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.