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 uses a developmental approach to behavioral health for the entire pediatric population. Each section of this book is dedicated to the traditional developmental ages. Each opening chapter within the specific developmental age provides information for pediatric primary care providers to assess, identify, and intercept potential behavioral health problems through the use of a developmental approach to behavioral health assessments (infants, toddlers, preschool-age children, school-age children, and adolescents,). Assessment, screening, intervention, and treatment strategies are provided through analysis of the best available evidence by experts in the field of pediatric practice. Cutting-edge topics written by experts in the fields of pediatric primary care and pediatric behavioral health are highlighted in this book and include: infant brain development and outcomes from ineffective parenting; social determinants of health and effect on behavioral health; building resiliency in children; infant depression; behavioral problems in children with inborn errors of metabolism; autism, global developmental delays, and genetic syndromes; attention deficit hyperactivity disorder and comorbidities. The topics also include bullying social media and behavioral health; eating disorders; the autistic adolescent in residential treatment facilities; child behaviors within military families; foster care; toxic stress; trauma-informed care; lesbian, gay, bisexual, and transgender adolescent; and holistic and integrative care, and holistic care, integrative medicine, and behavioral health. Within each developmental section, there are case studies that provide exemplary practices for assessing, diagnosing, and evaluating children presented with the particular behavioral health problem. Case studies include the following topics: failure to thrive in infancy; infant colic; toilet training; sleep disorders in children with autistic spectrum disorder and ADHD; toddler impulsive behaviors; nail biting; and adolescent substance abuse.

Today’s parents face more problems with fewer means of support, while health care providers struggle with decreased client contact time and minimal parenting-oriented education to assist parents and their children. This book provides health care providers and students with the information they need to intervene with child behavioral problems and to assist parents with today’s challenges in a quick and easy-to-read format. Challenges and behavioral issues are presented in an A-to-Z format that includes the description, assessment, diagnosis, levels of prevention/intervention, parenting tips, and resources for the primary care management of 30 childhood challenges. These challenges include adolescent angst, adolescent relationship abuse (ARA), aggression and violence, bullying, cyberdelinquency and victimization, dangerous driving, depression and suicide, gambling, gang membership, mood dysregulation, nonsuicidal self-injury (NSSI), sexual aggression and victimization, substance abuse, stalking, technology dependence, and traumatic stress. Lesbian, gay, bisexual, transgender, questioning, intersex, and two-spirit (LGBTQI2) youth and transition age youth are also included because of the unique needs of these populations and the challenges they need to manage because of societal issues. The book also contains appendices provide additional resources. There is a developmental chart that provides social/cognitive, language, and fine and gross motor milestones for ages that coincide with wellness visits, as well as a quick guide on crisis intervention for health care professionals.

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

Nursing theory and practice intertwine in a mutually supportive bootstrapping process as the nursing graduate develops skill. A theory must be a new whole in which decontextualized elements are related to each other by rules or laws. It seems that it is more plausible to believe that sufficient experience, accompanied by no theoretical knowledge, could produce skilled coping behavior. The study of the skill-acquisition phenomenon has shown that a person usually passes through at least five stages of qualitatively different perceptions of their task as skill improves. Performance improves to a marginally acceptable level only after the novice has considerable experience coping with real situations. While this encourages the advanced beginner to consider more objective facts and use more sophisticated rules, it also teaches the learner an enlarged conception of what is relevant to the skill. A more subtle and refined discrimination ability is what distinguishes the expert from the proficient performer. It is our hope that we have put into words once again what nurses and all clinicians know in their practice and that the marginalized caring practices presented here compel the reader to consider the societal worth and knowledge inherent in the caring, diagnostic, and therapeutic work that nurses do. As well, it is our hope that practitioners from other fields will join us in this conversation so that together we can design better institutions of public caring—in our schools, families, social work, courtrooms, and in all places where protection of vulnerability, sponsorship of growth, and the promotion of better citizenship occurs. The synthesis of the work on the Dreyfus Model of Skill Acquisition is drawn from Benner (2005).

Palliative care is considered a subspecialty of medicine and nursing, with certifications offered to insure the highest quality of care that can be offered to those with acute, chronic, progressive, life-altering, or life-threatening diseases. Palliative and hospice care are on the same continuum. Hospice care is offered in the last 6 months of life, whereas palliative care is offered earlier, at the time of diagnosis, with any diagnosis that can eventually lead to death. This book gives palliative care and hospice nurses the advanced knowledge they need, beyond their undergraduate and graduate nursing education, to incorporate advanced empirical, aesthetic, ethical, and personal knowledge into their nursing practice. The book is organized into four sections comprising 27 chapters. Section I articulates the purpose and value of palliative care and hospice nursing and the revolution across America and the world, which demands the relief of suffering and every effort to promote quality of life until its end. Section II emphasizes on the care for the whole person and family. The chapters on culture and spirituality, and sexuality will help to recognize that a person is more than a physical body. The art of communication, the promotion of health, and holistic therapies are also taught. Section III focuses on advancing one’s knowledge of life-threatening diseases such as cancer, end-stage heart disease, end-stage heart disease, end-stage renal disease, end-stage liver disease, chronic lung disease, neurological disorders, HIV/AIDS. Section IV deals with effective management of symptoms such as dyspnea, anxiety, depression, delirium, posttraumatic stress disorders, gastrointestinal symptoms, fatigue, and skin alterations by pharmacologic, nonpharmacologic, and complementary therapies. In the peri-death chapter, nurses will learn how their presence at the deathbed can imprint a memory that replaces fear with calm, suffering with relief, and sorrow with abundant appreciation and love.

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

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

Trauma-Informed Approaches to Eating Disorders is clearly a much needed and long overdue book about treatment, written by a diverse group of clinicians and carefully edited to focus on the needs and strengths of clinicians. The complexities and challenges that undergird, surround, and even haunt the nature, diagnosis, treatment, management, and understanding of eating disorders (EDs)-in-relation-to-trauma are so great, even for veteran clinicians, that they can leave practitioners at any level of experience feeling helpless and exhausted. This book, in a way that would be appreciated by practitioners of acceptance and commitment therapy, accepts the reality of those feelings and is committed to improving treatment, understanding, and compassion. The book is designed to foster respect for complexity and link it to humility in the presence of tragedy, tribulations, and suffering, framed all too often by our own shortcomings as healers. EDs are dangerous, ubiquitous, usually chronic in nature, and difficult to treat. Anorexia nervosa (AN) has the highest fatality rate (4%) of any mental illness. Bulimia nervosa reveals a fatality rate of 3.9%. EDs offer an enormous challenge to therapists because of their complexity, which includes severe medical risk, co-occurring anxiety, depression and personality disorders, an addiction component, and body image distortion—all of this within a mediadriven culture of thinness in which starving and purging can for some become lifestyle choices. This complexity is further exacerbated by the presence of painful life experiences or trauma. The book elucidates the connection between trauma and EDs by offering a trauma-informed phase model, as well as chapters describing the ways in which various therapeutic models address each of those phases. It offers an in-depth exposition of a fourphase model of trauma treatment.

For a physician assistant student, the clinical year marks a time of great excitement and anticipation. After many intense semesters in the classroom, one will have the privilege of participating in the practice of medicine. Each rotation will reinforce, refine, and enhance their knowledge and skills through exposure and repetition. Although excitement is the overlying theme, some amount of uncertainty is bound to be present as one progresses from rotation to rotation, moving through the various medical specialties. Through an organized and predictable approach, this book series serves as a guide and companion to help feel prepared for what one will encounter during the clinical year. Written by an experienced physician assistant educator, the book details the clinical approach to common presentations such as anxiety, depression, and substance use disorders. It also provides a systems-based approach to 40 of the most frequently encountered disease entities one will see in this rotation, including bipolar disorder, schizophrenia, and personality disorders. Chapters are organized in a way that allows one to quickly access vital information that can help one recognize, diagnose, and treat commonly seen conditions. One can easily review suggested labs and diagnostic imaging for a suspected diagnosis and find a step-by-step guide to frequently performed procedures. Electronic resources are available for the book. These include case studies with explanations to evaluate clinical reasoning process, and review questions to assist in self-evaluation and preparation for end-of-rotation examinations as well as the Physician Assistant National Certifying Exam. Distinguished by brief, bulleted content with handy tables and figures, the reference offers all pertinent laboratory studies, screening tools, and diagnostic criteria needed to confirm a diagnosis. This guide describes the urgent management techniques one will learn during the behavioral health rotation, including suicide risk assessment, management of delirium tremens, and use of restraints.