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

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

When parents are not comfortable giving their children words for some of the most powerful physical and emotional experiences they will have in life, a veil of secrecy is created around the subject of sex that children carry with them into adulthood. Whether one want to embrace sex therapy as a niche for their practice, or one want to be a provider who “does” sex, this book is a clear, pragmatic entrance into helping clients of all kinds resolve sexual concerns—a raft of sorts to help navigate what can be a confusing area of human experience. In this updated version of the text, the author have worked with intention to be inclusive of sexual and gender minorities by not only updating the specific chapter regarding serving their needs, but by referring to current research about this population throughout. It becomes a book one can turn to again and again when almost any client presents with a sexual concern, reminding that there exists an approach and information to calmly tackle common, and uncommon, sexual problems. The book is a straightforward, inclusive, plain language textbook designed to take the provider who knows very little or who might be uncomfortable about sex to a place of knowledge and competence. This new edition covers: current research on sexual and relationship issues in sexual/gender minorities (S/GM); updated approaches to considerations of gender identity; the application of mindfulness in the treatment of sexual problems; expanded information regarding the sexological ecosystem; treatment of out of control sexual behavior and the new compulsive sexual behavior disorder ICD-11 diagnosis; and ethical considerations in making referrals of S/GM clients.

Counseling has long been considered to be an art, as well as a science, of helping individuals grow and develop. This book provides counselors and counseling students with a broader awareness of the ways in which traditional theories can be supplemented with expressive arts interventions. It also provides a clear description of the ways in which multicultural considerations can be addressed via the integration of the expressive arts into practice. The book presents a collection of field-tested creative interventions contributed by practicing counselors and counselor educators. It includes 111 interventions for use with various clients and presenting issues, including more than 40 new expressive arts interventions. The book is organized into an introductory chapter and three sections. The introductory chapter gives an introduction to the use of expressive arts in counseling. The first section presents theories of counseling and expressive arts approaches such as Adlerian theory, solution-focused therapy, cognitive behavioral theory, choice theory, existential theory, feminist theory, Gestalt theory, and person-centered therapy, narrative approaches, trauma-informed counseling, family counseling, and integrative theory. The second section discusses emerging and special issues in expressive arts and counseling such as neuroscientific applications for expressive therapies and clinical supervision. The final section describes the additional clinical uses of the expressive arts such as adventure therapy, animal-assisted therapy, child-centered play therapy, mindfulness in counseling, and sandplay therapy.

This second edition have kept all the essential components of the first edition as recommended by practitioners but also added a number of additional features. It provides content on mindfulness interventions, acceptance and commitment therapy, habit reversal training, and behavioral activation. It also includes more detailed descriptions of step-by-step cognitive behavioral therapy (CBT) applications (e.g., planning sessions, targeted session activity examples, therapy closure, exposure therapy), as well as two additional case studies. Essentially, the second edition goes more in-depth into translating current clinical practices for the school-based practitioner audience. Additionally, the book has enhanced coverage of culturally responsive CBT research, scholarship, and applied practice tips. Consistent with the first edition, the second edition provide practitioners with an easily accessible and practical guide for implementing basic CBT counseling strategies in applied school settings. Because of the unmet mental health needs displayed by millions of students in these settings, and the advancements in the training and provision of school mental health services during the past couple of decades, school-based mental health professionals, such as counselors, school psychologists, undefined, and others, are increasingly being asked to provide evidence-based counseling and intervention services such as CBT. Therefore, to address this need, this text provides an overview of methods used to conduct effective CBT interventions in school settings. Whether the reader is a graduate student in training, beginning a career in counseling, or a seasoned practitioner, this workbook can serve as an easy how-to guide because it offers numerous counseling activities and examples as well as over 50 forms to use when planning, structuring, and conducting therapy. This book differs from many extant CBT guides and workbooks in that it is designed for the busy practitioner who primarily works in K-12 school settings and must balance a range of different roles and responsibilities.

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.

This book on child and adolescent dissociation provides the reader with a window into the fractured minds of traumatized children and adolescents and offers an effective pathway toward healing. It delves into the inner workings of vulnerable children’s use of dissociation. An in-depth discussion of the Star Theoretical Model (STM), an inclusive theoretical model that examines five intersecting theories attachment, neurobiology, developmental theory, family systems, and dissociation provides a solid foundation for understanding how and why children dissociate and also a road map to guide traumatized children toward successful recovery. One of the chapters deals with 16 warning signs such as auditory hallucinations which are suggestive of dissociation in children and adolescents. Familiarity with the warning signs can enhance proper evaluation for dissociation so that children can receive appropriate treatment and care. The Adolescent Dissociative Experiences Scale (A-DES) is a commonly used checklist to assess for dissociative symptoms. A phase-oriented treatment model specifically designed for dissociative children will help them develop integrative functions. Another chapter focuses on helping children to further develop their skills in self-reflection, mindfulness, and somatic awareness, along with managing traumatic triggers and learning to calm down the overactive stress-response system. The book also deals with creative art therapy interventions for adolescents with dissociation and integrating dissociative treatment and eye movement desensitization and reprocessing therapy (EMDR) therapy with children with trauma and dissociation.

This book is a presentation of how the two practices mindfulness and eye movement desensitization and reprocessing (EMDR) therapy are powerfully paired, and as a result, create a new paradigm for the delivery of trauma-informed services. It delves into the various perspectives on mindfulness and their clinical utility. The book is divided into ten chapters. The introductory chapter discusses shifting from trauma informed care to trauma focused care. Chapter 2 calls for a paradigm shift from simply approaching clinical care as trauma-informed to trauma focused. It presents a series of blueprints for integrating mindfulness practice and EMDR therapy is a major way to usher in this paradigm shift. Chapter 3 focuses on the practices that are typically viewed as more traditional or classic, such as sensory grounding, breath awareness, breathing meditation, body scanning, feeling tone meditation, labeling, walking meditation, and loving kindness meditation. Chapter 4 covers practices such as muscle clenching and releasing, making day-to-day activities into objects of meditation, movement practices, yogic breathing practices, and approaching the expressive arts with meditative intention. Chapter 5 provides suggestions for how clinicians can practice EMDR Phase 1, Client History. Chapter 6 guides both seasoned EMDR therapists and those who are newly learning EMDR in how they can deliver EMDR Phase 2, Preparation, in a more trauma-informed manner. Chapter 7 covers mindful approaches for acquiring negative and positive cognitions during Phase 3, Assessment. It discusses how mindfulness practice can assist in therapist attunement during Phase 4, Desensitization, and Phase 5, Installation, as they apply bilateral stimulation. Chapter 8 talks about mindful facilitation through abreaction, dissociation, and resistance in special situations in phases 3 to 6. Chapter 9 explores EMDR Phase 7, Closure and EMDR Phase 8, Reevaluation. The final chapter highlights the notion that without mindfulness practices, EMDR therapy may be incomplete.

This book provides an overview of theories for direct social work practice and a framework for integrating the use of theory with central social work principles and values, as well as with the artistic elements of practice. It is intended primarily for graduate-level social work students and practitioners. The book has similarities to other books that provide surveys of clinical theories for social work practice; however, the authors think it has a number of distinctive and useful features. In brief, these features include: (a) grounding direct practice specialization firmly in the generalist perspective of social work practice; (b) documenting the trend toward, and rationale and empirical support for, eclecticism in the broad field of counseling/psychotherapy, and reviewing various approaches to eclecticism; (c) bringing order to, and demystifying theories by differentiating among levels of theory, organizing direct practice theories into like groupings, and providing an overview of the central characteristics of each grouping of theories; (d) providing a critical perspective on the dominant, scientific paradigm of direct practice that centers the use of theory and technique, and putting equal emphasis on the artistic elements of practice; and (e) proposing the problem-solving model as a useful structure for facilitating the integration of the artistic and scientific elements of practice. The contents of all of the chapters in this fourth edition have been revised and updated to reflect developments in theory, practice, and research since the second edition was published. In Part II of the book there is a new chapter on couples theory and intervention, as an additional metatheory for social work practice. In Part III, there are now chapters on trauma informed practice, motivational interviewing, anti-oppressive theory, mindfulness-based practices, eye movement desensitation and reprossessing and dialectical behavior therapy.

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.