This book integrates theory and practice, and addresses the key principles of sport, exercise, and performance psychology. It reflects the broadening of sport psychology studies to encompass more widespread human performance research. Chapters address such essential concepts as the key principles of sport, exercise, and performance psychology, individual differences, identity development, individual differences associated with personality, motivation, self-efficacy, stress and coping, injury, decision making, job opportunities, and burnout in the context of human performance. Motivation is likely one of the most critical variables in determining one’s behaviors and ultimate success because it impels them to act or sit still. Self-efficacy is said to influence whether people are optimistic or pessimistic, the goals they select, and their willingness to persist in the face of failure. Stressors fall into one of three possible categories-bioecological, psychointrapersonal, and/or social. Bringing these topics to life are companion “Applying the Concepts” chapters demonstrating how these principles are directly applied in real-life situations. The text focuses on the core theories underpinning sport psychology. Interviews with researchers, coaches, athletes, and other individuals from performance-intensive professions vividly reinforce the book’s content. Additionally, the book contains insights on theories and research findings that students can apply to their own experience.

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 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 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.

Written by the originators of the Mindfulness-Acceptance-Commitment (MAC) model, this book provides both the necessary theory, empirical background, and a structured step-by-step, easy-to-use protocol for the understanding, assessment, conceptualization, and enhancement of human performance. The MAC approach to performance enhancement is based on an integration of mindfulness and acceptance-based approaches and is specifically tailored for high-performing clientele. The predominant psychological approaches have emphasized the development of self-control of internal states such as thoughts, emotions, and physical sensations and have been commonly referred to as psychological skills training (PST) procedures. The book describes a systematic approach to intervention planning in performance psychology. It presents case formulation method presented for a comprehensive understanding of the client, and an appropriate multilevel classification system for sport psychology (MCS-SP) classification that subsequently either guides the proper delivery of the MAC program or leads to the determination that the performer’s needs are beyond the scope of the MAC program. The MCS-SP categorizes the issues and barriers facing the performer into four classifications: performance development (PD), performance dysfunction (Pdy), performance impairment (PI), and performance termination (PT). Numerous case examples, forms, handouts, in- and out-of-session assignments and activities, and verbatim client instructions are included in the book.

This book provides a multidisciplinary compendium of research pertaining to aging among diverse racial and ethnic populations in the United States. It focuses on paramount public health, social, behavioral, and biological concerns as they relate to the needs of older minorities. The book is divided into four parts covering psychology, public health/biology, social work, and sociology of minority gang. The book focuses on the needs of four major race and ethnic groups: Asian/Pacific Islander, Hispanic/Latino, black/African American, and Native American. It also includes both inter- and intra-race and ethnic group research for insights regarding minority aging. The chapters focus on an array of subject areas that are recognized as being critical to understanding the well-being of minority elders. These include psychology (cognition, stress, mental health, personality, sexuality, religion, neuroscience, discrimination); medicine/nursing/public health (mortality and morbidity, disability, health disparities, long-term care, genetics, nutritional status, health interventions, physical functioning); social work (aging, caregiving, housing, social services, end-of-life care); and sociology (Medicare, socioeconomic status (SES), work and retirement, social networks, context/neighborhood, ethnography, gender, demographics).

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.

The purpose of this book is to dispel many of the myths about the gifted, define the term in a nonelitist manner, explore how it manifests in individuals, describe why it is important, consider its origins, examine its psychological implications, and provide guidelines for its recognition, assessment, and development. It provides a cohesive conception of the psychology and development of a group with special needs. This perspective was shaped through 50 years of concentrated study and is informed by the author’s experience as a teacher of gifted elementary students, a counselor of gifted adolescents, a teacher educator of graduate students in gifted education, a psychologist specializing in the assessment of giftedness, a clinician with gifted clients, the creator of a refereed psychological journal on adult giftedness, and a researcher. In humanistic psychology, optimal development has been conceptualized differently. Self-realization can be understood in terms of Maslow’s self-actualization, Dabrowski’s secondary integration, Jung’s individuation, or other theoretical perspectives of human development. Families, educators, and psychologists can support inner development or they can act as agents of socialization, exhorting the gifted to "work harder" to attain external trappings of success.

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 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 represents a compilation of years of theoretical and clinical insights distilled into a specific theory of disturbance and therapy and deductions for specific clinical strategies and techniques. It focuses on an explication of the theory, a chapter on basic practice, and a chapter on an in-depth case study. A detailed chapter follows on the practice of individual psychotherapy. Using rational emotive behavior therapy (REBT) in couples, family, group, and marathons sessions is highlighted. The book commences with a note on the general theory underpinning the practice of REBT, outlines its major theoretical concepts and puts forward an expanded version of REBT’s well-known ABC framework. It then considers aspects of the therapeutic relationship between clients and therapists in REBT, deals with issues pertaining to inducting clients into REBT, and specifies the major treatment techniques that are employed during REBT. A number of obstacles that emerge in the process of REBT and how they might be overcome are noted. The book then distinguishes between preferential and general REBT (or cognitive-behavior therapy [CBT]) and specifies their differences. Individual, couples, family and group therapies are explained. The book talks about the Rational Emotive Behavioral Marathon, a highly structured procedure that is deliberately weighted more on the verbal than on the nonverbal side. The authors’ 8-week psychoeducational group for teaching the principles of unconditional self-acceptance in a structured group setting is described. The book concludes with a discussion on the concept of ego disturbance, REBT treatment of sex difficulties using the cognitive-emotive-behavioral approach, and REBT’s effectiveness with hypnosis.

Working with couples presents a unique set of challenges, and this book sets forth a way of working through those challenges using solution-focused methods. Solution-focused therapy (SFT) with couples requires the therapist to keep the discussion targeted squarely on solutions and to avoid any distractions related to the couple’s problem story. The therapist should choose a response that acknowledges the problem but moves the conversation toward a more positive discussion of the future. The idea is to think of establishing a best hope similar to selecting a destination rather than setting a goal. The therapist works to uncover the positive aspects of the couple’s life, and how they were living before their problem; this is referred to as listening with a constructive ear. Honeymoon talk in SFT re-establishes brilliance by reviewing past successes and allowing each partner to take credit for those successes. The process of gathering details about a preferred future is therapeutic in itself; the more thorough their description of their future, the more good it is likely to do. SF practitioners use scales to chart a client’s progress toward a desired future, to highlight exceptions, develop tasks, and identify strengths. Using the couple’s own words is the most important step in formulating helpful feedback. Feedback should be related to the couple’s strengths and the traits that have the potential to lead them away from their problem toward the preferred future. The procedure for follow-up sessions is similar to that of first sessions except that the steps are followed in a slightly different order.

The growing public awareness of bias and discrimination and the disproportionate involvement of minority populations, especially based on race, class, and gender, have affected the social work profession with a call to fulfill its long-forgotten mission to respond and advocate for justice reform and health and public safety. Forensic social workers practice far and wide where issues of justice and fairness are found. This book emphasizes on the diversity of populations and settings, social workers would best serve their clients adding a forensic or legal lens to their practice. It targets the important and emerging practice specialization of forensic social work, a practice specialization that speaks to the heart, head, and hands (i.e., knowledge, values, and skills) of social work using a human rights and social justice approach integrated with a forensic lens. The book defines forensic social work to include not only a narrow group of people who are victims or convicted of crimes and subsequently involved in the juvenile justice and criminal justice settings, but broadly all the individuals and families involved with family and social services, education, child welfare, mental health, and behavioral health or other programs, in which they are affected by human rights and social justice issues, or federal and state laws and policies. Practitioners who read this book will learn and apply a human rights legal framework and social justice and empowerment theories to guide multilevel prevention, psychosocial assessments, and interventions with historically underserved individuals, families, and communities, especially using the life course systems power analysis strategy and family televisiting. The book fills a critical gap in the knowledge, values, and skills for human rights and social justice–focused social work education and training.

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.

This book is based on a treatment approach that the author has been developing for many years while treating those with military sexual trauma (MST). It gives participants the skills to manage trauma symptoms, the tools to address unresolved issues such as injustice and self-blame, the guidance toward radical acceptance of the past, and the inspiration to move forward in one’s life in a meaningful way. The first chapter explores MST and the many physical, mental, emotional, and social repercussions it may have on the lives of those who have experienced it. Chapter 2 focuses on feelings which will be redefined from something that may be unwanted or dreaded to something that is useful. The next chapter helps readers to learn how to cope with nightmares and ways to develop good sleep habits to promote sound sleep. “Triggers” or sudden feelings of anxiety or panic that are associated with MST, and the skills to help readers tolerate and release intense feelings are discussed in the fourth chapter. In the next two chapters, readers learn ways to deal with important feelings such as anger, resentment, guilt, self-blame, and shame. Two other chapters focus on memories of trauma, holograms, and defining relationship patterns. Important skills for recognizing and dealing with feelings of loss and grief are described in Chapter 9. Other issues such as romantic relationships, healthy sexuality, ideal relationship, and improving communication skills are also addressed in the book.

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 better understanding of emerging disabilities and their impact on all areas of life and explores implications for rehabilitation counseling practice, policy, and research. It first defines emerging disabilities and examines current societal trends that contribute to the onset and diagnoses of chronic illnesses and disabilities that are considered to be emerging in the United States. Then, the book provides an overview of medical, psychosocial, and vocational aspects that distinguish emerging disabilities from traditional disabilities. The first section of the book includes four chapters on emerging disabilities with organic causes or unknown etiologies. It examines disabilities and chronic illnesses that are characterized by chronic pain. The second section of the book examines the role of natural and sociocultural environments in creating new patterns and types of disabling conditions. It focuses on both lifestyle factors and climate change and how these contribute to the onset and/or exacerbation of chronic illness and disability and explains physical disabilities, chronic illnesses, and mental health conditions that result from violence. The final section of the book explores implications for rehabilitation practice, policy, and research to better respond to the unique concerns and needs of rehabilitation consumers with emerging disabilities. It suggests research topics, designs, and procedures for building upon our knowledge about the rehabilitation needs of emerging disability populations and developing evidence-based practices to facilitate successful rehabilitation outcomes for individuals in these populations.

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.

Many social service leaders with only a focus on promoting social justice had become increasingly aware that to grow, they needed to incorporate more financial and business management practices into their nonprofit organizations. Leaders in the for-profit world are becoming more concerned about the need for social responsibility and promoting programs that not only made a profit but also reflected a social justice perspective. This book explicitly integrates social justice principles into the management of a nonprofit organization. The book discusses the history of the development of nonprofit management up to the present day. It addresses legal and ethical considerations, organizational planning and staff management, finance, public relations, fundraising, public advocacy and volunteerism, program design and grant development, governance and board development, developing an international nonprofit, information technology, career development, and creating a nonprofit/social entrepreneurship organization. Additional chapters address quality improvement, mentoring, and proposal writing. The text is ideal for students and faculty in social service administration, human service leadership, social work management, public and community health, public administration, and health care administration and management.

This book enables the reader to learn information about psychosis and related illnesses, and develop an understanding of the benefits of early intervention in psychosis and skills for a successful interaction with a person with psychosis. It also helps the reader to learn strategies to support a young adult with psychosis in accessing treatment. The first chapter talks about schizophrenia spectrum disorders and its treatment options. Group therapy has shown to be highly effective in addressing symptoms and stressors associated with psychotic disorders. Chapter 2 introduces the different symptoms characteristic of a psychotic episode: positive symptoms, negative symptoms, disorganized symptoms, affective symptoms, and cognitive symptoms. Two associated symptom categories associated are abnormal motor behavior and level of insight. The third chapter provides knowledge that will be helpful in identifying if psychiatric symptoms are present and assisting when there may be concern about psychiatric stability. Chapter 4 builds on the knowledge and the skills that one has acquired and speaks specifically about assessment of safety and intervention strategies. There are a number of potential outcomes that can occur from helping a young adult with psychosis. The individual may require hospitalization in order to ensure safety and allow for the opportunity to reduce symptoms. The final chapter of the book provides a list of resources offering information on variety of mental health conditions and psychology.

The primary objective of this book is to describe how a relationship-building approach can be used in the delivery of child welfare services to kinship caregivers and the children who reside with them. To accomplish this objective, the book entails a review and evaluation of the three major child welfare goals: protection, permanency, and well-being. Specifically, it explores how these three goals can be better achieved when informed by a relationship-building approach. The book assists child welfare practitioners in framing how they view kinship caregivers and acquiring knowledge and skills about the use of relationship-building models (emanating from social work practice perspectives) and is designed to increase positive outcomes for maltreated children. The multifaceted issue of relative caregiving is in dire need of attention from virtually every social work service domain level. Specifically, micro-level practice interventions are needed, as well as mezzo-level programming for particular groups and macro-level policy redesigns that support services to relative caregivers are also warranted. The book integrates practice, policy, and research, and includes study tools and resources (a glossary, discussion questions, and activities for ongoing learning) and thus can be easily incorporated into such courses as child welfare, family practice, social work and the law, social work practice, cultural diversity, policy, child welfare integrative seminars, and special topic electives.

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 book provides useful empirical information about male juvenile delinquents and serves as a model training manual for new programs and people working in existing rehabilitation programs. It also provides guidelines for developing policy on the rehabilitation of juvenile delinquents. The book can be used as a resource for academicians and others who teach courses on juvenile delinquency and assigned as a supplementary textbook for students learning about juvenile delinquency, juvenile justice, and mental health. The authors of the book take a multidisciplinary approach that will appeal to everyone who thinks about juvenile delinquency: politicians, judges, police, teachers, clinicians, social workers, educators, and students of criminology, criminal justice, juvenile delinquency, family violence, sociology, psychology, and counseling. This approach appeals to undergraduate students in liberal arts programs that require them to take courses in multiple disciplines, and to graduate students in the mental health fields whose undergraduate training varies. The book also consists of six case histories of boys who resided at Ocean Tides. The information was culled from their files, the clinical consultant’s interviews with the boys when they were in residence, and aftercare information. These cases were selected to provide a sampling of the Ocean Tides boys; their backgrounds, personal, and psychological hurdles; and the outcome of their experience at Ocean Tides.

This book presents a guide and toolkit for creating meaningful, long-term, and successful nonprofit partnerships. It guides nonprofit leaders in the creation of primary partnership models as collaboration, administrative consolidation, joint programming, and corporate merger/acquisition, and how to select the model best suited to their organization. Chapter I of the book discusses the state of the nonprofit social sector in the 21st century, and provides an overview of the health, status, and contributions of nonprofits in the United States. Capitalizing on the opportunities presented by the new human service paradigm will require nonprofit providers to adopt a new business model. Partnerships forged around program services are the pinnacle of contractual partnerships that do not require corporate change. Collaboration among nonprofits can take many forms, from coordinated programming to full-fledged mergers. The sixth chapter discusses joint venture case studies comprising their inceptions, launches, and life spans, with two ending in the termination of the venture and two ending in long-term sustainability. Nonprofit organizations, such as management corporations that offer administrative back-office support, usually provide financially and operationally feasible solutions. Public Health Management Corporation (PHMC) creates and sustains healthier communities using best practices to improve community health through direct service, partnership, innovation, policy, research, technical assistance, and a prepared work force. Chapter 8 looks at some nonprofit merger myths such as save administrative costs and job losses. One of the ways for nonprofit to grow is through strategic partnerships with other nonprofits. Chapter 9 focuses on a wide range of strategic partnerships.

The book summarizes what is meant by theory, and why theory is so important to advancing aging-related research, policy, practice, and intervention, and can keep researchers and practitioners in gerontology abreast of the newest theories and models of aging. It addresses theories and concepts built on cumulative knowledge in four disciplinary areas, biology, psychology, social sciences, and policy and practice, as well as landmark advances in trans-disciplinary science. Since longevity is indirectly governed by the genome it is sexually determined, and because aging is a stochastic process, it is not. Chapters cover major paradigm shifts that have occurred in geropsychology, theories in the sociology of aging, evolutionary theories pertaining to human diseases, theories of stem cell aging, evidence that loss of proteostasis is a central driver of aging and age-related diseases, theories of emotional well-being and aging, theories of social support in health and aging, and other theories such as environmental gerontological theories and biodemographic theories. Many chapters also address connections between theories and policy or practice. The book also contains a new section, "Standing on the Shoulders of Giants", which includes personal essays by senior gerontologists who share their perspectives on the history of ideas in their fields, and on their experiences with the process and prospects of developing good theory.

This book provides leaders and managers of nonprofit organizations with theoretical and conceptual frameworks, approaches, and strategies that will enable them to manage organizations that are financially sustainable. The book aims to equip students and nonprofit leaders with the information and conceptual frameworks needed to do financial analyses, manage budgets, and conduct various operations for organizational and financial sustainability. People have a tendency to think of financial sustainability almost exclusively in financial terms. The book argues that financial sustainability involves both financial and nonfinancial facets. To that end it provides a systemic conceptual framework. The chapters are articulated around four sections. The first part introduces the concepts of nonprofit organizations and financial sustainability. The second part is about key aspects of organization and planning for sustainability in a nonprofit organization. The third part discusses issues that are vital to the financial sustainability of a nonprofit organization. The last part emphasizes the contributions of management and leadership practices to the financial sustainability of nonprofit organizations. The book may serve as an introductory textbook for future leaders of nonprofit organizations, as well as students in schools or programs of nonprofit leadership, human service leadership, social work, public and community health, organization management, public administration, education, and other similar fields.

This book deals with evidence-based mental health and learning interventions for children and adolescents, and provides guidance on implementation in practice. It is a compendium of proven treatment strategies for resolving more than 40 of the most pressing and prevalent issues facing young people, and provides immediate guidance and uniform step-by-step instructions for resolving issues ranging from psychopathological disorders to academic problems, and is of relevance for both school-based and clinically-based practice. Issues covered include crisis interventions and response, social and emotional issues, academic/learning issues, psychopathological disorders, neuropsychological disorders, and the behavioral management of childhood health issues. The book covers several fields of study including applied settings, school crises, natural disasters, school violence, suicidal behavior, childhood grief, reading disabilities, math disabilities, written-language disorders, homework compliance, anger and aggression, bullying, and attention deficit hyperactivity disorder (ADHD). Each chapter follows a consistent format including a brief description of the problem and associated characteristics, etiology and contributing factors, and three evidence-based, step-by-step sets of instructions for implementation. Additionally, each chapter provides several websites offering further information about the topic.

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 offers suggestions regarding how pastoral counselors can navigate the changing landscape of mental health care in our current context to maintain unity amid our diversity. Pastoral counseling continues to evolve from its origins as a specialized ministry to an approach to mental health care offered in a wide array of contexts, including both religious and secular settings. The book first offers an introduction to the discipline of pastoral counseling by outlining a brief history of pastoral counseling as well as an understanding of how the discipline maintains unity amid the vast diversity of practices and practitioners. Then, it details pastoral counseling theory and practice according to three precepts: a way of being, a way of understanding, and a way of intervening. Next, the book reflects the religious diversity present among pastoral counselors and those they serve. It further illustrates special issues in pastoral counseling. These special issues further exemplify the distinctiveness of pastoral counseling as evidenced by the functions of referral, consultation, and collaboration, the education and supervision of pastoral counselors, and the use of both qualitative and quantitative research methods. In recognition of our increased technological abilities, as well as the dearth of mental health resources available in some geographic regions, the book guides the reader in understanding distance counseling and how to engage in an ethical distance counseling practice. Finally, the book builds on the theory and practice of pastoral counseling by offering a prophetic call for the future of the discipline.

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.

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.

This book is dedicated specifically to increasing the confidence and professional competence of graduate students and early career professionals who use cognitive behavioral therapy (CBT) with children and adolescents. It shows some opening remarks for mental health professionals (MHPs) and trainees who are new to doing CBT and positive psychology (PP) treatments with kids suffering from an internalizing disorder. Behavioral activation is a tried-and-true stable of CBT. A common presenting complaint among depressed or stressed kids is poor sleep. The book shows some of the strategies for combating insomnia. Problem solving is another staple of CBT. The methodology for problem solving is a little bit different if it is done with an individual kid or in a family session. The factors to be considered to introduce communications training and problem solving in a family or an individual session are: age, maturity level, and psychological mindedness of the child. Exposure procedure is used for kids who are treated for anxiety. This chapter shows a list of common exposures among anxious youth. Physiological calming and coping thoughts are the two popular techniques for supporting exposures. Involving the parent is often key with doing exposures. The book also presents some of the principles and methodologies with regard to parent interactions. It is important for parents to be open with their kid about their thinking about the value of a mental health evaluation. Sometimes parents ask for guidance about how to have the discussion with their kid.

The authors have had many years of leadership and management experience in a variety of settings and have discovered that there are few books that cover the majority of topics related to leadership and management specifically for social work education and practice. This book covers all the main areas of expertise required in a typical social work leadership and management experience. It incorporates all 21 competencies and 126 practice behaviors from the Network on Social Work Management (NSWM) and nine competencies and 29 practice behaviors espoused by the Council on Social Work Education (CSWE) and can serve as a textbook for social work programs at the graduate level. The book has many unique features. It provides a comprehensive list of leadership and management competencies from the NSWM and the CSWE along with a list of competencies and practice behaviors. The book presents leadership and management competencies and practice behaviors each chapter along with cases, examples, and activities of how to use them in practice situations. It discusses in detail the differences between management and leadership along with best management and leadership practices. The book provides examples of how to motive and successfully work with different age cohorts. It presents effective communication and marketing strategies. The book discusses in detail how to effectively work with groups and give examples of how to make meetings productive. It exhibits specific problem-solving and decision-making strategies along with examples. The book summarizes how to manage a range of organizational functions. It discusses the importance of collaborating with community groups and other stakeholders to succeed in making a difference. The book contains five parts that replicate the NSWM’s four domains of leadership: executive leadership in social work; resources management practices; strategic management and administrative skills for organizational growth and success; community collaboration; and supplemental materials.

The book describes updated information on mechanisms of action of eye movement desensitization and reprocessing (EMDR) therapy. It delivers clear, concise treatment guidelines for students, practicing clinicians, supervisors, clinic directors, and hospital administrators involved in the treatment of those with posttraumatic stress disorder (PTSD), Specific Phobias, and Panic Disorder. In EMDR therapy, various strategies can be employed to support the goals of stabilization and symptom reduction. Some stabilization strategies commonly used in EMDR therapy were developed in other traditions such as progressive relaxation, self-hypnosis, biofeedback, and meditation. The book provides an overview of the standard eight-phase model of EMDR therapy and the general three-pronged protocol that provides the framework for the specific treatment protocols for diagnostic groups. It briefly touches on clinical situations where the general principle of treatment planning based on the three-pronged protocol must give way to an initially inverted protocol for treatment planning that starts with reprocessing targets in the future, then on the present, and addresses past targets only after significant treatment gains have been achieved. The book explores the theoretical and practical aspects of the EMDR therapy approach to case formulation, treatment planning, and selecting and preparing patients with PTSD and other post-traumatic syndromes for EMDR reprocessing. Screening for a possible dissociative disorder is essential before offering EMDR reprocessing on either traumatic targets or resource installation. Case studies with transcripts illustrate the different protocols and further guide practitioners of EMDR therapy in informed decision-making.

This book provides useful information that will allow school counselors to stretch themselves and grow their confidence as they integrate these expressive arts interventions into their work with students. The book opens with a chapter addressing the value of the expressive arts as a conduit to personal growth and development. Also addressed is the integration of the arts into the school counseling milieu. The six sections of the book focus on a separate form of the expressive modalities. Within each section, the book presents the interventions based on the American School Counselor Association (ASCA) model domains: academic, career, and personal/social. The modalities included are the visual arts, music, movement and dance, expressive writing/poetry, drama, and a final section incorporating other modes of creative expression. The book closes with a chart that presents the various types of concerns for which students typically need assistance (such as grief and loss, self-esteem, social skills, etc.) and the interventions that may be most effective in addressing these issues.

This book provides a comprehensive model for effectively blending the two main postmodern brief therapy approaches: solution focused and narrative therapies. It harnesses the power of both models the strengths-based, problem-solving approach of solution focused therapy (SFT) and the value-honoring and re-descriptive approach of narrative therapy to offer brief, effective help to clients that builds on their strengths and abilities to envision and craft preferred outcomes. The book provides an overview of the history of both models and outlines their differences, similarities, limitations, and strengths. It then demonstrates how to blend these two approaches in working with such issues as trauma, addictions, grief, relationship issues, family therapy, and mood issues. Each concern is illustrated using a case study from practice that focuses on individual adults, adolescents, children, or families. Sample client dialogues and forms are included to help the clinician guide clients in practice. SFT has provided therapists with new tools for working with clients who are dealing with substance abuse. The book provides a summary of research findings that have shown the effectiveness of the solution focused approach over the problem-focused approach. The narrative model invites clients to construct a new presentation in a problematic story (narrative) and develop a script for a preferred future (solution focused), with a newly crafted character, instigating new strategies for actions (solution focused), based on exceptions.

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).

The chapters in this book represent an effort to create a foundational textbook for social workers that introduces the student to justice informed social work practice and is an initial step — a starting point – for considering how to center oneself in justice oriented practice across systems and structures. Within the social work profession, justice is conceptualized as a constellation of social, economic, and environmental justice. Although population based books are common in social work scholarship, the authors have intentionally opted for a different approach. This text focuses on structural oppression and inequities connected to our clients' engagement in systems and structures that, although often purported to support them, frequently are broken and inflict harm. It starts with an overview of key concepts and theoretical underpinnings that provide foundational knowledge and then moves into chapters that focus on human rights, and varying systems related to education, criminal justice, housing, the environment, poverty, finances and wealth, and food insecurity. One will learn about the ways that injustice presents itself in the various systems in which social workers practice. Structural discrimination has systemic implications and systemic consequences as well. The book offers us foundational knowledge and tangible recommendations that one can apply and transfer to best fit the work we are doing in the multiple of practice settings, and with the diverse client populations with/in which one work. This book should also leave us with more questions than when one began reading and the authors hope will solidify our commitment to our life-long education, unlearning, and discovery around just practice. Within each chapter, context for understanding oppression and injustice today is interwoven with an understanding of how policies and programs, over time, have created and perpetuated inequity.

Despite the attention paid to diversity and inclusiveness, counselor education programs often overlook the gifted population, resulting in a training gap that complicates school counselors' awareness of—and ability to appropriately respond to—the unique needs of gifted individuals. This book is a complete handbook for understanding and meeting the needs of gifted students and is most useful to counselor educators, school counselors, and parents. It is mostly to inform school counselors and counselor educators about gifted kids as a special population and to offer guidance for responding with appropriate counseling services. The book is organized into thirteen chapters. The first chapter provides an overview on counseling gifted and talented students. The second chapter talks about aligning service to gifted students with the American School Counselor Association (ASCA) national model. The next two chapters discuss the characteristics and concerns of gifted students, and intersectionality of cultures in diverse gifted students. Chapter five presents theories that support programs and services in schools. Chapter six describes the common practices and best practices in identifying gifted and talented learners in schools. Chapter seven examines working with classrooms and small groups. Chapter eight focuses on academic advising and career planning for gifted and talented students. Chapter nine addresses personal/social counseling and mental health concerns. Chapters ten and eleven talks about creating a supportive school climate for gifted students through collaboration, consultation, and systemic change, and empowering parents of gifted students. Chapter twelve presents school counselors as leaders and advocates for gifted students. The final chapter provides brief summaries of the above chapters described in the book.

This book is for students who want to know more about the law, students who want to know more about a psychology subspecialty, and anyone who just wants to know more. The book is divided into three parts comprising nine chapters. Chapter one is a history lesson of sorts in that the roots of psychology and the law are explored individually and in their coming together. Chapter two examines the origins of the legal system, the U.S. Constitution, and the ways that its provisions have been utilized by the three branches of government, particularly by the courts. Chapter three brings the first two chapters together by describing how two major constructs, context and perception, are integral to understanding both disciplines. Part II specifically addresses the role of forensic psychology in the courts by beginning with the topcis that seem to be of the utmost interest to readers and students: criminal matters and ethical issues. Chapter four includes various types of crimes, pleas, and punishment relevant to forensic psychology issues and practice. Chapter five presents a discussion of civil matters, including the roles of witness testimony (both expert and eye) and jury selection. Chapter six explores the role of forensic psychologists’ in family court and addresses topics such as “psychological autopsies”, suicide prevention, and the forensic psychologist’s role in the complex matters presented by our changing society and family systems. Chapter seven discusses the forensic psychologist’s role in the juvenile justice system. The final part clarifies and expands on the roles of the forensic psychologist and attorney in court proceedings. Chapter eight provides an outline of the similarities and differences between the professions, and also distinguishes the role of the clinical or therapist psychologist. The final chapter addresses the growing future of forensic psychology.

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.

This book reflects the arduous procedure of breaking down thoughts into pieces that are easily comprehended and applicable. It is a text that contains a wealth of information that has been refined over time to reflect the latest thinking of scholars in the field of child and adolescent mental health. This well wrought manuscript of comprehensive chapters articulates the latest and best research in working with children and adolescents in a readable and engaging way. Thus, this book is clinical, theoretical, and practical. It is applicable to the myriad of concerns that counselors face in dealing with developmental problems and challenges. The book covers developmental theorists, theoretical viewpoints, multicultural matters, counseling stages, special populations, clinical applications, and ethical and legal considerations. In other words, all of the critical factors needed to understand and become involved with members of the two major populations addressed in this work are covered. The book emphasizes the powerful interconnections that support counseling central to children and adolescents. Potential users may find the book’s appeal lies in subject matter that can be flexibly used in both school and clinical mental health counseling settings. It offers practical applications for skill and theory development supplied by an impressive roster of counselor educators with a wealth of professional and clinical expertise. Moreover, the book assists in fostering graduate students in course engagement. This book is for counselor educators and counseling supervisors as they assist counselors-in-training and practicing counselors in acquiring a variety of child and adolescent-centered theories, modalities, and methods. The book can be adopted as the main textbook for a variety of class settings and will also appeal to educators, students-in-training, and supervisors in closely related fields including social workers and psychologists.

Unhealed trauma causes distress in the body. When the nature of the distress overrides a person’s existing system for coping, or the trauma is not processed, survivors may numb themselves or seek a more pleasurable experience to escape. Such behavior is a completely natural response to unprocessed trauma. This book continues challenging the existing paradigms for treating addiction and related issues. Despite the longstanding existence of professional treatment in North America, recidivism is high. People are still dying at alarming rates not just from the opioid crisis that dominates news headlines, also from the impact of alcohol, cocaine, nicotine, and other maladaptive behaviors. Moreover, the social isolation and collective trauma caused by the COVID-19 pandemic added fuel to an already raging fire, revealing massive cracks in a system for care that is barely functional. In the authors’ assessment, no single drug, substance, or behavior is the culprit—the real issue is the untreated trauma that lurks underneath, causing people to seek out the relief of these substances in the first place. The literature and practice knowledge in the field of addictions have long identified untreated posttraumatic stress disorder as a relapse risk factor. There is a rich history of eye movement desensitization and reprocessing (EMDR) therapy’s role in helping to heal addiction at a holistic level due to the long-established connection between unprocessed trauma and addiction. EMDR therapists must remember that EMDR therapy is a complete system of psychotherapy and ought to be honored as such when conceptualizing cases connected to compulsive behavior, substance use disorders, or other addictions.

This book outlines the many changes that have taken place in both the policy arena and the demographics of aging. It is divided into four sections. The first section, Older Americans and the Aging Networks, shows how older Americans are increasingly diverse in a variety of ways, including racial and ethnic backgrounds, religion, spirituality, socioeconomic status, and sexual orientation. It presents the latest demographic data on the older population in the United States, as an important background to the planning and development of programs and services. It also addresses the current status of older Americans and the social, political, and economic consequences of the demographic shifts we are currently undergoing and must be prepared for to face tomorrow. The section two addresses Older Americans Act legislation and an expanding consumer base and the evolution from what we knew as a network to what we see now and will continue to witness in terms of an expanding set of networks attempting to work together to improve the lives of older adults. The section three brings us to a new era of community-based services that also includes issues related to the rights and well-being of older Americans. It introduces community-based services provided by the aging networks and addresses the community supports provided by the aging networks to assist older adults to age in place. Aging in place, as we define it, is anywhere an older adult is living, whether it is independent living, assisted living, skilled nursing, memory care, or in a family or group setting. The final section weaves together the landscape of survival, sustainability, and success. It discusses in detail the workforce issues of the aging network, the aging world and the challenge of change, and the persistent and emerging issues for the aging networks.

Given the growth of MI in 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 MI with students has been vastly expanded and describes many new applications of MI in 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 MI as intended and strategies for learning and improving MI skills. Fourth, it has expanded coverage of MI applications 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 MI conversations has been expanded. Finally, every chapter on specific applications of MI has been updated. The book is organized in three parts: an overview of MI; specific applications of MI with teachers, parents, students, families, and problem-solving teams; and implementation and dissemination strategies for learning MI and monitoring fidelity. This book includes several features intended to aid learning and retention of material. It provides extensive examples of MI conversations and dialogue, each with labels of MI strategies that are being used and consulted to change and sustain talk responses. These examples show MI is 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 MI skills.

The concept of justice is deeply entrenched in America’s psyche. This book assumes that advocates for older people can increase their effectiveness by achieving a clearer understanding of Americans’ not-so- self-evident nor inalienable rights. It explores how social justice and human rights principles have applied to older adults in the past and are viewed today. It examines how the interests of older adults compare to and are intertwined with those of other groups. In essence, the book frames elder justice as the intersection between aging policy and policy that promotes human rights and justice. Chapters two through five describes historical antecedents and precedents for elder justice and suggests how human rights and social justice principles have been embedded in what has traditionally been referred to as “aging policy”. These chapters look at other policies that significantly affect older people but do not fall under that rubric. They further explore ageism and its role in policy. Taken together, they offer two models or approaches that can guide the development of elder justice: the public health model and proposals for an international convention on the rights of older people. Chapters six through ten considers how elder justice principles can be applied. As examples, they focus on how individual rights and social justice apply to elder abuse prevention, to the justice system, in the consumer context, at the end of life, and with respect to people with diminished mental capacity. They also look at equity across generations and among older people. Chapter eleven calls for a new paradigm of elder justice and offers a rationale for why one is needed. Chapter twelve builds on other chapters to demonstrate how elder justice might translate into practice, training, policy, public awareness and engagement, and research.

Death and Dying courses in social work; nursing; counseling psychology; and medicine traditionally focused on topics such as the experience of dying; the delivery of health care during the end of life; and the experience of mourning after a death. The book includes neurobiological aspects of development and grieving for the students to understand these aspects of biology if they are to claim a bio-psycho-social-spiritual perspective in the 21st century. It talks about the spiritual development in each life phase and also on the special considerations in risk and resilience to describe aspects of marginalization that may affect development. The book explains the factors that promote resilience; maintaining our strengths-based approach to all of this material. It continues with the identification of maturational losses; incorporating these non-death losses into a section renamed living losses found in each life phase chapter. The book defines the chapters by developmental tasks that are tackled at more or less predictable ages to which the chapters are loosely bound. It reviews research on specific responses to loss situations and discuss intervention strategies supported by practice wisdom and empirical research. The book has ancillary materials available to qualified instructors that include outlines; PowerPoint; and activities for each chapter as well as the readings from the earlier editions. This edition of the book will help each reader feel prepared to help grievers of all ages and types.

This book, as well as its previous editions, presents the fundamental principles for effectively securing funds for health and human service projects and research. It describes an approach with which to think about and engage in grant writing and takes the reader step-by-step through the process of grantsmanship, from its basic components to an understanding of what is required to implement a successful grant project. It is organized into seven parts, moving the reader from identifying a competitive idea (Part I, Getting Started) to writing the narrative (Part II, Writing a Competitive Grant Application), developing an appropriate budget (Part III, Preparing a Budget), identifying an effective project structure (Part IV, Models for Proposal Development), submitting the proposal (Part V, Submitting the Proposal), understanding the review process and grant critiques (Part VI, Life After a Grant Submission), and finally managing the associated grant activity and building from one grant to the next (Part VII, Strategies for Managing a Grant Award). The book emphasizes principles and approaches versus procedural details associated with any single grant submission. This edition includes expanded coverage of key areas such as how to write an effective aims page, considerations for specific types of study designs, and how to write a compelling literature review. It also includes details on mentorship within the grantwriting process and the implementation of a funded project. This book also helps readers gain an appreciation of how grant writing fits into a career path and how to develop ideas in a systematic way so that one funded project builds logically onto the next.

This book takes a look at the underlying causes of resisting cognitive-emotional-behavioral change and the methods used to overcome them. Written in present-action language, it gives an overview of the basic principles of Rational Emotive Behavior Therapy and Cognitive Behavior Therapy. The book presents the changes in the field that have taken place in the 20 years leading up to 2002, and integrates recent therapies into REBT, including psychotherapy, solution-focused therapy, and recent findings of experimental psychology. Resistance can be “natural”, or those resulting from emotional disturbance, extreme low frustration tolerance, fear of disclosure and shame, and feelings of hopelessness, among others. The book presents methods of contradicting and actively working against irrational beliefs that can be used with some of the most difficult clients. The book describes using REBT to overcome resistance with clients who have severe personality disorders. REBT counselors following REBT theory, welcome cultural (and other) diversity. They encourage their clients to stick to whatever customs and mores with which they were raised and to enjoy the unique advantages of these traditions.

This book primarily benefits those who do not know a lot about eating disorders or who have not had any formal education with respect to the complexities of these disorders. This book is organized into several parts designed to address different aspects of eating disorders. The part I describes what eating disorders are and who develops them, including a brief history as well as signs and symptoms of the disorders, and who is likely or less likely to develop an eating disorder. Part II of the book describes factors that can be considered risk factors, co-occurring factors, or consequences of having an eating disorder. These factors are discussed in terms of whether they are biological or medical, psychological, interpersonal, or sociocultural in nature. The part III guides the reader through how to identify those who might be at risk for developing an eating disorder and how to effectively refer someone for an evaluation. This section includes a discussion of what types of professionals should be part of treating someone with an eating disorder and important sources of support who should be involved in the treatment process or kept informed about how treatment is progressing. The part IV describes prevention and treatment efforts commonly used and a brief overview of their effectiveness. It also includes a chapter on identifying and managing one's own emotional reactions to someone with an eating disorder. Finally, the book concludes with several scenarios designed to illustrate for the reader what an eating disorder might "look like" in the real world and what initial treatment efforts might entail.

This book differs greatly from earlier versions because of two main changes. The first is the adoption of an intersectional approach in working with families. It underlines the importance of an intersectional approach to working with families that, in addition to culture and ethnicity, also considers socioeconomic class, gender, age, religion, immigration status, and sexual orientation as important factors. Additionally, the text expands its direct-practice view with the addition of four new chapters written by psychologists, plus a new chapter on health issues in multicultural families and access to health services. The book is updated with the latest knowledge and research, along with new and revised case vignettes demonstrating culturally competent practice. It provides a new intersectional approach to assessment and treatment and adds the perspectives of psychologists in four completely new chapters. The book includes a new chapter on the Diagnostic and Statistical Manual of Mental Disorders, fifth edition from a multicultural perspective, plus new chapters on health and access to health services and offer the most up-to-date knowledge and research. It provides new and updated case vignettes and reflects changes in the family unit over the last quarter century and how it impacts treatment. The book addresses distinct sociopolitical issues affecting immigrants and undocumented families and focuses on the most important emerging issues of multicultural families. It covers multicultural mental health across the lifespan and encompasses the distinct perspectives of different ethnic and racial groups, and those of lesbian, gay, bisexual, and transgender families. The book also discusses domestic violence and substance abuse in regard to multicultural families and delineates the most effective treatment methods. It examines the culturagram as a useful assessment and treatment planning modality and addresses ethical issues including the National Association of Social Workers code of ethics.

This book provides brief overviews of various models, including their history, views of change, views of the family, and the role of the therapist. The models include: Bowen family systems theory; contextual family therapy and restoration therapy; cognitive behavioral family therapy models; rational emotive behavior therapy; symbolic-experiential family therapy; Satir human validation process model; Milan systemic family therapy; structural family therapy; strategic family therapy; solution-focused therapy with families; solution-focused narrative therapy with families; narrative therapy with families; emotionally focused therapy; and medical family therapy. The book covers each model in a consistent way, so that the reader can better understand the underlying theories and practical distinctions between them. It explains how the cognitive behavioral therapist (CBT) differs from the solution-focused therapist (SFT) in the way of being direct and prescriptive with clients (CBT) rather than letting the client decide the direction of therapy (SFT). The book also explains how restoration therapy simplifies the contextual therapy model yet stays with the premises that clients need to understand the depth and breadth of their pain. Each chapter contains realistic examples of family problems, typical of today's families—many drawn from actual practice, which shows one how that particular model addresses issues that are commonly faced by practicing marriage and family therapists. To encourage the reader further, there are extensive interviews with many of the gurus responsible for creating and honing the theories one will read about in this book. They shared their ideas on how change occurs, how they set goals, and how they actually do therapy. Additionally, a case study is presented to each master therapist within these pages.

A concise, reader-friendly introduction to an important but often underappreciated topic in modern psychology, this book explains the role of comedy, jokes, and wit in the sciences and discusses why they are so important to understand. The author draws from his personal experiences in stand-up comedy to focus on how humor can regulate emotion, reduce anxiety and defuse tense situations, expose pretensions, build personal relationships, and much more. He irreverently debunks the pseudoscience on the topic of humor and leaves readers not only funnier, but better informed. Chapter 1 provides some ways to classify jokes into categories, discusses some theories about what makes something funny, and gets into the caveats about why this work can be so difficult. Comedy alters mood, thought, stress, and pain. Jokes and laughter may play an important role in health, mental illness, marital bliss, education, and psychotherapy. The second chapter discusses the social psychology of humor, and looks at how the presence of other people can make things seem funnier. Folks in both education and business often turn to humor in an attempt to captivate, inform, and persuade. A close look at the research on immune function, allergies, erectile dysfunction, and longevity reveals some promise for laughter’s health benefits. Research offers more support for humor’s impact on psychological well-being than on physical health. Humor can have direct effects on physical health and psychological well-being; it can buffer folks against the slings and arrows of daily hassles.

This book is designed to foster interdisciplinary understanding, information sharing, and integrative approaches to athlete assessment, mental training (MT), and outcome research in evidence-based applied sport psychology. Neurocognitive testing (NCT) and quantitative electroencephalography (qEEG) are brain assessment procedures that are used to investigate relationships between cortical functioning and context-specific outcome measures to arrive at clinical diagnoses or better informed patient and client evaluations. Research is ongoing to test the premise that NCT and qEEG can serve as reliable criterion-referenced measures for athletes profile primary higher order (AP PHO) constellations, heart rate variability (HRV) responding and eventually macro- and micro-performance outcome. The Polar heart rate variability (HRV)/heart rate deceleration (HRD) paradigm allows for more extensive and time-locked predictive validity statistical analyses so that in-the-moment MT over the course of entire official games/matches/competition can be delineated and quantified in terms of MT’s predictive validity. Behavioral-Motor-Technical (BMT)-based intervention attempts to help support an athlete’s mental game using exposure, confrontation, threshold, and learning principles to improve attention, motor control, and self-confidence, as well as reduce nervousness associated with pressure moments of competition. The goal of BTM-MT is to consolidate optimum technical and motor patterns in long-term procedural memory as well as repetitively attempt to demonstrate peak technical performance under greatest situational pressure, first in training and then during official competition. The book also provides a foundational and fundamental rationale for advancing evidence-based and validated athlete assessment and intervention protocols.

Personality psychology concerns the nature of human nature and tells us how a person will act in different situations and why. This book tells the story about the differences and similarities between people, and the causes and consequences of these differences. It commences with a note on the salient psychological theories of personality. During the mid-20th century, behaviorism emerged as a dominant paradigm for understanding human behavior, including personality. Although the social cognitive theory of personality has its origins in the radical behaviorist tradition, it emerged in clear opposition to it. Causal theories of personality deal with the question of why people differ in various ways. Behavioral genetics, an area of psychology concerned with the assessment of the relative contribution of genetic and nongenetic influences on various individual variables of difference, including personality, intelligence, and psychological disorders, is also outlined. Psychologists believe people can measure personality using reliable scientific tools. There has been an increased interest in alternative methods for objectively assessing personality. One compelling example is the Implicit Association Test (IAT). The book also shows how personality influences what is traditionally seen as social and cultural phenomena, such as political attitudes and religious beliefs, and prosocial and antisocial behavior. According to research, the most important personality correlates of prosocial behavior are extraversion and agreeableness. The book concludes with a note on the implications of using personality inventories in the context of identifying bad or problematic traits, such as narcissism, Machiavellianism, and psychopathy, and online personality profiling in the context of consumer behavior.

This book covers the most advanced practices and techniques in early differential diagnosis, assessment, and treatment of cortical dementias, and is intended to advance clinical skills of professionals and trainees alike. It focuses on cortical dementias as opposed to also discussing subcortical dementias. The book discusses the foundations of neuropsychology in the assessment, diagnosis, and treatment of cortical dementias. Individual dementing processes are discussed in detail, from traditional presentations such as Alzheimer’s disease and Lewy body dementia to less commonly discussed entities such as primary progressive aphasia (PPA) and chronic traumatic encephalopathy. Advances in neuroimaging and the utilization of biomarkers in early detection are discussed. Additional chapters are dedicated to related topics including the role of caregivers and determination of capacity. The book is divided into three sections. Section I describes the neuropsychological, neuroanatomical, and neurophysiological features of several of the more common cortical dementias, provides a brief guide to the main brain imaging techniques and a quick look at future directions in neuroimaging, and presents an overview of the differential diagnostics techniques such as Mini-Mental State Examination (MMSE) and Clinical Dementia Rating scale (CDR). Section II covers the types of cortical dementias such as vascular dementias, dysexecutive impairment associated with vascular dementias, neurophysiological disturbances and frontotemporal dementia. The third section talks about interventions, pharmacological interventions including galantamine and memantine, non-pharmacological cognitive, the role played by caregivers, comorbidities, and some legal and ethical considerations.

Obesity research has recently shifted from focusing purely on individual causes to viewing individuals within their “obesogenic” or living environments. This book combines current research from multiple perspectives to provide an introductory-level, reader-friendly overview of the history, causes, prevalence, consequences, treatments, and future trends in the prevention of obesity. It integrates research from a vast range of disciplines in the biological and social sciences, as well as education and economics. It explores the gamut of current treatments for obesity, in addition to prevention programs in schools, the workplace, the community, and the arena of public policy, and offers an assessment of their efficacy. Since obesity is a burgeoning problem in the developing world, as well as having already reached epidemic proportions in many developed nations, the book also discusses international trends. By far, the most common definition of obesity uses the body mass index (BMI) to determine who is overweight or obese. The genetic causes of obesity are often separated into to two types: monogenic and polygenic. After discussing the psychosocial and medical correlates and consequences of obesity, the book looks at the current treatments for obesity such as self-initiated diets, lifestyle modification and medical treatment including surgery. Positive effects on physical activity are encouraging because developing good habits early may help prevent obesity later in life.

This book intentionally approaches positive psychology from two perspectives: One is the application of specific positive psychology constructs, such as strengths or the broaden-and-build model, to supervision and training. The second perspective, which is probably more pervasive throughout the book and provides the underlying conceptual framework, is to operate from the definition of positive psychology as simply “the study and science of what works”. The book provides a broad overview of some of the most influential supervision theories and perspectives and introduces the key research findings and constructs from positive psychology. The rest of the book focuses on the factors and practical applications that will have the most impact on providing supervision from a positive psychology framework, ranging from ways supervisors can help ensure that the supervisory relationship begins well to identifying and developing our supervisees’ strengths and fostering the development of expertise and lifelong learning. The book also presents several models for approaching the problems that can occur during supervision and offers practical suggestions to help your challenging situations lead to supervisee growth and a stronger supervisee-supervisory relationship. Problems are inevitable, but unlike customer service at a bank, there is not an outside department charged with solving them; however, successfully resolving problems can lead to more growth and development than a smooth journey ever could. The book finally examines ways to facilitate ethical “resiliency” to help us and our supervisees more effectively address the human tendencies that can land even the most well-intended supervisee or clinician into ethical quicksand.

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.

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.

This book originates from author’s interest in and commitment to promoting the counseling profession as separate and distinct from related fields, such as social work and psychology. Many practicum and internship texts combine discussions of these noble professions in an amalgamation that blurs the numerous boundaries that exist between them. The author’s intention is to offer a counselor’s practicum and internship manual targeted at and to be used specifically in graduate counselor education programs. Although psychology and social work programs certainly do an excellent job in educating and training future psychologists and social workers, counseling is an ancillary, as opposed to a primary, function for professionals in those fields. This best-selling guide to the practicum and internship experience, written expressly for graduate counseling students by a seasoned counselor and educator, is now substantially revised with updated and expanded content including the 2014 ACA Standards of Ethics. With a strong focus on counseling as a specific professional identity, the book includes new information on developing one’s own approach to counseling and supervision, maintaining satisfactory working relationships with supervisors and colleagues, developing good writing skills and record keeping, and managing crisis and trauma. With a concise, accessible writing style, the book describes everything students need to know as they enter and progress through the practicum and internship process. With plentiful case examples and downloadable sample forms and templates, this supportive manual encompasses information addressing how to select and apply for practicum/internships in all settings, including mental health, rehabilitation, schools, addictions, and marriage and counseling. It examines ethical and legal issues such as informed consent, confidentiality, client records, boundary issues, and liability insurance. The book also discusses in detail the multicultural considerations that impact counseling along with the importance of self-care including stress management and dealing with aggressive client behaviors.

The field of senior care is changing in a variety of ways predicated by demographic shifts, consumer preferences, available resources, government policies and other factors. In the senior care space, the National Association of Long-Term Care Administrator Boards (NAB) conducts a professional practice analysis about every five to seven years to determine the knowledge and skills a person should possess to lead a senior care organization, referred to as its “Domains of Practice”. NAB’s “Health Services Executive™” (HSE) qualification is a credential that allows individuals to practice along the continuum of health services and supports and enhances the portability of their administrator license. This book provides a comprehensive and practical study tool for all students and professionals seeking HSE™ qualification. It helps an individual assess his or her knowledge and competency in a variety of established areas and across the post-acute continuum of care and services. Divided into two parts, this resource allows readers to test their knowledge in each area covered by the HSE™ exam established by the NAB. Part One features multiple choice, single-best answer questions grouped by domain of practice with rationales accompanying each “best” answer. Part Two simulates the Core Knowledge Exam, offering a separate exam for the core content and each of the three lines of service – Nursing Home Administration, Residential Care/Assisted Living, and Home- and Community-Based Service. These exams are structured to model the current content blueprint of the NAB licensure exams, and include best answer rationales to enhance self-assessment and further learning. This Q&A review is one of the most authoritative and comprehensive available. It contains over 470 questions with best-answer rationales. It is a “must-have” supplemental resource for leaders in the field, whether taking their initial licensure exams or completing the remaining lines of service exams.

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 focuses on a course taught in Council for Accreditation of Counseling and Related Educational Programs-accredited programs. Some similar courses are combined into one chapter, such as Diagnosis, Assessment, Treatment Planning. The book begins with a discussion of the current literature related to teaching counseling students today. It then explains the concept of andragogy and how it relates to teaching counseling students today. The book covers information and activities for professional counseling orientation courses. It examines courses that cover ethical, legal, and professional issues in counseling practice. The book discusses the counseling theories courses. This course provides the student with a number of counselling approaches that can be applied to the therapeutic process. Diversity courses are critical to a counselor’s development. Counseling techniques courses provide foundational education in core counseling skills. The book focuses on career counseling courses and group counseling courses. It also focuses on another course that is the source of some students’ anxiety. These courses address diagnosis and treatment planning from a variety of perspectives: biologic, developmental, cultural, and interpersonal. Practicum and internship courses give students an opportunity to earn clinical experience at a local mental health site. These courses focuses on the professional issues faced by school counselors and prepare students to work with children and adolescents in school environments. This book can be used as a primary or secondary textbook in a doctoral-level Teaching Practicum course in Counselor Education and Supervision programs. The book is aimed at current doctoral students who are about to graduate and suddenly realize that they are actually still a bit confused about what teaching a graduate counseling course entails.

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.

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 book vividly portrays the personal and professional lives of social work luminaries from the 19th to the present century. It links their groundbreaking contributions in social work to current Council on Social Work Education core competencies. The book focuses on leaders who shaped the field across modern American history — the Progressive Era, the Great Society, the New Deal, the Postwar period, and others—and examines their lives in the context of the social and historical environment, their contributions to social work, and lessons from their experiences that are still relevant to social work today. Through detailed, engaging life stories and photographs, readers—including undergraduates, graduate students, and practicing social workers—will learn about the profession’s rich history rooted in charitable work, “friendly visitors”, and social justice advocacy. The book also touches upon the contributions of early social work pioneers as well as those leading us forward in the 21st century. The social work leaders explored are Dorothea Dix, Ellen Gates Starr, Mary Richmond, Frances Perkins, Whitney Moore Young Jr, Katherine Anne Tuach Kendall, Dr. Nazneen Sada Mayadas, and Barbara Mikulski. It provides important historical groundwork for classes in social welfare policy, introduction to social work, and social work history courses. Chapters include discussion questions and activities to facilitate professional growth and personal development.

This book offers readers comprehensive, empirically grounded knowledge regarding suicidality. It provides a strong foundation for mental health professionals and students who may encounter and work with suicidal clients and those interested in this area. The book is divided into twenty one chapters across seven parts. The introductory part focuses on how societal and individual ethics, philosophies, cultures, ethnicities, and religions relate to suicidal behavior and how they inform clinical practice and treatment. Part II, "Suicidality Across the Life Span", explores suicidality among children and adolescents, adults, and older adults. The nature, risk, and protective factors of suicidality differ among the various stages of life. Part III, "Suicide and Mental Illness", centers on suicide across three high-risk diagnostic categories and focuses specifically on mood disorders, psychotic disorders, substance disorders, and personality disorders. Part IV, "At-Risk Populations", highlights several vulnerable groups such as active military personnel and veterans; Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning (LGBTQ) population; and the homeless, Native Americans, and incarcerated individuals. Part V, "Assessing Suicide", presents core guidelines and key components of assessing suicide risk. Part VI, "Evidence-Based Treatments", focuses on empirically supported, evidence-based psychosocial practices. It presents five widely used psychosocial evidence-based treatments for suicidality such as crisis intervention, cognitive behavioral therapy, dialectical behavioral therapy, interpersonal psychotherapy, and motivational interviewing. The final part, Surviving Suicide, examines family and friend survivors of suicide with a special focus on the grief process and approaches to working with family. It also examines the impact of client suicide on treating clinicians. Each chapter begins with a clear set of goals and objectives, followed by individual exercises, small group exercises, case examples, role plays, a closer look, key points, electronic resources, and knowledge acquisition tests.

This book explicates mindfulness and yoga as tools for cultivating embodied self-regulation within healthy, active, engaged learners. It is structured in four parts, each comprised of two to four chapters. The first part sets the stage for mindfulness and yoga interventions in schools. It includes a review of the conceptual model for embodied self-regulation and addresses the risks and outcomes associated with a lack of self-regulation and engagement among students. The first section also includes the three-tiered model of intervention used in education and a framework for implementing mindfulness and yogic practices within the three-tier approach. The second and third parts explicate the philosophical underpinnings of mindfulness and yoga, detail the formal and informal practices in a on-the-cushion/mat and off-the cushion/mat format, and critically review the mindfulness and yoga protocols that have been implemented and studied in schools. Specifically, the second part focuses on mindfulness interventions and the third part focuses on yoga interventions. The fourth part addresses mindful self-care for students and teachers. The mindful self-care scale is presented as a framework for presenting actionable self-care goals for students and teachers. The longer form and the shorter form are offered with a scoring system and research on each of the aspects of self-care. Mindfulness and yoga practices help us be on-purpose, intentional in our teaching and in our lives.

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 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 is a clinically relevant reference guide for health care trainees, medical providers, and active allied health professionals who work with patients and clients suffering from all aspects of insults to the brain. Not limited to traumatic brain injuries, the book provides easy-to-follow formatting by providing information involving all aspects of acquired injuries to the brain and related clinical outcomes. Each chapter provides an overview of a subtype of brain injury, accompanied by history, pathophysiology, etiology, epidemiology, clinical presentation, other diagnostic considerations, treatment, prognosis, and clinical synopsis. Stroke is an enormous public health problem as it is one of the leading causes of both death and disability worldwide. Stroke symptoms, with very few exceptions, begin with the sudden onset of focal neurological deficits, which are confined to a vascular territory. Treatment of stroke can generally be divided into three categories: acute stroke management, rehabilitation, and secondary stroke prevention. Acquired brain injury (ABI), at any age, is a significant public health concern. It is particularly problematic in the elderly considering the increased rates of mortality and morbidity following ABI in this population. Optimal rehabilitation of ABI requires a multidisciplinary approach of trained rehabilitation specialists at appropriate timing and with appropriate intensity. Brain injury rehabilitation requires a comprehensive treatment program to reduce impairments and to restore function, participation, and quality of life. Useful case studies are also provided for most conditions described in the book.

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.

This book provides a comprehensive resource guide for Marriage and Family Therapists (MFTs), Approved Supervisors, and Supervisors-in-training. It looks at theories used in American Association for Marriage and Family Therapy (AAMFT) supervision and also at other important aspects of supervision. The book is divided into four parts. Part I focuses on supervision across time. The history and today’s trends have laid the foundation for the development of the process of supervision and show that the supervision process has to be flexible as the field changes and must be reflective of the field as it currently exists. The second part focuses on the nuts and bolts of supervision. Basic concepts such as how to get started in supervision, the various forms of supervision used by AAMFT Approved Supervisors, and the developmental readiness of the supervisor-in-training are dealt with here. Clinicians and researchers in the field are looking more critically, through empirical and other research, at how culture, race, and gender should be considered and addressed in the process of supervision. Part III focuses on theory-specific supervision. Various chapters cover the training imparted in structural therapy, strategic therapy, multigenerational family therapy, cognitive behavioral therapy, post-modern supervisor, systemic cognitive-developmental therapy, contextual therapy, the narrative therapy and others. The emotionally focused therapy supervision model is the first known empirically derived model of supervision in the field of couple and family therapy. Part IV deals with population-specific supervision. One chapter has been devoted to medical family therapy supervision and another to trauma supervision.

This book provides a concise yet comprehensive preparation guide for the commission on rehabilitation counselor certification’s Certified Rehabilitation Counselor (CRC) examination. The number of people requiring rehabilitation counseling services has continued to increase and this population is becoming increasingly diverse. Emerging diseases, disabilities, and chronic conditions have fused with global and national events to create new and challenging questions for rehabilitation counseling, and all health professions, about practices and policies, access, advocacy, and new methods of delivering services. This rapidly evolving professional landscape requires new and adapted skills and knowledge sets. The book ensures that it continues to provide a current, user-friendly, and comprehensive preparation for counselors and students preparing for the CRC examination. The contents are based on the most recent empirically derived rehabilitation counselor roles and functions studies that inform the test specifications for the CRC examination. The book corresponds to accreditation standards for master’s degree programs in rehabilitation counseling. It provides a new chapter on the CRC examination, including strategies for study and test taking. Each chapter of this guide provides a concise overview of the key concepts, summary tables of the key concepts, practice questions (with annotated answers), and links to web-based materials for further study and review. This edition proves highly valuable to rehabilitation counseling graduate students, working rehabilitation counselors seeking to obtain the CRC credential, and those in allied rehabilitation professions seeking to become a CRC through additional coursework. Rehabilitation counselor educators who use the CRC examination as an alternative to a comprehensive examination for graduation may find this book useful to offer and/or require of students. The book encourages rehabilitation counselor educators to build a CRC-preparation strategy into master’s level rehabilitation programs that begins early in the program and positions students to take the CRC examination prior to graduation.

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 is a comprehensive guide to the basics of mindful hypnotherapy (MH), incorporating everything you need to understand the approach, apply it to clients in your clinical practice, and use it for your own personal edification and growth. MH is a treatment that combines the qualities from two highly effective and well-established treatment approaches: mindfulness and hypnotherapy. These approaches have separately been shown to be effective in the treatment of a wide array of disorders ranging from elevated stress or adjustment problems to more debilitating conditions such as major depressive disorder, posttraumatic stress disorder (PTSD), substance use disorders, chronic pain, anxiety disorders, and more. This book is intended to be an additional tool in a therapist’s toolbox—a new approach that delivers a mindfulness-based intervention within a hypnotic context. The book is divided into three sections. The first section (Foundations) provides the conceptual basis for MH, research, discussion of hypnotic abilities, and basics for formulating hypnotic inductions and suggestions. The second section (Mindful Hypnotherapy by Session) provides a treatment manual for MH over eight sessions. It includes transcripts, hypnotic inductions, and guidance for individualization and tracking progress using the Mindful Self-Hypnosis Daily Practice Log. The third section (Conclusion) provides an overview of training and personal growth toward becoming a mindful hypnotherapist. This MH approach is long overdue, and over the course of the past 40 years, the fields of hypnotherapy and mindfulness have been compared and contrasted phenomenologically, physiologically, and neurologically. MH is an intervention that intentionally uses hypnosis (hypnotic induction and suggestion) to integrate mindfulness for personal or therapeutic benefit.

Aside from the study of theories of counseling and psychotherapy, there is probably no other area of study that is more related to the everyday practice of counseling that than the area of professional ethics. This book is a major revision of the prior edition, providing continuity to faculty who has used the book in teaching courses on ethics in counseling, but with notable changes and additions. The new edition has a distinct and timely focus on counseling as a profession. A new section provides material that not only applies to mental health practice generally, but it applies specifically to specialty practice with chapters specifically titled and focused on counseling specialties. Many of the early chapters are updated versions of those that appeared in the earlier edition. The book has been organized to provide the developing mental health professional with a clear and concise overview of ethical issues in counseling and psychotherapy. It intends to provide a thorough and scholarly foundation, defining ethical concepts and practice, legal issues, methods for clarifying values, decision-making models, and contemporaneous and emerging issues. The book is broad in its coverage of the most practiced specialties in mental health practice, and provides an efficient and effective overview of the broad scope of particular areas addressed in counseling. The specialities addressed are: mental health counseling; school counseling; couple, marital, and family counseling; rehabilitation counseling; addictions counseling; career counseling; and group counseling. It is hoped that this book will inspire ethically sensitive counselors and psychotherapists who will reflect before acting and who will consult with educated colleagues at those moments when ethical dilemmas arise. Ethical counselors and psychotherapists are those who have the best interests of their clients at heart, and who also respect the rights that derive from being professionals.

This book serves as a clinical guide to assist clinicians in prescribing psychotropic medications to address mental health conditions. It is used to assist clinicians to understand the key aspects of psychopharmacology. This is the first practical guide for novice and experienced nurse practitioners for explaining and choosing appropriate psychiatric medications. This clinical reference is ideal for students and all clinically oriented healthcare professionals since it provides concise, bulleted-style text for easy access to pertinent information. The book offers readers a broad understanding of the key aspects of psychotropic medications used in general psychiatry and primary-care settings and includes strategies to ease medication decision-making and evidence-based best practices to select and manage psychotropic medications. It is organized into two parts. Part I begins with an overview of general pharmacological principles and a brief overview of neurotransmitters, and covers the rationale for medication use and the risks and benefits of the major classes of psychotropic medications. Part II includes medications across drug classes that are divided by age population and includes practice management strategies, safety considerations, drug interactions, identification of side effects and adverse reactions, basic laboratory test recommendations, treatment options, and self-management strategies. The book ends with important concepts for patient and/or caregiver education and advocacy. It is intended for clinical healthcare providers, including physicians, nurses, APRNs, and other healthcare clinicians who need a practice guide, test review, or clinical resource guide that is easy to access and use.

When the authors began writing this textbook, the United States was in the grips of an opioid epidemic in which overdose deaths have been ever-increasing, and perhaps amplified by the COVID-19 pandemic. Although the opioid epidemic took center stage in the media, there were also surges in cocaine and methamphetamine use and related deaths, as well as increases in cannabis vaping especially among adolescents and young adults. Additionally, behavioural addictions such as sex and pornography addiction, internet gaming addiction, and gambling continued to impact individuals and communities across the globe. History provides us with several lessons, one of those lessons is that substance use trends wax and wane over decades. Cocaine epidemics existed in the 1920’s, coinciding with alcohol prohibition, only to resurface again in the 1980’s. Morphine addiction was prevalent following the Civil War, especially among wounded soldiers and opioid addiction again surged in the past five years. Therefore, it is imperative that each new generation of mental health professionals are equipped to recognize and respond to addiction. Co-authors and the author all share the conviction that whatever area of counseling we decide to specialize in, or whatever counseling program we work in; we will be treating individuals who are either directly or indirectly impacted by substance use disorders (SUDs) and behavioral addictions. Therefore, they wrote this textbook with this mind. The book opens by providing students with an overview of the current state of the addiction counseling profession and the ever-increasing need for addiction counselors and mental health counselors who possess specific knowledge and skills pertaining to treating SUDs, as well as information on counsellor credentialing and ethical concerns specific to addiction counseling.

Grief counseling refers to the interventions counselors make with people recent to a death loss to help facilitate them with the various tasks of mourning. These are people with no apparent bereavement complications. Grief therapy, on the other hand, refers to those techniques and interventions that a professional makes with persons experiencing one of the complications to the mourning process that keeps grief from progressing to an adequate adaptation for the mourner. New information is presented throughout the book and previous information is updated when possible. The world has changed since 1982; there are more traumatic events, drills for school shootings, and faraway events that may cause a child’s current trauma. There is also the emergence of social media and online resources, all easily accessible by smart phones at any time. Bereavement research and services have tried to keep up with these changes. The book presents current information for mental health professionals to be most effective in their interventions with bereaved children, adults, and families. The book is divided into ten chapters. Chapter one discusses attachment, loss, and the experience of grief. The next two chapters delve on mourning process and mediators of mourning. Chapter four describes grief counseling. Chapter five explores abnormal grief reactions. Chapter six discusses grief therapy. Chapter seven deals with grieving for special types of losses including suicide, violent deaths, sudden infant death syndrome, miscarriages, stillbirths and abortion. Chapter eight discusses how family dynamics can hinder adequate grieving. Chapter nine explores the counselor’s own grief. The concluding chapter presents training for grief counseling.

This book is a much-needed update that offers an in-depth and comprehensive exploration of the variety of relevant issues concerning clients’ traumatic, crisis-related, and disaster events that commonly are encountered by professional counselors and other mental health professionals. The textbook is framed, theoretically, within a systemic paradigm, including important recent physiological and neurobiological understandings of the impact of trauma on individuals. The book is organized into six sections. Section I offers a foundation for understanding the various trauma-associated issues. In fact, it tries, with a great deal of intentionality, in the first three chapters, to construct a trauma scaffold of foundational knowledge, upon which students can build increasingly more complex conceptualizations of more nuanced clinical issues associated with trauma. Section II explicates relevant constructs, such as loss and grief; these constructs continue to build upon and expand the trauma scaffolding of the first section. It also offers information about the traumatic events that may be experienced by specific age groups, people who are vulnerable, and other particular populations. Section III begins with his explication of the moral psychology of evil. Section IV presents a broader systemic context for understanding the effects of trauma on groups of people. Section V analyzes assessment methods and interventions associated with psychological trauma. It identifies and discusses the larger scope of integrative approaches to trauma, crisis, and disaster intervention, thus emphasizing the importance of more systemic models. Section VI begins by presenting ethical perspectives on trauma work. It explicates vicarious traumatization, highlighting the need for counselor selfawareness. It also focuses on the importance of mindfulness-based self-care for counselors, encouraging clinicians to be healing counselors rather than wounded healers.

Social Work Skills for Community Practice: Applied Macro Social Work, Second Edition, aims to prepare social workers to engage in macro community practice by providing straightforward content for social work students that is enriched with practical and applicable learning experiences. The text focuses on building the social work skills required for organizing communities, including cause-based coalitions, geographically/identity-based communities, and health and human service organizations, to achieve culturally relevant, equity- and justice-driven social change. The second edition presents new information that includes self-care for the community practitioner, social work Grand Challenges, cultural humility, community dialogue, trauma-informed and resiliency-focused community development, environmental justice, and many other topics. Its focus on a broad range of community practice models makes it accessible to all social workers. This book is written for social work students and can be used either at the BSW or MSW level. It is intended for use in introductory macro social work practice courses and community practice courses, and it is designed to be accessible to both students who are interested in organizing and community practice careers and those who are likely to apply some of these skills in practice for tasks such as facilitating meetings, coalition building, facilitating public participation, engaging in political activism, and lobbying. This book includes case vignettes and a variety of suggested applied and experiential learning activities and assignments to reinforce content and to emphasize the skill-building focus of the text. The textbook is accompanied by an Instructor’s Manual that includes the Council on Social Work Education competencies covered in each chapter and suggested individual and group discussion prompts and activities. Sample PowerPoints to guide lectures and a Test Bank with multiple-choice and essay questions for each chapter are also available.

This comprehensive introductory text for counselors-in-training delivers foundational concepts through the lens of advocacy and intersectionality. This book emphasizes exploration of the individual and collective effect of local, national, and global social issues on clients and their communities, and imparts real-world experiences from authors and clinical experts who provide personal accounts of challenges and successes in their practices.

The text examines key evidence-based counseling theories with an in-depth focus on trauma-informed counseling, and prompts reflection and dialogue about critical issues in counselor development. It introduces specific counseling micro-skills, techniques, and modalities, and describes the varied settings in which counselors can practice. Engaging activities that foster self-analysis and self-actualization illuminate the path to becoming a professional counselor.

This innovative text guides gerontology students step-by-step through the process of searching for, securing, and completing an aging-based internship, practicum, or field placement. It underscores the value of hands-on, community-based learning and provides a framework for identifying experiences that fit a student's academic requirements and professional objectives. The text describes the multitude of interdisciplinary and interprofessional career opportunities available for those working with or on behalf of older adults, ranging from traditional opportunities in health and human services to careers in leisure, business, housing, and finance.

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.

The book covers both theories and data, and provides a comprehensive grounding in the psychology of love. The basic thesis of the book is that scientific research can help us all in our loving relationships. Consequently, the book talks not only about theory and data, but also about how to apply them to our close relationships. One chapter provides questions and answers about loving relationships, based on scientific research. Another chapter discusses online dating and the issue of just what we can expect when we meet people online. The complete “Triangular Love Scale” is presented in the book and will enable you to analyze in some detail the levels of intimacy, passion, and commitment in your relationships. The scale, based on psychological theory and validated using large numbers of participants, will show you how psychologists not only construct theories, but also translate these theories into measures that can assess scientifically the phenomena they study. The book considers most of the standard topics in the psychology of love, covering research primarily about heterosexual but also about gay couples. It describes different kinds of love, including the kinds that are more likely to lead to relationship success and also the kinds associated with relationship failure. It specifically discusses factors that lead to greater or lesser success, as well as personality variables and their associations with different kinds of love. While the book focuses mainly on romantic love, it also covers other aspects of love, such as parental love and friendship.

Contemporary research has found that memory is much more than the process for recalling information that has been learned and retained. Memory is central to all human endeavors. Memory is the sine qua non of human psychology. How humans process, store, retrieve, and use memory is intrinsically interesting. This book is about human memory: how it works, how it sometimes does not work, why it is important, and why it is interesting. It describes the major structural and functional theories that guide our understanding of memory. The modal model has three memory buffers: sensory information store, short-term memory and long-term memory. The book focuses on everyday functions of memory, including memorizing things, remembering to do things (prospective memory), and recalling how to do things, such as skills, procedures, and navigation. Disorders of memory including Alzheimer’s and amnesia are examined along with exceptional memory skills, such as the phenomenon of individuals with highly superior autobiographical memory. The book also addresses the intriguing and controversial topics of repressed and recovered memories, the validity of memory in courtroom testimony, and the effects of remembering traumatic events.

Problem-solving therapy (PST) is a psychosocial intervention, generally considered to be under a cognitive-behavioral umbrella, that is geared to enhance one’s ability to cope effectively with both minor (e.g., chronic daily problems) and major (e.g., traumatic events) stressors in order to attenuate extant mental health and physical health problems. Rather than representing an updated volume of the theoretical and empirical literature on PST or social problem solving, the purpose of this book is to serve as a detailed treatment manual and to delineate general intervention strategies of contemporary PST that are required to effectively conduct this intervention approach. The book first briefly presents an overview of the theory underlying PST as well as the supportive research that documents its efficacy across various populations and clinical problems. Next, it offers an overview of problem-solving assessment and treatment planning as well as general clinical considerations. In order to achieve the treatment goals, the specific treatment objectives for PST can be thought of as: enhancing positive problem orientation, decreasing negative problem orientation, fostering planful problem solving, minimizing avoidant problem solving, and minimizing impulsive/careless problem solving. In order to achieve the treatment goals and objectives, PST focuses on training clients in four major problem-solving toolkits. The four toolkits include: problem-solving multitasking, the Stop, Slow Down, Think, and Act (SSTA ) method of approaching problems, healthy thinking and imagery, and planful problem solving. The book describes these toolkits and provides for detailed clinical guidelines in order to effectively conduct PST.

This book provides a guided curriculum that introduces school psychology graduate students to a range of professional issues that may be faced within the context of supervised field-based experiences. Topics addressed in the book span entry-level practica through advanced clinical applications, the culminating internship year, and transitioning to professional practice. The book focuses on providing recommendations on developing curriculum vitae (CV), interviewing, writing personal statements, considerations for certification and licensure, and applying to jobs tasks often beyond the scope of what a program may offer through formal course work or seminars. It also addresses other core competencies essential to developing professionals in the context of field supervision. The book offers faculty a ready resource and text for use across a range of practicum and internship seminars. Graduate preparation programs in school psychology offer such seminars and formal university-based supervision to provide guidance to students as they traverse these experiences. Practica and internships remain among the most ubiquitous components of every school psychology program in the United States. To assist programs working to further develop their own processes, the book includes various tools and templates that represent actual forms utilized by National Association of School Psychologists (NASP)-approved and American Psychological Association (APA)-accredited programs across the country. The book serves as a guide to both faculty and students to support growth during field-based experiences and reviews the basic components of psychological evaluation and intervention report writing.

Adolescence is an extremely unique and critical stage of development. In order to provide the helping professional with a clear understanding of typical adolescent development, and to fill the gap many have in understanding adolescence in general, this book offers a concise, in-depth, scientific overview of adolescent development specifically geared toward those applying the information in the helping professions. The intended audience for the book is helping professionals such as psychologists, mental health counselors, social workers, marriage and family therapists, educators, and nurses. The book covers adolescent developmental theories that provide a basis for understanding observations about the nature of adolescents. These theories include the intrapsychic, cognitive, behavioral/environmental, and biological theories. Puberty is also the signal indicating the beginning of physical and neurological growth. The hormonal changes of puberty initiate drastic growth in the body and organs of adolescents. The book reviews several aspects of overall adolescent health, including the issue of adolescent sleep and its importance and how adolescent diet and nutrition impact development. In addition to the “hardware” transformation in an adolescent’s brain, adolescents undergo important changes in their ability to think. The book also examines Piaget’s adolescent stage of cognitive development, the formal operational stage, and how changes in the way adolescents think impact their interactions with others. It introduces the multiple social changes with family and friends that occur during adolescence and examines how adolescents interact with TV, media, and technology and deals with the issue of cyberbullying and reviews the most common adolescent problems, such as drug use, risky behaviors, eating issues, and depression. Each chapter integrates several features to guide helping professionals in applying adolescent development in practice.

This book is about all the exciting aspects that have been investigated in the science of positive psychology. One of the reasons that the interest in positive psychology has increased so much in recent years is that people are interested in happiness, and they’re interested in enhancing their well-being. All conceptions of positive psychology involve something to do with the “positive side of life”, which is clearly contrasted with the negative side of life. The positive side of life seems to go by many names, such as happiness, flourishing, thriving, a worthwhile life, a meaningful life, a fulfilling life, or “what goes right in life”. The study of positive subjective states involves two related but distinct areas of study: positive emotions and subjective well-being (SWB). Positive psychologists often refer to two types of happiness: hedonic and eudaimonic. Any treatments of the history of happiness spend little time on ancient Jewish contributions to our understanding of well-being. From the early Christian tradition, writers encouraged enduring suffering now in the light of future happiness in the afterlife. The book focuses on two theories that are both representative and helpful to the field of positive psychology: the Self-Determination Theory (SDT) and the Hedonic Adaptation Prevention (HAP) model. Gratitude and compassion are very important to the good life; however, when we also emphasize strengths such as prudence, humility, self-control, and integrity, we are much more likely to flourish. The issue of Internet relationships also brings up an alternative form of relationships: Our relationships with our pets. The book attempts to describe the cognitive characteristics of happy people.

This book attempts to build students’ understanding of policy development through a critical analysis and review of policy frameworks, and the policy implementation process. The book is organized into four parts comprising twenty-one chapters. Part one of this book lays out a background as to the current and future demographic trends of older adults and makes the case for the reader that there are a variety of philosophical, political, economic, and social factors that affect public policy development. The chapters help the reader to explore a range of perspectives that define, shape, and impact the development and implementation of public policy. It intends to prepare the reader to critically analyze public policies related to aging. Part two provides an overview to major federal policies and programs that impact older adults and people with disabilities. It examines some historical developments leading up to the actual development and implementation of the policies. Policies include social security, medicare, the Older Americans Act, and the Americans with Disabilities Act, the Community Mental Health Centers Act, and Freedom Initiative. The last part of the book outlines specific programmatic areas that flow from aging policies, and specific components that flow from federally mandated policies. Each chapter contains same basic outline: an overview of the programs, specific features and strengths of the programs, gaps and areas for development, and challenges for the future.

The incidence of sexual assault and harassment experienced by members of the U.S. Armed Forces has reached epidemic proportions. Its victims often suffer from devastating, lifelong consequences to their careers, health, relationships, and psychological well-being. This book is written for mental health clinicians to help in understanding and treating military sexual trauma (MST). It addresses the complex circumstances of victims of sexual abuse in the military and how clinicians can meet the unique challenges of treating these clients. The book describes how MST differs from other forms of military trauma such as combat, and discusses its prevalence, neurobiology, and social contexts as well as unique stressors of betrayal, injustice, struggles with issues of reporting and disclosure, and impact on relationships and sexuality. It reviews current evidence-based interventions and offers insights on treating specific symptoms within MST, such as post-traumatic stress disorder (PTSD), anxiety, substance abuse, sleep disorders, and sexual dysfunction. Chapters discuss how a variety of psychotherapies can be used to treat MST, including prolonged exposure, cognitive processing, Eye Movement Desensitization and Reprocessing (EMDR), Seeking Safety, acceptance and commitment therapy, and somatic experiencing, as well as the Warrior Renew MST group therapy program. Clinicians who work with veterans and active duty personnel will find the book an essential guide to working with MST survivors.

This book provides a foundation for counselors planning to supervise clinicians working with individuals and groups, attain leadership positions within an agency, or open their own professional practice. It encompasses key information about supervisory roles and responsibilities, ethics, multicultural issues, evaluation, and due-process procedures along with administrative issues such as agency leadership, budgeting, information management, crisis management, and quality-improvement practices. The book is divided into two sections: supervision and agency management. Chapters 1 to 4 are dedicated to issues related specifically to the supervisory process, such as roles and responsibilities, ethics, and various due-process procedures. Individual and groups supervision, ethical issues in supervisory relationship as well as developmental models, counseling theory-based models, and social role models of supervision are also discussed. Chapters 5 to 10 focus on the aspects of agency management (including issues that pertain to private practice) that may be less familiar to counselors. Here, chapters focus on budgeting, information management, leadership, and marketing. The budgeting chapter gives the reader information about how to financially plan and provides the information in a very accessible manner. Another chapter in this section enables assisting supervisors, counselor educators, and agency managers to understand the nature of critical incidents and crisis response and subsequently develop the strategies necessary to incorporate this important concept into practice.

This book highlights the enormity of the problems of child maltreatment and their relationship to poverty and other social ills. The first chapter introduces the reader to the issues that impact children, such as poverty, lack of education, and myriad other problems of child maltreatment including physical, emotional, and sexual abuse; physical and emotional neglect; as well as parental substance abuse and mental health problems. This is followed by a chapter that presents the private efforts to provide services to abused and neglected children that have transitioned through the years into significantly greater governmental roles. Chapter 3 addresses the fact that the majority of families known to the child welfare system live in poverty, and examines the relationship between poverty and child abuse and neglect, and the increased risk of coming into contact with child protection agencies. While the fourth chapter discusses relationship between the educational system and the child welfare system, the fifth and sixth examine the health issues of families known to child protection agencies, and children in the child welfare system and the juvenile justice system referred to as “crossover” or “dual status” youth. The court system plays a critical role in foster care. Adoption from child welfare agencies typically occurs after foster care placement when it becomes apparent that birth parents will be unable to reunite with their children. It can be extremely traumatic for birth parents to lose their children to the foster care system, and then to adoption.

This book addresses the impact of a variety of service-learning arrangements on local communities and focuses on the experiences, both positive and negative, of the community organization. Integrating theoretical, historical, ethical, and practical frameworks, the book examines in depth such emerging models as global service learning, social entrepreneurship, and experiential philanthropy (EP). Understanding the historical rationale for campus-community partnership is critical for determining the future of community engagement. The engaged campus plays an important role in both maintaining and promoting civil society and fostering civic engagement among emerging adults. A growing body of research demonstrates that community-engaged learning opportunities involving authentic grant making can deepen students’ understanding of philanthropy’s role in our society and extend its benefits to the community. Colleges and universities have been offering EP courses since the late 1990s. The Students4Giving program provides a framework for philanthropic education emphasizing community-based knowledge with both grant making and fundraising dimensions. A growing body of research on the impact of EP courses has identified a variety of positive student learning outcomes. Community engagement is a dynamic multifacilitated, multistakeholder endeavor that makes impact measurements allusive. The book discusses the role of critical service learning as a backdrop for ethical engagement and aims to graft existing professional frameworks and theory as tools for guiding and reflecting practice in community engagement with the aim of minimizing ethics violations in the community. Community engagement presents a difficult duality; many students will participate in it to develop professional skills particularly within education, social work, and health professions.

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.

This book helps social workers ensure they maintain the highest professional standards by raising awareness of both the strengths and challenges of the immigrant community. The book first explores the changing demographics of immigrant newcomers and legal classifications of immigrants. It seeks to help social workers better understand the legal meaning of terms such as nonimmigrant, immigrant, Green Card holder, and citizen. Then, the book explores theories of cultural competency and social work practice and describes the intersection of immigration and health, mental health, criminal justice issues, and employment. Issues of particular interest to immigrant communities, such as the exploitation of immigrant workers (and appropriate legal remedies), immigrant access to health services and public benefits, the triple mental health trauma many refugees and asylees face, and the issue of newcomers as victims of crime as well as the immigration consequences of criminal conviction are discussed. The book also deals with family groups, which, although inherently strong, are made vulnerable because of their immigrant status in the United States. It concludes by urging practitioners to expand their strategies and advocate not only for individual clients (at the micro level), but to advocate as well for change at the organizational/agency level (mezzo level), and at the federal, state, and local levels (macro level).