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.

Caring for the dying and their families can be one of the most emotionally fulfilling, personalized, and loving acts a nurse can provide. This book, about the CARES tool, attempts to convey essential information on how to effectively care for the dying in a condensed and readily applicable format for the bedside nurse. It is divided into seven parts. A general background and the establishment of the CARES tool are found in Part I. The second part presents a detailed breakdown of the CARES tool by sections (comfort, airway, restlessness and delirium, emotional and spiritual support, and self-care). Part III shares the theoretical foundation of the CARES tool, and emphasizes the need for patient advocacy and strong communication skills. It also explores what can be done to promote a peaceful death. The fourth part consists of two chapters which address the changes in our culture that must occur and the new role of the doctor of nursing practice (DNP) for translating the current literature into evidence-based practice. Part V examines how the use of the CARES tool can impact nursing care and encourage end-of-life care involvement by other health care providers, and how hope can be nurtured for the dying. The penultimate part of the book provides insight into CARES tool application strategies employed at Sunnybrook Health Sciences Centre in Toronto, Canada. The last part summarizes the example scenario of an individual final journey and the individualized care he and his family were given in an effort to provide a peaceful and loving death. It also provides some recommended websites, readings, and references to continue the reader’s education on evidence-based compassionate care of the dying.

Growing numbers of nurses are working in long-term care and playing a major role in the provision of long-term care services. This book provides an overview of the unique aspects of long-term care with a specific focus on nurses working in nursing home and assisted living settings. It offers a review of the unique aspects and settings for long-term care, special needs of the population served, and clinical challenges. The book is divided into five parts. The first part provides the basics of long-term care with chapters covering nursing responsibilities, regulations, and cultural change. The nursing process is discussed in Part II, which focuses on the minimum data set (MDS), assessment needs beyond the MDS, assessment skills, creative care plans, person-centered care and family care. The challenges involved in clinical settings such as promotion of medication safety, and reduction of medication errors and common risks are dealt with in the third section. As a significant number of individuals who need long-term care services have cognitive impairment, Section IV is devoted to the care of residents with dementias. Management skills, legal risks, and issues pertaining to surveys are presented in Section V. In recognition of the stresses that can arise in long-term care nursing, a chapter is dedicated to the important topic of self-care.

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 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.

This book is a practical resource for those involved in the training and supervision of school psychology practicum candidates, including supervising school psychologists, university trainers, and graduate candidates. It includes eight chapters that are organized to roughly follow the developmental sequence of a full academic year practicum, from entry through termination of the practicum. The content is relevant to the supervision and training of contemporary foundations of school psychological practice and addresses issues related to a wide range of practicum experiences. Topics addressed include case conceptualization across three broad roles (i.e., case study evaluation, case consultation, student counseling) of school psychological practice, the foundations of special education, and multitiered systems of support (MTSS) and internship preparation. Supervisors can help trainees to explore new school psychological roles, focus on professional behaviors that can help them gain independence, and develop a repertoire of self-care strategies. Each chapter is organized in a similar format, with a focus on key supervisory roles: candidate skill development, supervision, and advancement and evaluation. The content is aligned with the National Association of School Psychologists (NASP) training standards and meant to be a step-by-step guide to training and supervision related to practica. Each chapter concludes with a supervisor-to-do list to assist readers in applying the concepts addressed. The final chapter focuses on collaboration between university trainers and field supervisors, as well as strategies for addressing common issues in training, including problems with trainee professional competence.

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

The concept of trauma-informed care in the neonatal intensive care unit (NICU) aligns with the mission of transdisciplinary neonatal colleagues around the world. This book provides the steps to adopt and implement a trauma-informed paradigm in their NICU. Part I of the book reviews trauma and trauma-informed care and evidence-based updates to the core measures for age-appropriate care. Core measures for age-appropriate care in the NICU define measurable, evidence-based best practices in developmentally supportive, whole-person care. Integrating the concept of trauma-informed care operationalized by the core measures for age-appropriate care in the NICU meets the developmentally sensitive and critical needs of the hospitalized infant, and aims to restore health through healing relationships and integrative care. Part II discusses each core measure set, providing updated evidence-based research to substantiate the practice recommendations, and includes practical implementation strategies and resources to support success. This part presents guidelines for the healing environment; guidelines for the family as well as for pain and stress prevention, assessment and management; guidelines for protected sleep including discussions on safe sleep environment and sudden infant death syndrome (SIDS); guidelines for the activities of infants’ daily living; and guidelines for family collaborative care while explaining the correlation between acute stress disorder (ASD) symptoms in NICU parents and posttraumatic stress disorder (PTSD) and depression. Part III addresses the topic of trauma and the neonatal clinician’s experience with guidelines and recommendations to support and promote self-care for the clinicians.

This book presents a conceptual framework for contemporary nursing practice based on the science of self-care and also incorporates other nursing and multidisciplinary perspectives. It illustrates how to attain and integrate knowledge from nursing theory and theories of related disciplines to achieve optimal evidence-based nursing practice. Case examples from a variety of clinical situations integrated with nursing theory demonstrate the variables needed to achieve optimal nursing practice. The first chapter discusses, inter alia, the relative value of different ways and patterns of knowing within the discipline of nursing. This is followed by a chapter that explains the importance of knowing and understanding the proper object of nursing. Nursing is an action system; action systems begin with problem identification, framing, and delineation. Several factors condition or influence the requirements for self-care, and represent a point of articulation of nursing sciences with other sciences that inform health-related situations. Self-care agency is developed as one learns from his or her family members and others in society to care for self. A traditional collaborative-care system is a unique whole that is formed through the informal or formal negotiation for care by two adults. The dependent-care agent is a person in a relationship not only with the care recipient but also with other members of the family. The family may be a factor that conditions the therapeutic self-care demand and self-care agency of the family member who is the identified patient.

This book is an excellent introduction to nursing at the master’s level. It addresses a gap in literature regarding nonadvanced practice nursing degrees. The book focuses on key roles in both direct and indirect care settings as identified by the American Association of Colleges of Nursing (AACN). It provides a different perspective on the role of the nurse functioning within an interprofessional or interdisciplinary team, while providing tools that can be applied quickly. The book is organized into five sections comprising 16 chapters that can be extremely helpful to nurses moving toward the next level of their careers. Section one describes nursing history, nursing process, nursing theory selection, nursing research ethics, and clinical ethics and the role of the master’s-prepared nurse (MSN). Section two discusses the various roles of MSN such as clinical nurse leader, nurse educator, and advanced practice nurse. Section three presents the indirect care roles of MSN: public health nurse, informaticist, and nurse executive. Section four discusses MSN as change agent, AACN essentials, and Interprofessional collaboration. The final section focuses on special topics such as considerations for lifelong learning, self-care, and mentoring. The book could be introduced to students at the BSN level to help them make career choices as they move forward with their careers.