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.
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This book offers practical guidance and strategies to avoid the common pitfalls of eye movement desensitization and reprocessing (EMDR) practice through the 8-phase protocol. It proposes to guide those therapists into a safer way of working while encouraging them to access accredited training and supervision for their practice. The scope of the book is limited to EMDR practice with adults. Phase 1 of the standard EMDR protocol is history taking. It is important to determine whether the client is appropriate for EMDR selection. The therapist needs to help the client to identify and practice appropriate coping strategies that will support the client throughout the therapy. Therapists need to address any fears that the client (or therapist) may have about the later desensitization. Failing to do this can result in problems later. Many of the clients that come for EMDR will have a history of complex trauma or a chaotic childhood. The treatment plan needs to identify specific targets for reprocessing. This will be a three-pronged approach that includes the past memories that appeared to have set the pathology in process, the present situations that, and people who, exacerbate this dysfunction, and the desired future response, emotionally, cognitively, and behaviorally. Clients and therapists need to understand the rationale for selecting a particular target utilizing prioritization and clustering techniques as illustrated with the case study. Choosing the correct target can involve some detective work, but this will be time well spent. The book guides practitioners on how to identify the components of a memory network for reprocessing. It then focuses on the assessment phase and the importance of negative cognitions (NCs) drawing heavily on illustrative case vignettes.
This book 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.
This book serves as a practice resource for social workers by making accessible the vast territory covered by the social, cognitive, and affective neurosciences over the past 20 years, helping the reader actively apply scientific findings to practice settings, populations, and cases. It features contributions from social work experts in four key areas of practice: generalist social work practice; social work in the schools and the child welfare system; in health and mental health; and in the criminal justice system. Each of the chapters is organized around practice, policy, and research implications, and includes case studies to enhance practice application. The impact the environment has on neural mechanisms and human life course trajectories is of particular focus. It is divided into four sections. Section A includes chapters devoted to social-cognitive neuroscience conceptualization of empathy, mirror neurons, complex childhood trauma, the impact of trauma and its treatment through discussion of posttraumatic stress disorder (PTSD). Section B covers child maltreatment and brain development, transition of youth from foster care, social work practices in schools for children with disabilities, and managing violence and aggression in school settings. Section C deals with several issues such as substance abuse, toxic stress and brain development in young homeless children and traumatic brain injuries. Neuroscientific implications for the juvenile justice and adult criminal justice systems are explained in Section D.
This book is a guide to understanding core restorative justice values and practices and what we have learned from research on the impact of this emerging social movement in the global community. The first three chapters provide an overview of the restorative justice movement and its connection with core social work values and spirituality (not religion). Restorative justice dialogue and its most widespread applications are then presented in Chapters four through eight. Each chapter on a specific application of restorative justice dialogue includes a thorough description of the process, including case examples, followed by a review of empirical research that is available. These chapters describe the most widely used applications, namely victim-offender mediation (VOM), family group conferencing (FGC), peacemaking circles, and victim-offender dialogue (VOD) in crimes of severe violence. The concluding three chapters, nine through eleven, focus on broader issues related to restorative justice dialogue. The crucial role of the facilitator in restorative justice dialogue is highlighted, followed by identifying the dimensions of culture in the restorative justice movement and the very real possibility of unintended negative consequences if we are not mindful of these dimensions. Finally, emerging areas of practice that go beyond the juvenile and criminal justice system are addressed.
Eye Movement Desensitization and Reprocessing (EMDR) Scripted Protocols: Basics and Special Situations
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.
The author of this book has effectively filled many roles in her career: psychiatric nurse, educator, dean, policy maker, president, chair, author, leader, mentor and, as the author would proudly note, gadfly. There are two roles in which the author has particularly distinguished herself and serve as the foundation for the second edition of her book, The Growth and Development of Nurse Leaders. The first is leader and the second is mentor. In this book, the author blends the roles of leader and mentor. To this end, the author predictably offers practical insights into effective leadership strategies—some to be expected in books on leadership, such as strategic planning, relationship building, mentoring, giving feedback, building a community of learning, using and portraying data, and securing resources. Other topics are more surprising and thought-provoking, such as recognizing and managing the shadow side of our personalities, neediness and failure as a leader, pretending as a leadership strategy, managing anger, and “the vision thing”. As to mentoring, when the author was president-elect of
STTIin the mid-1980s, she introduced the concept of “orchestrating a career,” and has presented often—and popularly—on this topic. In the ensuing years, the author has written about the various career stages, encouraging nurses (and women) to be optimistic and exert leadership to enrich their own experiences and those of others, taking the long view. The author speaks about nurse as careerist and, in the book, outlines her model on career stages and mentoring needs with its five stages (from preparation through being a gadfly, or wise woman). The book offers a cumulative reflection on the career-long journey of a leader and mentor who has achieved international impact. It offers each of us, regardless of our career stage, profound insights into and options for our own journeys to effective leadership.
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.
Field education has been identified as the “signature pedagogy” social work education. The practice of having students working alongside community practitioners is almost as old as the social work profession itself. Field education, which involves students working with practicing social workers to learn the knowledge, skills, and values of the social work profession, brings the intellectual content of the classroom into focus with everyday tasks and responsibilities. Therefore, the work of community-based practitioners who supervise social work interns is essential to our profession. This book includes content on how to recruit a practicum student, as well as useful information about effective supervision, learning assessment planning and development, integration of theory and practice, helpful evaluation techniques, and teaching social work ethics. It provides an introduction to the practice of field education, along with useful recommendations about how to maximize the learning experience of practicum students. College and university social work programs provide regular orientations to their field education programs. Students should adhere to agency expectations regarding dress, language, and boundaries. Once students are aware of the agency culture, they should be held accountable for meeting those expectations. Effective communication between the academic institution and the field instructor/agency setting is indispensable to the social work practicum process. Several models exist to help students determine an ethical course of action or to resolve an ethical dilemma. Practicing as an ethical social worker requires not only knowledge of the National Association of Social Workers (NASW) Code of Ethics, but also the ability to apply sound decision-making strategies to everyday situations encountered in social work practice.