Creativity must represent something different, new, or innovative. It has to be different and also be appropriate to the task at hand. The first chapter of the book deals with the Four-Criterion Construct of Creativity, which attempts to integrate both Western and Eastern conceptions of creativity. This is followed by a chapter which addresses how creativity operates on individual and social/environmental levels, and the effects and outcomes of the creative mind. Chapter 3 discusses the structure of creativity. A key work on creative domains is that of Carson, Peterson, and Higgins, who devised the creativity achievement questionnaire (CAQ) to assess 10 domains. The fourth chapter discusses measures of creativity and divergent thinking tests, Torrance Tests, Evaluation of Potential Creativity (EPOC) and Finke Creative Invention Task. Some popular personality measures use different theories, such as Eysenck’s Personality Questionnaire, which looks at extraversion, neuroticism and psychoticism. Chapter 6 focuses on a key issue, intrinsic versus extrinsic motivation and their relationship to creativity. While the seventh chapter deals with the relationship between creativity and intelligence, the eighth chapter describes three ’classic’ studies of creativity and mental illness which focus on the connection between bipolar disorder and creativity, usage of structured interviews and utilization of historiometric technique. One school admissions area that already uses creativity is gifted admissions—which students are chosen to enter gifted classes, programs, or after-school activities. The book also talks about creative perceptions and dwells upon the question whether creativity is good or bad.

The therapeutic community (TC) for addictions descends from historical prototypes found in all forms of communal healing. A hybrid, spawned from the union of self-help and public support, the TC is an experiment in progress, reconfiguring the vital healing and teaching ingredients of self-help communities into a systematic methodology for transforming lives. Part I of this book outlines the current issues in the evolution of the TC that compel the need for a comprehensive formulation of its perspective and approach. It traces the essential elements of the TC and organizes these into the social and psychological framework, detailed throughout the volume as theory, model, and method. Part II discusses the TC treatment approach, which is grounded in an explicit perspective that consists of four interrelated views: the drug use disorder, the person, recovery, and right living. The view of right living emphasizes explicit beliefs and values essential to recovery. Part III details how the physical, social organizational, and work components foster a culture of therapeutic change. It also outlines how the program stages convey the process of change in terms of individual movement within the organizational structure and planned activities of the model. Part IV talks about community enhancement activities, therapeutic-educational activities, privileges and sanctions, and surveillance. The groups that are TC-oriented, such as encounters, probes, and marathons, retain distinctive self-help elements of the TC approach. Part V depicts how individuals change through their interaction with the community, provides an integrative social and psychological framework of the TC treatment process, and outlines how the basic theory, method, and model can be adapted to retain the unique identity of contemporary TCs.

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

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

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

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

This book 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 a unique resource guide with practical application for graduate students, counselor educators and supervisors, and mental health practitioners to prepare to meet the intense challenges of disaster response in the 21st century. Each section of the book defines, describes, and applies the knowledge, awareness, and skills to work in a variety of disaster mental health counseling scenarios. Considerations are given to working with a variety of different cultures and special populations. Chapters cover the medical aspects such as blast wounds, psychosocial adjustment issues such as chronic illnesses and disabilities (CIDs), career transitions and clinical interventions in disaster mental health counseling. Survivors of mass violence are at high risk for a wide range of psychiatric, neurobehavioral, and neurocognitive disorders as a result of experiencing extraordinary stressful and traumatic events. One of the chapters offers a description of the empathy fatigue construct as it relates to other professional fatigue syndromes, a recently developed tool, Global Assessment of Empathy Fatigue (GAEF). The book goes beyond the traditional counseling theories and interventions text in that it offers real-world functional assessments, explains culturally relevant interventions, and provides readers with a structured approach for healing trauma; the Personal Growth Program to Heal Trauma (PGP-HT).

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

This book fills a gaping void in the selection of textbooks to use in graduate courses on the psychology of aging. It serves as a primer for any graduate student who is going to work in a clinical setting with older adults, or in a research lab that studies some aspect of the psychology of aging. The book introduces students to the background knowledge needed in order to understand some of the more complex concepts in the psychology of aging. Additionally, it provides clear explanations of concepts (e.g., genetics of aging research, neuroimaging techniques, understanding of important legal documents for older adults). The book focuses solely on older adults, providing in-depth coverage of this burgeoning population. It also provides coverage on cognitive reserve, neurocognitive disorders, and social aspects of aging. The book is intended for graduate students or upper-level undergraduate students in psychology, biology, nursing, counseling, social work, gerontology, speech pathology, psychiatry, and other disciplines who provide services for, or perform research with, older adults. It is organized into four sections. Section I presents introduction to the psychology of aging. Section II gives a core foundation in biological aspects of aging. It covers general biological theories of aging, common physical health problems in older adults, and normal changes that occur to the brain with aging. Section III describes the psychological components of aging such as changes in personality and emotional development, mental health aspects of aging, normal changes in cognitive functioning, cognitive reserve and interventions for cognitive decline, neurocognitive disorders in aging, aging's impact on relationships and families, and working in late life and retirement. The final section presents the social aspects of aging, which includes death, bereavement, and widowhood, aging experience in ethnic and sexual minorities, and lastly, aging and the legal system.