The book examines various theories of aging including a contrast between the strengths-based person-in-environment theory and the pathologically based medical model of psychological problems. It advocates truly engaging with the older client during the assessment phase, and discusses a variety of intervention modalities. The book integrates an advanced clinical social work practice with in-depth knowledge of evidence-based practice as well as geriatric medicine, psychiatry and gerontology. The social worker must evaluate the status of the client’s housing, transportation, food, clothing, recreation opportunities, social supports, access to medical care, kinship and other factors considered important by the social worker or the client. Constructivist theory is a conceptual framework that is foundational to existential therapy, cognitive behavioral therapy (CBT), and narrative therapy, which are effective for older adults. Stigma associated with race, ethnicity, and sexual orientation produce psychosocial stressors that converge on older clients. The book discusses several medical conditions affecting older adults such as Alzheimer’s disease, arthritic pain, diabetes and various types of cancers. Older adults may also suffer from substance abuse-related problems, hypersexuality, and various types of abuse such as neglect. The book also highlights the problems faced by the older adult LGBT community and those suffering from HIV disease. It ends with discussions on care and residential settings for the older adults, and palliative care and euthanasia.
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The importance of the field of geropsychology (psychology of aging) is seen in the ever-increasing demographics of older adults. A psychologist needs to understand the various life stages that define different cohorts of older adults. Older adults are affected by the forces of stigma and ageism, which are of four types: personal, institutional, intentional, and unintentional. A majority of older adults experience age discrimination and stigmatization after the age of 65. The use of medical model of psychopathology causes contradictions and distortions, one of which is the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Assessment of deficits in olfactory functioning are potentially useful for a psychologist who is attempting to differentiate between cognitive disturbances of normal aging and mild cognitive impairment (MCI). Sexual interest remains high throughout old adult developmental stages, but sexual activity declines in most men as they age. While older adults are more likely to avoid illicit substances, many older adults having chronic pain from cancer or arthritis need opioid medications. Older adult abuse is a multifactorial phenomenon as the abuse may be emotional, financial, physical, sexual, or self-induced. Environmental geropsychology is based on Lewin’s field theory model Lawton and Nahemow’s ecological model, and an environmental geropsychologist focuses on the environmental component to develop interventions to change older adults’ interpersonal and intrapersonal experiences. Heightened awareness of coming of death results in an existential crisis for many older adults causing a loss of their sense of purpose for their lives.
Motivational Interviewing in School, 2nd Edition:Strategies for Engaging Parents, Teachers, and Students
Given the growth of
MIin schools that has occurred since the first edition was published, the book has been revised and updated. Several key improvements have been made to the current edition. First, the literature on the science and practice of motivational interviewing ( MI) in schools has been updated. Second, the chapter on MIwith students has been vastly expanded and describes many new applications of MIin schools with youth. Third, the chapters on implementation and dissemination have been completely rewritten. These chapters reflect the latest science about how to ensure one is implementing MIas intended and strategies for learning and improving MIskills. Fourth, it has expanded coverage of MIapplications with school problem solving teams. The authors believe that this is an emerging and important area of research and practice and hope this chapter sparks important progress for building and sustaining effective problem solving teams. Fifth, the chapter on the context of motivation and getting teachers, parents, and students to be willing to engage in MIconversations has been expanded. Finally, every chapter on specific applications of MIhas been updated. The book is organized in three parts: an overview of MI; specific applications of MIwith teachers, parents, students, families, and problem-solving teams; and implementation and dissemination strategies for learning MIand monitoring fidelity. This book includes several features intended to aid learning and retention of material. It provides extensive examples of MIconversations and dialogue, each with labels of MIstrategies that are being used and consulted to change and sustain talk responses. These examples show MIis used in structured interventions and also how it can be used everyday as one interacts with anyone who is contemplating change. Finally, the current edition has many Expert Tips for learning and improving MIskills.
This book aims to continue inquiry into the evolving nature and all too frequent fragility of late life relationships and the grand challenge of social isolation. It do by documenting author’s current understanding of the complex and multidimensional nature of the interrelated issues of social relationships and health in late life, and the promising health and human service practices that have emerged to lessen the negative impacts of weakened relational ties for older adult health and well-being. The book explores from multiple disciplinary perspectives the characteristics and significance of a wide range of social relationships that, when taken together, can determine the extent to which older adults will be at risk of being socially isolated, disengaged, lonely, and otherwise at risk in late life. It considers the influence on older adult social health of trends in multigenerational family relations, friendships, grand parenting, love, intimate and sexual relationships, divorce and widowhood, and interactions with community and healthcare providers and other public entities. It highlights innovative and alternative forms of community and later life relationships that can serve to forestall or prevent altogether social isolation and loneliness. Given the significance placed on the quality of our social lives in preparing us for a satisfying old age, it explores as well a variety of strategies for bolstering older adult social health and community engagement. While one’s physical health status in late life may not be able to be dramatically altered for the better, it argues that one’s social health and the relationships that comprise one’s social life can. Whether you are an older adult yourself or a professional or family caregiver of an older adult, you have the capacity to shore up potential gaps in the integrity of your own or another person’s social world.
This textbook has been developed for introductory courses in gerontology, as well as other courses with gerontology components. Gerontology is multifaceted and interdisciplinary. By necessity, it encompasses a broad range of subjects including psychology, sociology, architecture, biology, communications, economics, education, humanities, law, medicine, nursing, political science, public administration and policy, public health, public safety, social work, and vocational skills. Indeed, gerontology encompasses every academic discipline that in some way relates to the lives of older people in contemporary America. The book is divided into six parts. Part I focuses on the longevity dividend and the importance of mobilizing all sectors of the society to realize the opportunities and address the challenges of an aging society. Part II deals with physical and mental well-being. It discusses in detail the following: physical changes and the aging process; health and wellness for older adults; mental health, cognitive abilities, and aging; sexuality and aging; and death, dying, and bereavement. Part III focuses on economic and social aspects of aging. It focuses on economics, work, and retirement, explores family, friends, and social networks of older adults and discusses how older adults contribute to their communities and how they receive support. Part IV focuses on formal support systems. It discusses in detail the following: older adults giving and receiving support; medical conditions, assisted living, and long-term care; and medicare, medicaid, and medications. Part V focuses on Americans at risk for poor economic and health outcomes as they age — women, people of color, and lesbian, gay, bisexual, and transgender (
LGBT) individuals. It also describes elder abuse and highlights its consequences. Part VI explores the many career opportunities within the field of gerontology and explains how the study of aging can be applied to any position in any field.
This book provides both counselors in training and established counselors the tools needed to make sound ethical decisions. It integrates a comprehensive review of ethical standards and guidelines by two major professional governing bodies in psychology: the Ethical Principles for Psychologists and Code of Conduct of the American Psychological Association (APA), and the Code of Ethics of the American Counseling Association (ACA). The book focuses on engaging the reader in critically thinking through the intersections of legal requirements and ethics codes. It integrates critical self-reflection and identifies variables that would place a counselor at risk. The book is organized into four parts. Part one provides an overview of the topics discussed in the book. Part two reviews typical ethical issues that counselors encounter in practice relating to confidentiality, professional boundaries, and professional competence. Part three analyzes ethical dilemmas that may arise given the changing face of technology and the country’s demographics relating to culturally competent treatment, managing social media, and confronting colleagues and other sticky situations. The final part focuses on recommendations for counselors to continue sound ethical decisions. The book is designed for counselors-in-training or engaged in externships and practicums. They include master’s level students in counseling psychology, clinical psychology, and mental health programs; doctoral students; predoctoral students on internship; and students enrolled in programs with dual degrees. It is also for established counselors who must remain abreast of changing standards and issues affecting clinical practice, such as those related to social media and technology, for postdoctoral counselors working toward licensure, and for undergraduate-level students who are training to become Credentialed Alcoholism and Substance Abuse Counselor (CASAC).
This book promotes healthy aging by demonstrating how health practitioners, program developers, and policymakers can prevent or manage disease and make large-scale improvements toward health and wellness in the older adult population. This eighth edition encompasses major new research that substantially updates previous recommendations. It provides important new content on Medicare, Medicaid, Social Security and the Affordable Care Act; clinical preventive services; global aging; sexual health; saving for retirement; long-term care alternatives; and much more. The book focuses on current research findings and practical applications, and includes detailed descriptions of two of the author’s programs that have been recognized by the National Council on Aging and included in its Best Practices in Health Promotion and Aging. These consist of a comprehensive exercise program in the community that includes aerobics, strength building, flexibility and balance, and health education; and a health contract/calendar used to help older adults change their health behaviors. The book includes key terms and learning objectives at the start of each chapter; questions to ponder within each chapter; boxes throughout containing information to reflect upon, and new chapter-ending summaries. These summaries do not just list highlights in each chapter, but synthesize an overarching theme or themes of each chapter. The book is practical, including health-promoting tools, resource lists, assessment tools, illustrations, checklists, and tables.
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.
This book is part of the Critical Topics in an Aging Society series. It serves as a catalyst in the technological transformation of aging services through organized presentation and evaluation of tools for a broad health care audience. Geriatrics interprofessional care is a fundamental part of older adult clinical practice modeled on a team approach inclusive of various fields, among them social work, pharmacy, nursing, rehabilitation, administration, and medicine. All clinicians who treat older adults, from the independent to the frail, are engaged in geriatrics team care which is continually adapting and evolving for individuals based on functional status changes, new treatment paradigms, and different settings of care. The need for advanced technology is clearly evident as one enters a hospital, nursing home, or geriatric care setting, including the patient’s home. Older adults have limited abilities to adapt to changes across these care locations, and thoughtfully implemented technology may eliminate these obstacles while providing safer, more enjoyable, and cost-effective care. The book presents some of the latest medical technological innovations and discusses options to help improve not only transitions of care, but also independence and quality of life for older adults. It is organized into four sections. The first section discusses current major challenges in aging and targets for technology, and promoting technology adoption and engagement in aging. The second section focuses on transitions of care and technology integration, home telehealth, and telemedicine and its effects on elder care in rural areas. Section three explores technology design for frailty, technology and cognitive impairment, advances in medication adherence technology, and technological advancements in pain management in elderly population. The final section describes personalized medicine and wearable devices, social robots and other relational agents to improve patient care, artificial intelligence and its potential to improve health, and advances in health education technology.
This book provides a comprehensive introduction to the practice and profession of school psychology through a social justice lens. School psychologists strive to promote the welfare of all children and families, and in the absence of socially just learning environments, this goal cannot be fully achieved. Therefore, social justice issues must be studied in tandem with all areas of school psychological service delivery. This book is organized into three main sections containing 14 chapters. The first chapter presents a general overview of the field of school psychology by introducing readers to the National Association of School Psychologists’ Model for Comprehensive and Integrated School Psychological Services. Chapter two describes the history and development of the field. The next three chapters discusses graduate preparation and credentialing, multicultural foundations, and legal and ethical foundations. Chapter six assumes a broad approach to conceptualizing assessment by considering its applications for planning (before intervention), monitoring (during intervention), and evaluating (after intervention) services. Chapter seven describes foundational concepts in intervention, which are important prerequisites for understanding domain-specific interventions (e.g., academic, behavioral, social, and emotional interventions). Chapter eight describes academic assessment and intervention. Chapter nine explores social, emotional, and behavioral interventions. Chapter 10 discusses cognitive assessment in school settings. Chapter 11 and 12 describe services for empowering school personnel and systems to better serve children. These services include consultation, and program evaluation and systems-level reform. Chapter 13 presents emerging issues and anticipates future directions for the field. Topics include personnel shortages, virtual psychological service delivery, and the evolution of professional organizations and standards. Chapter 14 describes considerations for pursuing a career in school psychology. It covers topics such as choosing specialization coursework, selecting mentors, and identifying potential career paths. It also includes resources such as a curriculum vitae development checklist and graduate planning worksheet.