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.

Understanding a student’s ethnic identity process coupled with the student’s sexual identity and psychosocial identity can provide a much more useful and informative portrait of his or her circumstances than merely knowing the student as a “19-year-old sophomore”. This book was developed with both the student affairs professional and the student affairs graduate student in mind. After a brief introduction, it discusses various human development theories such as Schlossberg’s transition theory, Erikson’s theory of psychosocial development, Perry’s theory of moral development, and Kolb’s theory of experiential learning as well as personality types based on the Myers–Briggs type indicator. In the subsequent section of the book, the focus is on identity development in college students, with chapters covering Chickering’s Theory and the seven vectors of development, Black and biracial identity development theories, White identity development, and the lesbian, gay, bisexual, transgender, and queer (LGBTQ) identity development as well as disability and identity development. and career development theories. The final section of the book describes the factors that impact the selection of careers with chapters discussing the Holland’s theory of career development and Bronfenbrenner’s ecological systems theory, among other issues. Theory-based chapters open with a vignette in which the reader is presented with specific details of a case study for consideration. At the end of the chapter, the case is revisited and considered using a theoretical framework. Each case vignette provides the reader with immersion into a diverse perspective, and the chapter authors provide a clear discussion of their conceptualization of the student.

This book draws on in-depth research of couples in different situations and cultures to identify educational and therapeutic interventions that will help couples become conscious of and move beyond gendered power in their relationships so they can expand their options and well-being. Sharing family and outside work more equitably is a part of the gender-equality story. The book is divided into five parts. Part I of the book lays out the theoretical and methodological issues of gender equality that frame the book’s research projects and practice concerns. Chapters in this section frame the concept of gender equality and its role in promoting mutually supportive relationships. The second part examines the relational processes involved in equality between intimate partners. Traditional couples need help in defining the meaning of relational equality for themselves within external definitions of male and female roles. A chapter in this section is about same-sex couples and explores what happens when gender does not organize relationships. In Part III, two chapters look at how gender legacies and power influence mothering and fathering among parents of young children with a third showing how idealized notions of motherhood heighten and maintain postpartum depression after childbirth. The fourth part shows both similarities and cultural variation in power issues in different cultural settings. While one chapter considers how racial experience increases the complexities of gender and power in couple life, another discovers the considerable diversity in Iran by showing how couples work within a male-dominant legal and social structure that also includes a long cultural tradition of respect for and equality of women. Part V draws on the previous chapters to offer a guide for mental health professionals.

This book serves as a practice resource for social workers by making accessible the vast territory covered by the social, cognitive, and affective neurosciences over the past 20 years, helping the reader actively apply scientific findings to practice settings, populations, and cases. It features contributions from social work experts in four key areas of practice: generalist social work practice; social work in the schools and the child welfare system; in health and mental health; and in the criminal justice system. Each of the chapters is organized around practice, policy, and research implications, and includes case studies to enhance practice application. The impact the environment has on neural mechanisms and human life course trajectories is of particular focus. It is divided into four sections. Section A includes chapters devoted to social-cognitive neuroscience conceptualization of empathy, mirror neurons, complex childhood trauma, the impact of trauma and its treatment through discussion of posttraumatic stress disorder (PTSD). Section B covers child maltreatment and brain development, transition of youth from foster care, social work practices in schools for children with disabilities, and managing violence and aggression in school settings. Section C deals with several issues such as substance abuse, toxic stress and brain development in young homeless children and traumatic brain injuries. Neuroscientific implications for the juvenile justice and adult criminal justice systems are explained in Section D.

This book is a guide to understanding core restorative justice values and practices and what we have learned from research on the impact of this emerging social movement in the global community. The first three chapters provide an overview of the restorative justice movement and its connection with core social work values and spirituality (not religion). Restorative justice dialogue and its most widespread applications are then presented in Chapters four through eight. Each chapter on a specific application of restorative justice dialogue includes a thorough description of the process, including case examples, followed by a review of empirical research that is available. These chapters describe the most widely used applications, namely victim-offender mediation (VOM), family group conferencing (FGC), peacemaking circles, and victim-offender dialogue (VOD) in crimes of severe violence. The concluding three chapters, nine through eleven, focus on broader issues related to restorative justice dialogue. The crucial role of the facilitator in restorative justice dialogue is highlighted, followed by identifying the dimensions of culture in the restorative justice movement and the very real possibility of unintended negative consequences if we are not mindful of these dimensions. Finally, emerging areas of practice that go beyond the juvenile and criminal justice system are addressed.

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.

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.

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.

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 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.

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 can be used by social work professionals both as a textbook and as a clinical resource. Considering that most social workers receive limited training in medication during their social work program, it provides an excellent practice resource for clinicians in the field. The book provides general information that will prepare social workers to address the needs of clients taking medication. The use of medication is viewed as part of social work practice, and strategies for understanding its use are highlighted. Each chapter focuses on the basic information a social worker should know, from understanding the human brain, to tips for helping the client to terminate use, to how to support the medical team with tips for taking a medication history. The book explains the difference between generic and brand names, presented along with medical terminology used in prescribing medications. It provides the basic rules for monitoring medication and compliance, along with tips for treatment planning and documentation. The book also outlines prescription and nonprescription medications, including herbal preparations, and includes a section on special populations. It addresses specific mental health conditions such as schizophrenia, mood disorders, depression, bipolar disorders, and specific anxiety disorders.

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.

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).

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.

Social work has a long-standing commitment to healthcare and the recognition of the inextricable link to quality of life and well-being across the lifespan. This book emphasizes the critical importance of health for all members of society and the significant role of social work in the field. It presents essential information about health and social work critical to understanding today’s complex health care systems and policies. The book is intended as a core text for masters of social work (MSW) and advanced bachelor of social work (BSW) courses on health and social work, social work and health care, health and wellness, social work practice in health care, and integrative behavioral health taught in social work, public health, and gerontology. The book is organized into three parts containing 18 chapters. The first chapter describes the role of social work in healthcare. The second chapter discusses ethics and values in healthcare social work. The next three chapters present social determinants of health, intersectionality, and social work assessment. Chapter six discusses health promotion and public health. Chapter seven presents integrated behavioral healthcare. Chapter eight describes substance misuse, abuse, and substance-related disorders. Chapters nine and ten discuss palliative care, end-of-life care, correctional healthcare, and psychosocial care. Chapter 11 describes children and family health. Chapter 12 explores healthcare and work with older adults and their caregivers. Chapters 13 to 15 delve on immigrants and refugee health, health and HIV/AIDS, and LGBTQ health. Chapters 16 and 17 describe healthcare and disability, and healthcare and serving veterans. The final chapter discusses future direction of healthcare and social work.

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 is a practical guide for professionals to better understand how grief impacts the lives of bereaved children and how they can provide a safe place for grieving children and their families to find support. The information provided comes from the authors’ personal experiences working with children and their families over the past three decades. It provides a theoretical model for understanding childhood grief due to death as a natural, transitional experience that is an integral part of a child’s development into healthy adulthood. The first chapter, Understanding Childhood Grief and the Bereavement Professional’s Role, presents five universal realities of grief. The second chapter, Impact of Grief on Children, describes common grief reactions in children and factors that influence childhood grief. The third chapter talks about suicide, homicide, sudden death, and illness. The fourth and fifth chapters: Death of a Parent, and Death of Other Family Members, describes the strengths of parent/child relationship, sibling relationship, and grandparent/grandchild relationships. These first five chapters provide a framework for understanding how grief impacts the lives of children and how their surrounding circumstances further influence their reactions to grief. The sixth and seventh chapters explore the factors that promote health in grieving children and modes of helping. The eighth chapter describes the grief support settings for bereaved children. The ninth chapter presents activities that engage children, and the tenth chapter discusses professional accountability and ethical considerations. The last five chapters offer a structure for professionals to provide support to bereaved children and their families. This book also presents “How to Help” sections that offer practical ways professionals can be supportive to bereaved children and their families.

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.

One of the historical pillars of rehabilitation counseling has been the use of assessment throughout the rehabilitation process. With this historical emphasis, it is not surprising that the focus on assessment and the methods and techniques used have changed and evolved. As a result, students, practitioners, and researchers are on a constant quest for updated and current information to guide and inform practice, policy, and research. This constant quest for updated and comprehensive information is directly relevant to the assessment of individuals typically served by rehabilitation and mental health practitioners and is the focus of this book. To date, there has not been a book that has been able to provide a comprehensive discussion of topics applicable to service delivery across both setting. This book attempts to fill this gap. One factor that guided the development of this book was the authors’ goal to provide both the foundational information necessary to understand and plan the assessment process and combine this material with information that is applicable to specific population and service delivery settings. To achieve this goal, each of the chapters is written by leaders in the field who have specialized knowledge regarding the chapter content. The chapters provide practical hands on information that allows for easy incorporation of the material to rehabilitation and mental health practice. To further strengthen practical application, case studies and templates have been incorporated where applicable to highlight specific key aspects to promote application to service delivery. Second, this is the first assessment book to be developed after the Council on Rehabilitation Counselor Education and Council on the Accreditation of Counseling and Related Programs merger. Finally, the authors hope that the readers of this book can apply this information to enhance the overall quality of life of the individuals they work with, especially individuals with disabilities.

This book serves as a clinical reference for all those encountering young and adult children of substance-abusing parents regardless of the setting. The book is divided into four parts. Part I provides an overview of the existing state of knowledge regarding children of substance-abusing parents and examines the developmental effects of alcohol and other drugs on children and implications for practice. Mentalization-based treatment holds the promise of providing a way to prevent and ameliorate emotional disturbance in children and adolescents. The chapters in Part II explore treatment issues across the life span of children of parents addicted to alcohol, tobacco, or other drugs, beginning with the prenatal impact through the stages of childhood, adolescence and adulthood. The emphasis is on those individuals who need treatment in a clinical setting. One of the chapters in Part III describes a variety of school-based and residential treatment programs aimed at adolescent children of substance-abusing parents, youngsters who are often at great risk to become the next generation of substance-abusing parents. Another discusses the treatment programs for the large, often overlooked, population of college students with substance-abusing parents. The last chapter in this section focuses on the programs for the growing number of children with substance-abusing incarcerated parents. The final section of this book includes four real-life personal accounts of individuals who grew up in substance-abusing families. Their descriptions of their early traumatic lives spent in an environment of domestic violence, shame and chaos reflect both the pain experienced by children of all ages as well as the resilience that is found in many such children.

Social workers are the number one providers of mental health services in the United States. This book describes the realities of the contemporary American mental health system and the impacts on clients and social workers. It takes a critical perspective on the lack of quality care for those among society’s most vulnerable individuals, the mentally ill. Unlike other texts that address mental health and illness, the book focuses on the issues and policies that create challenges for social workers in the mental health system and obstacles to a continuum of excellent mental healthcare. The book also focuses on ways that social workers can help improve the overall functioning of the mental health system. One theme of the book is that mental health diagnosis, treatment, and access to care are lacking due to an insufficient knowledge base. That is, some mental disorders are not yet well understood, and therefore, responses can be inappropriate or inadequate. The critical perspective ensures that an examination of mental health treatments, especially pharmacologic therapy, does not focus exclusively upon the benefits to clients taking prescribed medications. The book digs deeper to ask who benefits when clients take psychotropic drugs. With a focus on social work innovation in mental healthcare, the book provides descriptions of promising policies and practices to improve mental healthcare in the United States. This includes new drug and brain stimulation or neuromodulation techniques and expanded social work prevention efforts. The book is recommended as a primary text for mental health courses in MSW programs. It can also be used in upper level undergraduate college courses in social work, typically BSW programs. The book finally ensures that social work students will not only understand the issues of their clients (micro level) but understand mental health issues in a broader societal context (macro level).

This book provides an integrated perspective on disabilities of the various disciplines of human services for counselors, social workers, and allied health professions in training. It provides an interdisciplinary and intersectional perspective on disability and psychosocial adjustment to disability in rehabilitation counseling, social work, and allied health professions. It also includes foundations of disability studies, advocacy, the disability rights movement and disability legislation, policy, and law. There is a focus on select persistent and emerging population trends in disability studies, which are supported in the literature as populations that are anticipated to represent a growing and greater proportion of individuals in need of disability and integrated services. The attention to psychosocial adaptation to disability along with the inclusion of case studies and field-based experiential exercises related to specific topics make this book an invaluable resource for students and professionals alike. The human services professions contain a wide variety of disciplines that assist individuals, families, and populations to improve their capacity to function as individuals and in society. These professionals possess specific competencies and credentials, but operate from an interdisciplinary knowledge base that requires coordination among professionals, programs, and agencies in service delivery. The disciplines typically included in responding to disability-related issues are rehabilitation counseling, counseling, mental health, social work, rehabilitation sciences, psychology, and allied and health sciences. A key feature of each chapter is application from an intersectional perspective of issues related to addressing the service needs of persons with disabilities. Based on the foundations of understanding services providers’ scope of practice, the text discusses the roles and functions of human services providers, ethics in service delivery, professional credentials, cultural competency, and family and life span perspectives of disability.

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

This book recognizes that learning to write for professional practice means learning how to write in different contexts, for different circumstances, and with different purposes and audiences in mind. It begins with the premise that effective writing requires critical thinking, engagement in cultural competence, and a commitment to learning. The book invites the reader to pay attention to how others have been writing in the field of social work for many years, and invites him/her to read and learn by practicing, and by becoming aware of the content and form of the writing conversation going on all around the individual in the social work world. The book helps the reader to understand both the “what” and the “how” of professional writing for social work practice. Effective writers feel a profound stake in their work. This means that they believe what they have to say matters; they write with a clear purpose in mind, and how they present their work matters just as much. The opportunity for social workers to use their research skills occurs frequently in human service situations. Types of research reports include needs assessments, client satisfaction surveys, evaluation of interventions, assessment of program results, and measurement of outcomes for accreditation reviews. The book has a chapter devoted on smaller grants, which may be the type most frequently encountered in social work practice, since larger grants usually come with their own instructions and forms. It also presents examples of letters written by social workers on behalf of their agencies.

This book is designed to help the Bachelor of Social Work and Master of Social Work students, enrolled in foundation field placements and field seminars, structure their field placement learning around the nine Council on Social Work Education (CSWE) profession social work competencies defined in the 2015 Educational Policy and Accreditation Standards. Its goal is to ensure that foundation field placement students integrate course learning related to the social work competencies with their field placement learning experiences in a purposeful, reflective, and integrated manner. The book helps structure students’ field learning on the social work competencies. It also educates social work field instructors on the social work competencies mandated by CSWE. The book is divided into 14 chapters. Chapter one provides an introduction to social work field placement and the expectations for social work interns. Chapter two focuses on assessing ones mastery of the professional competencies in ones field placement. Chapters three and four explore the importance of social work supervision, and using reflection and self-regulation to promote well-being through self-care. Chapter five focuses on the importance of engaging with individuals, families, groups, organizations, and communities; and interprofessional collaboration. Chapter six examines what professional social work behavior in communication looks like. Chapters seven and eight focus on engaging in diversity and difference in practice; and advance human rights and social, economic, and environmental justice within ones field placement and beyond. Chapter nine discusses practice-informed research and research-informed practice. Chapter ten focuses on engaging in policy practice in ones field placement. Chapters eleven and twelve covers assessment of the three micro-level client systems: individuals, families, and groups; and reviews assessment of the two mezzo-level client systems: organizations and communities. The last two chapters focus on micro interventions with individuals, families, groups, and organizations and communities.

Human services professionals face tremendous challenges today. Clients, government agencies, and other funders increasingly expect professionals to produce measurable and verifiable outcomes. The main goal with this textbook is to help students better understand the utility of research to human services. That is to say, the book presents research as a tool for practice, something that can be used to help professionals in their work with clients, designing programs and services, and advocating for policy changes. In addition to presenting research as a tool for practice, the book also emphasizes connections between human service research and practice, stressing that each plays important and complementary roles in addressing social and personal problems. This textbook is primarily an introduction to social research as it relates to the human services. There are two new main features to this edition. Each chapter opens with a Vignette describing a situation in which a human services professional is faced with a task or dilemma that can be addressed through research or by employing a research technique in practice. The second new major feature is the Practitioner Profile, included in most chapters. These Practitioner Profiles present actual human services professionals who are not professional researchers but nonetheless incorporate research methods into their practice. Similar to the Practitioner Profiles, several chapters also include one or more Research in Practice features designed to help students better understand applications of research methods and concepts and the overall research process. At the end of each chapter, there is a list and brief description of the Main Points of the chapter, which serves as a review of the major concepts covered. Following the Main Points is a list of Important Terms for Review. Following the Important Terms for Review are three sets of questions, critical thinking, evaluating competency, and self-assessment.

2020 launches a new decade that coincides with the 30th anniversary of the Americans with Disabilities Act. As the hashtags #DocsWithDisabilities, #NursesWithDisabilities, and #AbleMedics stir the discussion globally, and new legislation safeguards the rights of learners with disabilities, it is also the responsibility of educators and institutions to be proactive and join the global efforts toward disability inclusion. This second edition is timely in that sense. It includes changes in language and approach that move us toward a social justice approach. The practice recommendations offer a shift from a service delivery model to one focused on disability inclusion. New elements help to round out the knowledge required for inclusion, including a chapter on technical standards and enhanced discussions of communication and accommodations. This volume offers many practical recommendations to assist disability resource professionals in developing inclusive policies that support student disclosure, especially for those with non-apparent disabilities. It also addresses ethical dilemmas (professionalism, patient safety, maintaining boundaries), especially in complex scenarios. At the conclusion of the book, readers will find thought-provoking discussion questions and scenarios to exercise the skills developed through reading the text. Barriers to disability inclusion in health sciences and the underrepresentation of clinicians with disabilities is a global issue, which is further highlighted in a recent Lancet comment. The book assists in the realization of global commitments to the inclusion of learners with disabilities. Practical guidance on providing equal access in health professions education, and debunking myths surrounding the capabilities of students with disabilities, will go a long way to help programs create an accessible environment. The book offers an up-to-date, comprehensive overview of promising practices that work toward the full inclusion of students with disabilities in academic health science settings while meeting legal compliance obligations.

This book is an essential tool for online instructors and serves as a companion for instructors regardless of their experience with online teaching. It is designed to help develop a roadmap for the next online class. The book presents information on the research on online teaching for those who are more interested in the basis of online instruction. Chapters 1 and 2 familiarize new online instructors with the fundamental technology and practical applications of delivering content online within the helping fields. This includes a review of basic education platforms and a glossary of key terms and definitions. Chapter 3 addresses the typical fears and anxieties associated with teaching online in the helping vocations. Chapter 4 focuses on the student experience and perspectives of online courses based on a brief guided questionnaire of open-ended questions. Chapter 5 surveys the research into online education and addresses the quality concerns associated with online classes and programs. Chapter 6 presents a roadmap of practical steps to course design and building, tech-tool use, communication techniques, and many more considerations for a successful semester. Chapter 7 provides practical tips to learners, and useful samples for instructors to use in preparing them to become online learners. Chapters 8 and 9 share tips, best practices and stories from experts and instructors in the helping professions. Chapter 10 presents recommendations on what not to do based on authors experiences and those of other online instructors in the helping professions. Chapter 11 focuses on the ethical considerations in online teaching. Chapter 12 looks at the evolving technological environment around online learning. Chapter 13 discusses pedagogy and technology in the helping professions. The final chapter provides encouragement to readers who are beginning the process of course design and delivery and includes a To Do list for preparing online course and semester.

The first edition of this book has come to fruition out of the professional observations and experiences of the authors and those that they have supervised and trained. While counsellor preparation programs frequently require a course in counseling assessment, school counselors-intraining often report dissatisfaction in the relevance of what is covered, as the content is not focused on what school counselors actually see and use in practice. Prior to this book, no resource existed that focuses on the concept of assessment specifically for school counselors and provides them with formal and informal assessments that provide opportunities for data collection that, in turn, informs one’s data-driven, comprehensive school counseling programs (CSCP). Whether it be individual student data, school level data, school counseling program level data, or about the school counselors’ practices or beliefs, this professional resource offers a unique opportunity to meet the call from school counseling professionals to have guidance and access to instruments that focus on multiple levels of data. The book bridges the gap in knowledge and skills to allow school counselors to carry out their critical work in advocating for student success every day, based upon data. From this resource, the authors hope readers will gain the necessary attitudes, knowledge, and skills that are required to be a data-inspired and data-driven school counselor who serves as a leader and agent of change as a part of the development and implementation of a comprehensive school counseling program. One of the most salient and unique features of this book is that it offers readers with actual assessments that could be immediately implemented in one's school. The intended audience for this book is school counselors-in-training, practicing school counselors, those who serve in a district-level supervisory or coordinator position, as well as school counselor educators.

This book provides a tool kit for helping professions responding to vulnerable populations and preparing populations prior to a disaster. Some populations are more vulnerable to the effects of a disaster than others, making it more difficult for them to prepare, evacuate, shelter, respond, and recover in the event of a disaster or emergency. Considering the needs of these groups requires special knowledge essential to preparedness, response, and recovery planning. In circumstances where there is mass evacuation, such as during Hurricanes Katrina and Sandy, there is always frequent media coverage of large-scale evacuations, including evacuation of medical facilities and nursing homes. Those with chronic medical conditions and older adults are two of the many categories worthy of consideration. Vulnerable populations also include pregnant women, prisoners, the homeless, those with functional mental health issues or addiction issues, those with transportation issues, persons in poverty, minorities, persons who are obese, and those who have special supervision needs. Socioeconomic status (SES) has recently been recognized as a significant vulnerability factor. Evacuation can also be an issue for those of a lower SES due to limited financial resources. Dealing with persons with substance abuse and dependency is one of the most neglected areas in the literature involving empirical evidence and guidelines for appropriate response in a disaster. Developing appropriate guidelines and interventions presents a thorny set of problems for both addicted individuals and emergency responders. A final consideration is the role of pets in disaster recovery. Those who engage in disaster preparedness and response with vulnerable populations should be aware of the characteristics that make those populations vulnerable and make special considerations during planning, response, and recovery. The book highlights some of those characteristics, providing responders with necessary guidelines to assess and intervene with those who are especially vulnerable.

This book offers an in-depth look at the ways in which contemporary undergraduate students may differ from past generations, as well as noting how some things never change, such as needs related to finding social support, romantic intimacy, and academic achievement. It first provides a brief overview of the various developmental transformations that are taking place within the many levels of cognitive, affective, and physiological development of emerging adults. The book then considers the typical counseling concerns that counselors can expect to meet across the academic year. Next, it addresses the social concerns of students as they seek to find the best way to fit in on campus. It addresses the growing diversity of college campuses as well as provides counselors with guidance on helping their clients connect into the campus community. Then, the book moves into ways to assist clients who are facing unexpected hurdles, including grief over the loss of significant others; difficulties with self-esteem and self-image presented by the competitive culture of college-age females; and navigational challenges in romantic relationships that may be more intense and sexually tinged than prior high school relationships had been. Specific mental health disorders that frequently appear in the college-age population are also addressed in the book. The book provides guidelines for treatment and intervention that are relevant to college counselors working within a brief counseling framework. Topics include eating disorders, substance abuse, depression, anxiety, self-injury, suicidal students, obsessive-compulsive disorder, and impulse-control disorders. Finally, the book provides readers with ideas for promoting student well-being beyond the counseling office.

This book is a comprehensive assessment of the school-to-prison pipeline and is intended for stakeholders, advocates, researchers, policy makers, educators, and students. It explains the serious problems that strict school discipline and tough-on-crime juvenile court policies have wrought on many students, disproportionately impacting some of our most vulnerable children and adolescents. The criminalization of education and school settings, along with fewer rehabilitative alternatives within the juvenile courts, has created the pipeline and also made the problems significantly worse. The book is unique in both its breadth of coverage and incorporation of empirical knowledge from the fields of education, juvenile justice/criminology, sociology/social work, and psychology to synthesize the impact and possible solutions to the entrenched school-to-prison pipeline. It explains that although there was a crossover impact between these two child- and adolescent caring systems, the punitive movements were both independent and interdependent. The increased use of zero-tolerance policies and police in the schools has exponentially increased arrests and referrals to the juvenile courts. Similarly, in the juvenile justice system, a movement toward harsher penalties and a tough-on-crime approach more than doubled the number of adolescents adjudicated delinquent and brought under court supervision. The book presents the common risk factors that make it more likely for students to be involved in punitive school and juvenile court systems. It explores who is disproportionately involved and why this may be occurring for the following child and adolescent groups: impoverished families; those of color; trauma and maltreatment victims; those with special education disabilities; and lesbian, gay, bisexual, and transgender (LGBT).

This book presents an introduction to mindfulness-based and yoga approaches within the context of the dysregulating, culture-wide battle involving consumption and the struggle for identity. It provides the structure and practical applications for clinicians to help their clients find an internal sense of satiety and peace of mind. The book is structured in four parts. Part I provides the conceptual, empirical, and theoretical foundations of embodied self-regulation. The chapters in this section address the various aspects of embodied self-regulation, introduce the dysregulated self, briefly define the disorders associated with poor self-regulation and present the mindful and yogic self. The second, third and fourth parts of the book hold the most utility for the practicing mental health professional. In Part II, the conceptual and philosophical aspects of mindfulness are explained in order to serve as a cognitive framework for a healthier, regulated self. Two chapters follow explicating the formal (i.e., on-the-cushion) and informal (i.e., off-the-cushion) mindful practices. As a tradition, yoga is a practice taught teacher to student. In Part III, the conceptual and philosophical aspects of yoga are explained. As in the coverage of mindfulness, three chapters follow explicating formal yoga practices (i.e., on the mat), guidelines for developing a personal yoga practice, and informal yoga practices (i.e., off the mat). Part IV reviews evolving mindful and yogic applications as they are utilized within various empirically supported mindfulness and yoga-based protocols and in self-care.

The book stands as a primary text in disability studies on the family and a supporting text in applications with rehabilitation counseling. The emphasis on community opens its value to practitioners, managers, and policy advocates. The first part of the book makes the case from philosophy to praxis for an alternative to current rehabilitation counseling paradigms. Nothing of our current practice is lost, but much is gained in its translation into a social model that places community at the center of a client-centered practice. This approach creates the appropriate space to bring rehabilitation counseling and the family together. Read in synthesis, the first five chapters present the framework for a community-based approach to rehabilitation counseling beyond the family. The second part of the book recounts the family disability experience across disability contexts. Each chapter provides a unique profile that maps the current relationship between rehabilitation counseling and the family experience. These chapters can be read alone as the state of practice and a guide to current rehabilitation counseling interventions. The final part of the book considers a sampling of the professional implications and considerations of moving forward with a community-based model. It explores cultural perspectives on disability and their relationships to family from the vantage point of four established collective identities: Hispanic Americans, African Americans, Asian Americans, and Native Americans.

This book discusses the roles of counselors in family court and provides step-by-step guidelines on how to expand one’s counseling practice to include family forensic services. It describes how to enter the field, build a successful practice, and how to work effectively with attorneys and judges as well as parents and children. The book provides specific guidelines and examples of how to communicate effectively with attorneys, conduct interviews with parents and children, make recommendations for custody and visitation, write reports, and successfully testify in court. Content builds on the background and expertise already possessed by the professional counselor, and describes the advantages that counselors have and challenges they must often overcome in successfully practicing in the family law system. Included is a wealth of relevant information about the court system, definitions of legal terms, standards of practice required by the Association of Family and Conciliation Courts (AFCC), training and licensing requirements for evaluators and mediators, scope of practice, and ethical concerns. The book also includes forms for taking interview notes, templates for writing reports, examples of actual reports, sample visitation schedules, and case studies.

This book provides an excellent source of information about sex offender laws and policies. It is divided into three parts. The first part provides an overview of sexual assault, most notably its prevalence, incidence, patterns, and empirical findings of the last 20 years of research. It outlines several common factors influencing the passage of sex offender laws. These include an overreliance on less common high-profile “perfect storm” stranger-initiated sexual assaults and murders, quick legislative action, and exaggerated claims from law enforcement about the preventive aspects of future legislation. The second part presents the evidence, the controversial legal and policy issues associated with specific sex offender laws. The updated discussion of Internet sex stings now includes an analysis of “grooming” or the intentional behavior some sex offenders use to manipulate children and adolescents online into trusting them. The book explains the research examining what, if any, correlations exist between online sexual behavior and contact offending. Having documented the generally poor efficacy of sex offender laws, the final section of the book examines policy alternatives. Specifically, it examines state leaders in sexual offending management, the role of civil courts in holding offenders (and their enablers) accountable, and the importance of the physical environment in sexual assault commission and prevention. One of the dangers of the primary focus on offenders is that rape and molestation victims’ needs are often belittled and ignored. Finally, the book focuses on sexual violence victims.

This book, meant for campus mental health and student affairs professionals, is specifically designed to provide the most current information available regarding critical issues impacting the mental health and educational experiences of today’s college students. It shows how counseling services can coordinate their efforts with other on and off-campus institutions to expand their reach and provide optimal services. The book first provides an overview of the historical, developmental, medical, and contemporary considerations regarding college student development as they apply to counseling centers. It then explores the diversity composite of U.S. colleges and counseling centers (CCC) and articulates the standards and requirements of ethics as related to diversity. The four functions of essential direct clinical services provided to students are: individual counseling; group counseling; couples and family counseling; and assessment and testing. Computerized cognitive behavioral therapy (cCBT) and e-mail cognitive behavioral therapy (eCBT) are newer methods for remotely treating anxiety and depression. Written for both mental health counselors and administrators, the book addresses ethical and legal issues, campus outreach, crisis and trauma services, substance abuse, sexual harassment, spiritual and religious issues, web-based counseling, and psychoeducational services.

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.

This book talks about writing for the justice system. Justice professionals are employed in a wide range of settings, requiring all kinds of writing: case notes, progress notes, assessments, incident reports, case summaries, op-ed essays, press releases, research reports, meeting minutes, internal memos, grant applications, and letters to various agencies, clients, courts, and newspapers. The book begins with a review of some of the challenges that arise every day in justice-related work in terms of thought and perception. It presents a series of exercises designed to help readers develop a simple but effective writing process. Without an effective writing process, writing becomes a stressful, often rushed chore that produces a product that is often inferior, unaccepted by a supervisor, or even inadmissible in court. But practice makes perfect. The book guides readers through a full range of practice settings drawn from actual professionals currently working in the field of criminal justice. It concludes with a chapter on fundamentals of effective writing and robust writing glossary that will help readers to edit and correct their work in the final stage. As a teaching and learning tool, the book organizes material by separate criminal justice subsystems, so students can review writing that corresponds to content they are studying at any given time. In this way, writing can be practiced throughout the curriculum, rather than exclusively in one writing-intensive course.

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 provides an overview of the three areas of family violence (i.e., child abuse, intimate partner abuse, and older adult abuse). It includes plentiful case examples, real-life stories, keywords, and discussion questions; the Test Bank is updated to align with changes in the chapters. In the area of child abuse, expanded information is provided on the various agencies working with abused children and on being an expert witness for the courts. In the area of intimate partner violence, additional information is provided on male victims of female perpetrators along with theoretical underpinnings, assessment instruments, and treatment options for both male and female victims and perpetrators. A section is added on the use of social media in precluding and enabling perpetrators. At-risk populations are expanded to include sex-trafficking victims; veterans of war suffering from posttraumatic stress disorder (PTSD); middle-class families; Native Americans; and lesbian, gay, bisexual, transgender, and queer (LGBTQ) families. In the area of older adult abuse, chapters reflect recent policies and terminology to make clearer distinctions in the information contained within the chapters. Major changes in understanding old age assistance are made with emphasis on the different typologies of behaviors of various abusers, thus reducing the focus on caregiver stress as synonymous with older adult abuse.

This book is intended to serve as a textbook or collateral reading source for students engaged in the study of the psychological aspects of disability, as well as a general resource for rehabilitation professionals in the full spectrum of allied health and vocational service disciplines. The material is presented in two parts. Part I labelled as “The Disability Experience” presents the psychological experience from the perspectives of people who have disabilities; the inner states and processes, the interpersonal situations and interactions, and the behavioral mechanisms and patterns that emerge. The eight chapters in the part chronicle both the objective and subjective experiences associated with being a disabled person in a handicapping world and how these affect the basic life functions of surviving, living, working, playing, and—for some at least—transcending both the disability and the more troubling aspects of the world. Part II, “Interventions”, is a response to the problems and sources of psychological pain. Transcending disability is much easier if basic survival and quality of life issues have been addressed by the society, so one fo the chapters deals with disability-relevant legislation and policy. The remaining chapters are devoted to intervention strategies used by psychologically trained professionals (for example, psychologists, rehabilitation counselors, social workers, psychiatrists, speech pathologists), other rehabilitation professionals (for example, nurses, occupational therapists, physical therapists, physicians), peer providers (for example, peer counselors), and social/behavioral scientists.

Rehabilitation medicine and rehabilitation technology resulting in products and services for disabled people already have a long history and gerontechnology can use these results to find solutions for the general consumer market. This book is useful for life-span development/gerontology classes, as well as higher education such as in the realms of anthropology, human factors/ergonomics, lifelong education, mass media, or medical disciplines including nursing, and the information and communication sciences. Providing care to ill and/or frail elders can challenge the entire caregiving team, including the family technologist. Technologically mediated social interaction introduces its own ethical concerns, including technical security, information privacy, risks associated with failure of one or more components of the service, and changes to the social system in which they are embedded. The book draws attention to virtual environments (VEs) as a research method to study older people’s behavior, in particular in aging mobility studies. The trends of aging societies necessitated ever-increasing needs for information and communication technology (ICT)-related gerontological studies. The Internet of Things (IoT), social networking services (SNS), and big data are at the core of information and communication technologies for health care. Light reflectance value (LRVs) are used to determine value contrast between an object and its background. The book includes a brief description of smart home development, with some well-known university-based examples in the United States, Europe, and Japan. The role of assistive technology (AT) in terms of managing long-term chronic conditions, quality of life (QoL) and health, telecare (TC), and electronic assistive technology (EAT) is also discussed.

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 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 discusses important topics that have come to the forefront of medical rehabilitation and disability, covering disabling conditions and disorders not only from clinical but also functional and psychological perspectives. It provides comprehensive guides on what to expect and how to manage each medical issue, discussing the causative agents, classification, pain management, psychological factors, and much more. The book is divided into three parts. Part I presents an introduction to key topics and issues. The second part offers discussions on several disabling conditions and disorders. The medical conditions/disorders discussed include AIDS and HIV infection, Alzheimer’s disease, traumatic brain injury, burn injuries, cancer, cardiovascular disorders, chronic pain syndromes, diabetes, epilepsy, hematological disorders, developmental disabilities, neuromuscular disorders, neuromuscular disorders, musculoskeletal disorders, pediatric disorders including cerebral palsy, and limb deficiency. Part III presents some special topics such as adult medical speech-language pathology, social work, telerehabilitation, and assistive technology.

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 illustrates the extent to which the practice of clinical social work has matured to the point of being able to take a blunt look at some of the more disreputable elements to be found within the profession, with the idea that shedding light on these practices will serve as a form of disinfection and perhaps of inoculation. Chapter I explores a number of different types of pseudoscientific practices, and discusses how to recognize and challenge pseudoscientific thinking, replacing it with critical thinking and a more evidence-based approach to practice. Clinical social workers make extensive use of a wide array of assessment methods, with the variety of approaches dictated by the expansive meaning of the term. Chapter 3 discusses interventions that are primarily aimed at children and adolescents, and demonstrates how even the most well-intentioned social workers can get drawn into practices that can do great damage when practices are based on belief and desperation for answers. While the fourth chapter focuses on pseudoscience in treating adults who experienced trauma, the fifth deals with other pseudoscientific interventions for adults such as the Thought Field Therapy (TFT). Professional social work has a long history of service to persons with developmental disabilities and their families. Social workers advocate for social policies to support persons with developmental disabilities and their families. The book also deals with pseudoscience in social work education and training.

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.

This book attempts to provide a comprehensive review of the career development and employment issues, theories, and techniques that impact rehabilitation professionals in their work with people with disabilities. It starts out by introducing the reader to the centrality of work. The psychology-of-work framework provides the reader with a foundation for understanding how and why work is central to individuals’ lives. The centrality of work also provides significant meaning and value to the work that rehabilitation professionals undertake to enhance the career development and employment of individuals with disabilities. In addition to the centrality of work, the book introduces the Illinois Work and Well-Being Model (IW2 M) as a framework to guide career and vocational development. Specifically, the IW2 M provides a structure that researchers and practitioners can use to examine the core factors that impact all phases of the career development process. The book continues to underscore the impact of poverty on the career development and employment prospects of individuals with disabilities. Although the awareness of poverty as a factor impacting career development has increased over the last 10 years, poverty is still undervalued as a career driver in the rehabilitation counseling literature. The issue of poverty will be extremely relevant in the post-COVID-19 world. Finally, the book provides a comprehensive review of the major theories related to career development and employment, including job satisfaction, work analysis, labor market research, and transferable skills analysis. Given the uncertainty of our time, the book helps the reader to either find reinforcement or develop a new-found appreciation regarding the career development and employment of people with disabilities and chronic health conditions. The book serves to be an important resource that can help facilitate their own career development and the career development of people with disabilities with whom they work.

This essential companion to the Diagnostic and Statistical Manual of Mental Disorders (DSM) uniquely integrates intersectionality and resilience that helps mental health practitioners assess clients from a strength-based perspective. This book expands the section on neurocognitive disorders to include traumatic brain injury, includes more information on assessment and treatment of common childhood disorders, and brings a new focus on the impact of today's culture wars and their impact on mental health professionals, policy, and clients. By demonstrating how to practically integrate diversity and intersectionality into the diagnostic process rather than limiting assessment to a purely problem-focused diagnostic label, this successful textbook strengthens the DSM for social workers and other mental health practitioners by promoting the inclusion of intersectionality, resiliency, culture, spirituality, and community into practice. The book adds traumatic brain injury to neurocognitive disorders section and expands information on treatment of common childhood disorders. It emphasizes meta-analysis literature and discusses neuroscience and wellness concepts in relation to a strengths-based approach to diagnosis. The book focuses on wellness and health care delivery in the context of today's culture wars. It delivers a unique formulation integrating intersectionality and resilience to provide strengths-based assessment and treatment. The book demonstrates the rationale for strengths-based DSM practice and includes real-life case scenarios for complex problem-solving. It reviews key literature on disorders and evidence-based best practices and provides classroom questions and activities to foster critical thinking.

This third edition provides a review of developmental, ecosystemic, and career theories to inform relevant P–12 career and college readiness interventions. It reviews numerous developmental theories and assists readers in using them as a foundation to design sequential and developmentally appropriate career and college readiness curricula and interventions. The book help readers understand the ecosystemic influences (e.g., family, school, community, society) on career development and college readiness, and discusses both why it is important to involve various stakeholders in career and college readiness initiatives and how to involve them. It starts with six foundational chapters in which it reviews (a) current data and issues related to college and career readiness, (b) information to assist with postsecondary planning and career and college advising, (c) professional preparation standards for individuals who will provide career and college readiness interventions, (d) cultural considerations in career and college readiness, (e) career and college readiness assessment, and (f) career and college readiness curriculum development. It addresses career development and college readiness needs by grade level. The focus in each grade level chapter is to identify common tasks that occur at that level and to help readers apply knowledge of ecosystems, developmental theories, and career theories, and identify ways that multiple stakeholders can become involved in career and college readiness interventions. This third edition has been revised and includes: updated workforce statistics; work-based learning opportunities for secondary students; the impact of social media on student development; career and technical education pathways; gap year information; enhanced instructor's manual, including project-based activities, discussion prompts, and related online activities, games, and apps. This book helps both preserves and practicing school counselors to identify career and college readiness needs and design developmentally appropriate interventions that are grounded in theory and research.

This textbook is a comprehensive introduction to rehabilitation counseling, encompassing its history, values, knowledge, skills, and links to the disability community. Underscoring disability as a common part of the human experience, it highlights the knowledge and competencies all rehabilitation counselors need to provide ethical and effective services. To reflect emerging trends, 13 chapters are either completely rewritten or significantly revised. This text offers a stronger focus on psychiatric rehabilitation and mental health counseling practiced by clinical rehabilitation counselors and incorporates new research and knowledge from breakthroughs in neuroscience and psychopharmacology, innovations in digital communication and technology, and shifts in the economy.

In this book, counselor educators contribute a data-driven foundation that includes years of experience in the field and research related to best practices. Current school counselors speak to how the work of school counselors often looks and feels in practice. K–12 students share how the interventions of school counselors have impacted their lives. In addition to ensuring intentionality with the voices present in this text, the authors focus on inclusion of issues that they feel are important to the profession. There is an entire chapter on LGBTQIA+ issues – a group that is often assigned a few pages within a chapter focused on diversity in schools. Additionally, the authors ensure that issues related to culturally relevant school counseling interventions and social justice advocacy are not only a stand-alone chapter of import but rather woven in a very present way throughout each chapter of the text. The book presents current issues that have impacted the field of education such as Anti-Racism and Virtual Counseling to acknowledge issues that have and will continue to impact our work as school counselors. Chapters include case studies and discussion questions to prompt students to apply covered content. The practical application portion of each text allow the instructors to provide guidance for future practicum and internship students regarding how to apply what they have learned. The online instructor’s manual includes a slide show that can be used as is or edited to include additional content per faculty discretion. The test bank portion includes multiple choice, true or false, and short answer questions and may be used for formative or evaluative purposes. Links to online resources to augment chapter content are included in the manual to allow for students to begin building a toolbox of useful resources available for use within the program and as new professionals.