitation contexts and roles. Hopefully, the book will generate more discussion, research, and literature on multicultural neurorehabilitation.

The inner subjective world of the mind was historically relegated to the margins of social science, confined instead within the traditional domains of psychology and psychoanalysis. In the seven years since the first edition of this book was written, many developments in the fields of neuroscience and psychotherapy that were just beginning to appear on the horizon have received a massive increase in interest and study. Eye Movement Desensitization and Reprocessing (EMDR) is so profoundly guided by the adaptive information processing (AIP) model, it is crucial to examine how it measures up to researched neurobiological models of consciousness and information processing. The book is written with language that is not only technical but also suitable as an introduction to the neural underpinnings of consciousness and EMDR. It examines pertinent neuroscience research related to the understanding of consciousness, information processing, and traumatic disorders of consciousness. The book first presents with basic research in the neurosciences relevant to online/wakeful information processing, which includes sensation, perception, somatosensory integration, cognition, memory, emotion, language, and motricity. The second section examines the neuroscience research relevant to disorders of consciousness, which include anesthesia, coma, and other neurological disorders. Major focus is given to the disorders of type I posttraumatic stress disorder (PTSD), complex PTSD/dissociative disorders, and personality disorders. The third section presents the reader with an examination of neuroscience research relevant to chronic trauma and autoimmune function. A number of medical illnesses, collectively known as “medically unexplained symptoms”, are examined. These include fibromyalgia, chronic fatigue syndrome, reflex sympathetic dystrophy, systemic lupus erythematosus, type 1 diabetes, Hashimoto’s thyroiditis, Graves’ disease, multiple sclerosis, Sjögren’s syndrome, and rheumatoid arthritis. The final section examines the foregoing material with respect to the AIP model. It explores treatment implications vis-à-vis the various types of PTSD and the presentations of medically unexplained symptoms.

This book was conceived out of the authors' shared vision to synthesize key neurobiological developments with effective developments in clinical practice to offer both understanding and practical guidance for the many practitioners working to heal people burdened with traumatic sequelae. It is unique in bringing in all levels of the brain from the brainstem, through the thalamus and basal ganglia, to the limbic structures, including the older forms of cortex, to the neocortex. The book looks at the neurochemistry of peritraumatic dissociation (PD) and explores the effects on neuroplasticity and the eventual structural dissociation. Individual chapters focus on the definition of PD and tonic immobility (TI) and their associations with posttraumatic psychopathology, and review disturbances in self-referential processing and social cognition in posttraumatic stress disorder (PTSD) related to early-life trauma. Separate chapters focus on the modulatory role of the neuropetides in attachment as well as autonomic regulation, and highlight mesolimbic dopamine (ML-DA) system as central to the experiences of affiliation, attachment urge when under threat, attachment urge during experience of safety, and to the distress of isolation and/or submission. The book while increasing awareness of different parts of the self and ultimately creating a more stable sense of self, also incorporates psychoanalytic, cognitive behavioral, and hypnotic methods, as well as specific ego state, somatic/sensorimotor therapies, eye movement desensitization and reprocessing (EMDR), and variations of EMDR suitable for working with trauma in the attachment period. The latter methods are explicitly information-processing methods that address affective and somatic modes of processing.

This book presents information about brain function and its chemical underpinnings in a way that contributes to a conceptual understanding of distress and subjective well-being. Chapter 1 of the book provides a history of thought in psychiatry and explains how we arrived at our current system for categorizing distress. The second chapter offers information on physiology, including brain circuits undergirding anxiety and depression, circuits for emotional or impulse regulation, and circuits for robust motivated behaviors. Information on pharmacology, including the major classes of drugs used to influence behaviour, and the issues over the regulation of pharmaceuticals are presented in the third chapter. This is followed by five chapters that consider categories of distress that afflict adults, namely, depression, anxiety disorders, psychotic disorders, bipolar disorders and addictions. Chapter 9 focuses on categories of distress in children such as pediatric bipolar disorder and depression. The last chapter of the book considers whether current diagnostic practices have served us well, looks at an alternative focus for delivering mental health services, and deals with those behaviors that promote flourishing and well-being.

This book serves as a practice resource for social workers by making accessible the vast territory covered by the social, cognitive, and affective neurosciences over the past 20 years, helping the reader actively apply scientific findings to practice settings, populations, and cases. It features contributions from social work experts in four key areas of practice: generalist social work practice; social work in the schools and the child welfare system; in health and mental health; and in the criminal justice system. Each of the chapters is organized around practice, policy, and research implications, and includes case studies to enhance practice application. The impact the environment has on neural mechanisms and human life course trajectories is of particular focus. It is divided into four sections. Section A includes chapters devoted to social-cognitive neuroscience conceptualization of empathy, mirror neurons, complex childhood trauma, the impact of trauma and its treatment through discussion of posttraumatic stress disorder (PTSD). Section B covers child maltreatment and brain development, transition of youth from foster care, social work practices in schools for children with disabilities, and managing violence and aggression in school settings. Section C deals with several issues such as substance abuse, toxic stress and brain development in young homeless children and traumatic brain injuries. Neuroscientific implications for the juvenile justice and adult criminal justice systems are explained in Section D.