This book integrates theory and practice, and addresses the key principles of sport, exercise, and performance psychology. It reflects the broadening of sport psychology studies to encompass more widespread human performance research. Chapters address such essential concepts as the key principles of sport, exercise, and performance psychology, individual differences, identity development, individual differences associated with personality, motivation, self-efficacy, stress and coping, injury, decision making, job opportunities, and burnout in the context of human performance. Motivation is likely one of the most critical variables in determining one’s behaviors and ultimate success because it impels them to act or sit still. Self-efficacy is said to influence whether people are optimistic or pessimistic, the goals they select, and their willingness to persist in the face of failure. Stressors fall into one of three possible categories-bioecological, psychointrapersonal, and/or social. Bringing these topics to life are companion “Applying the Concepts” chapters demonstrating how these principles are directly applied in real-life situations. The text focuses on the core theories underpinning sport psychology. Interviews with researchers, coaches, athletes, and other individuals from performance-intensive professions vividly reinforce the book’s content. Additionally, the book contains insights on theories and research findings that students can apply to their own experience.
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This book provides school personnel with information on how concussion (mild traumatic brain injury) can affect learning, mental health, and social-emotional functioning, skills in developing and leading a school-based concussion support team, tools for school-based concussion assessment, and information on a safe, gradual process of returning to the academic environment. It explains what happens to the brain at the moment of impact, terminology, prevalence rates, causes, risk factors, and issues related to underreporting of concussions. Educators will learn about developmental effects, how concussions can affect students of different ages, as well as difficulties that can result from concussions such as postconcussion syndrome and second impact syndrome. This book presents a school-based concussion team model, including the specific responsibilities of the concussion team leader (CTL), and a discussion of maintaining student privacy through regulations like the Health Insurance Portability and Accountability Act of 1996. Readers are familiarized with checklists that can be used within the school and assessment tools such as Acute Concussion Evaluation (ACE) and neuropsychological assessment. Readers are also familiarized with how physical and cognitive rest can be balanced with a return to activity during the recovery period. This book also book gives concussion team members guidance on the selection of appropriate strategies, as well as decision making during a student’s return to academics, and discusses concussion prevention information by providing guidance on how readers might train others on concussion recognition and response. Case studies are integrated throughout the chapters.
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.
Grief counseling refers to the interventions counselors make with people recent to a death loss to help facilitate them with the various tasks of mourning. These are people with no apparent bereavement complications. Grief therapy, on the other hand, refers to those techniques and interventions that a professional makes with persons experiencing one of the complications to the mourning process that keeps grief from progressing to an adequate adaptation for the mourner. New information is presented throughout the book and previous information is updated when possible. The world has changed since 1982; there are more traumatic events, drills for school shootings, and faraway events that may cause a child’s current trauma. There is also the emergence of social media and online resources, all easily accessible by smart phones at any time. Bereavement research and services have tried to keep up with these changes. The book presents current information for mental health professionals to be most effective in their interventions with bereaved children, adults, and families. The book is divided into ten chapters. Chapter one discusses attachment, loss, and the experience of grief. The next two chapters delve on mourning process and mediators of mourning. Chapter four describes grief counseling. Chapter five explores abnormal grief reactions. Chapter six discusses grief therapy. Chapter seven deals with grieving for special types of losses including suicide, violent deaths, sudden infant death syndrome, miscarriages, stillbirths and abortion. Chapter eight discusses how family dynamics can hinder adequate grieving. Chapter nine explores the counselor’s own grief. The concluding chapter presents training for grief counseling.
This book provides the foundations and training that social workers need to master cognitive behavior therapy (CBT). CBT is based on several principles namely cognitions affect behavior and emotion; certain experiences can evoke cognitions, explanation, and attributions about that situation; cognitions may be made aware, monitored, and altered; desired emotional and behavioral change can be achieved through cognitive change. CBT employs a number of distinct and unique therapeutic strategies in its practice. As the human services increasingly develop robust evidence regarding the effectiveness of various psychosocial treatments for various clinical disorders and life problems, it becomes increasingly incumbent upon individual practitioners to become proficient in, and to provide, as first choice treatments, these various forms of evidence-based practice. It is also increasingly evident that CBT and practice represents a strongly supported approach to social work education and practice. The book covers the most common disorders encountered when working with adults, children, families, and couples including: anxiety disorders, depression, personality disorder, sexual and physical abuse, substance misuse, grief and bereavement, and eating disorders. Clinical social workers have an opportunity to position themselves at the forefront of historic, philosophical change in 21st-century medicine. While studies using the most advanced medical technology show the impact of emotional suffering on physical disease, other studies using the same technology are demonstrating CBT’s effectiveness in relieving not just emotional suffering but physical suffering among medically ill patients.
This book offers practical guidance and strategies to avoid the common pitfalls of eye movement desensitization and reprocessing (EMDR) practice through the 8-phase protocol. It proposes to guide those therapists into a safer way of working while encouraging them to access accredited training and supervision for their practice. The scope of the book is limited to EMDR practice with adults. Phase 1 of the standard EMDR protocol is history taking. It is important to determine whether the client is appropriate for EMDR selection. The therapist needs to help the client to identify and practice appropriate coping strategies that will support the client throughout the therapy. Therapists need to address any fears that the client (or therapist) may have about the later desensitization. Failing to do this can result in problems later. Many of the clients that come for EMDR will have a history of complex trauma or a chaotic childhood. The treatment plan needs to identify specific targets for reprocessing. This will be a three-pronged approach that includes the past memories that appeared to have set the pathology in process, the present situations that, and people who, exacerbate this dysfunction, and the desired future response, emotionally, cognitively, and behaviorally. Clients and therapists need to understand the rationale for selecting a particular target utilizing prioritization and clustering techniques as illustrated with the case study. Choosing the correct target can involve some detective work, but this will be time well spent. The book guides practitioners on how to identify the components of a memory network for reprocessing. It then focuses on the assessment phase and the importance of negative cognitions (NCs) drawing heavily on illustrative case vignettes.
This book presents the best short introduction to genius to be found. It is a valuable resource for all students of psychology and anyone interested in the field. The book examines the many definitions of “genius”, and the multiple domains in which it appears, including art, science, music, business, literature, and the media. The term genius is peculiar. It can be precisely defined or loosely defined. It can be applied to a diversity of phenomena or confined to just one or two. It all depends on how you use the term. The tremendous range in usage reflects the fact that genius is both a humanistic concept with a long history and a scientific concept with a much shorter history. There are two principal ways to assess degrees of genius. One is historiometric, and the other is psychometric. Whatever the actual association between historiometric and psychometric genius, we have a strong inclination to associate the two concepts. This connection was demonstrated in a recent survey of college students at both U.S. and Canadian universities. The book also examines three alternative positions on the nature of cognitive ability: unified intellect, diverse intellects and hierarchical intellect. Whether intelligence is unified or multiple, all budding geniuses must go through some sort of apprenticeship period in which they acquire the expertise that will enable them to make original and exemplary contributions to their chosen domain of achievement. The book further explains what psychologists have said about problem-solving research in cognitive psychology.
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.
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.
Written by the originators of the Mindfulness-Acceptance-Commitment (MAC) model, this book provides both the necessary theory, empirical background, and a structured step-by-step, easy-to-use protocol for the understanding, assessment, conceptualization, and enhancement of human performance. The MAC approach to performance enhancement is based on an integration of mindfulness and acceptance-based approaches and is specifically tailored for high-performing clientele. The predominant psychological approaches have emphasized the development of self-control of internal states such as thoughts, emotions, and physical sensations and have been commonly referred to as psychological skills training (PST) procedures. The book describes a systematic approach to intervention planning in performance psychology. It presents case formulation method presented for a comprehensive understanding of the client, and an appropriate multilevel classification system for sport psychology (MCS-SP) classification that subsequently either guides the proper delivery of the MAC program or leads to the determination that the performer’s needs are beyond the scope of the MAC program. The MCS-SP categorizes the issues and barriers facing the performer into four classifications: performance development (PD), performance dysfunction (Pdy), performance impairment (PI), and performance termination (PT). Numerous case examples, forms, handouts, in- and out-of-session assignments and activities, and verbatim client instructions are included in the book.
This book provides a multidisciplinary compendium of research pertaining to aging among diverse racial and ethnic populations in the United States. It focuses on paramount public health, social, behavioral, and biological concerns as they relate to the needs of older minorities. The book is divided into four parts covering psychology, public health/biology, social work, and sociology of minority gang. The book focuses on the needs of four major race and ethnic groups: Asian/Pacific Islander, Hispanic/Latino, black/African American, and Native American. It also includes both inter- and intra-race and ethnic group research for insights regarding minority aging. The chapters focus on an array of subject areas that are recognized as being critical to understanding the well-being of minority elders. These include psychology (cognition, stress, mental health, personality, sexuality, religion, neuroscience, discrimination); medicine/nursing/public health (mortality and morbidity, disability, health disparities, long-term care, genetics, nutritional status, health interventions, physical functioning); social work (aging, caregiving, housing, social services, end-of-life care); and sociology (Medicare, socioeconomic status (SES), work and retirement, social networks, context/neighborhood, ethnography, gender, demographics).
This book explores a set of key topics that have shaped research and given us a much better understanding of how language processing works. The study of language involves examining sounds, structure, and meaning, and the book covers the aspects of language in each of these areas that are most relevant to psycholinguistics. The book then covers relatively low-tech methods that simply involve pencil and paper as well as very high-tech methods like functional magnetic resonance imaging (fMRI) that use advanced technology to determine brain activity in response to language and discusses a topic that has dominated the field for over two decades how people handle ambiguity in language. It describes how language is represented, both in the brain itself and in how multiple languages interact, which parts of the brain are critical for the basics of language, and how language ability can be disrupted when the brain is damaged. The book further talks about progressive language disorders like semantic dementia and what the study of disordered language can tell us about the neurological basis of language. Finally, it looks at sign language research to see if and how sign language processing differs from speech and a relatively new hypothesis that has emerged: most previous work has taken for granted that comprehenders (and speakers) fully process language, that is that we try to build complete representations of what we hear, read, or produce.
This book was conceived out of the authors' shared vision to synthesize key neurobiological developments with effective developments in clinical practice to offer both understanding and practical guidance for the many practitioners working to heal people burdened with traumatic sequelae. It is unique in bringing in all levels of the brain from the brainstem, through the thalamus and basal ganglia, to the limbic structures, including the older forms of cortex, to the neocortex. The book looks at the neurochemistry of peritraumatic dissociation (PD) and explores the effects on neuroplasticity and the eventual structural dissociation. Individual chapters focus on the definition of PD and tonic immobility (TI) and their associations with posttraumatic psychopathology, and review disturbances in self-referential processing and social cognition in posttraumatic stress disorder (PTSD) related to early-life trauma. Separate chapters focus on the modulatory role of the neuropetides in attachment as well as autonomic regulation, and highlight mesolimbic dopamine (ML-DA) system as central to the experiences of affiliation, attachment urge when under threat, attachment urge during experience of safety, and to the distress of isolation and/or submission. The book while increasing awareness of different parts of the self and ultimately creating a more stable sense of self, also incorporates psychoanalytic, cognitive behavioral, and hypnotic methods, as well as specific ego state, somatic/sensorimotor therapies, eye movement desensitization and reprocessing (EMDR), and variations of EMDR suitable for working with trauma in the attachment period. The latter methods are explicitly information-processing methods that address affective and somatic modes of processing.
The purpose of this book is to dispel many of the myths about the gifted, define the term in a nonelitist manner, explore how it manifests in individuals, describe why it is important, consider its origins, examine its psychological implications, and provide guidelines for its recognition, assessment, and development. It provides a cohesive conception of the psychology and development of a group with special needs. This perspective was shaped through 50 years of concentrated study and is informed by the author’s experience as a teacher of gifted elementary students, a counselor of gifted adolescents, a teacher educator of graduate students in gifted education, a psychologist specializing in the assessment of giftedness, a clinician with gifted clients, the creator of a refereed psychological journal on adult giftedness, and a researcher. In humanistic psychology, optimal development has been conceptualized differently. Self-realization can be understood in terms of Maslow’s self-actualization, Dabrowski’s secondary integration, Jung’s individuation, or other theoretical perspectives of human development. Families, educators, and psychologists can support inner development or they can act as agents of socialization, exhorting the gifted to "work harder" to attain external trappings of success.
This book draws on in-depth research of couples in different situations and cultures to identify educational and therapeutic interventions that will help couples become conscious of and move beyond gendered power in their relationships so they can expand their options and well-being. Sharing family and outside work more equitably is a part of the gender-equality story. The book is divided into five parts. Part I of the book lays out the theoretical and methodological issues of gender equality that frame the book’s research projects and practice concerns. Chapters in this section frame the concept of gender equality and its role in promoting mutually supportive relationships. The second part examines the relational processes involved in equality between intimate partners. Traditional couples need help in defining the meaning of relational equality for themselves within external definitions of male and female roles. A chapter in this section is about same-sex couples and explores what happens when gender does not organize relationships. In Part III, two chapters look at how gender legacies and power influence mothering and fathering among parents of young children with a third showing how idealized notions of motherhood heighten and maintain postpartum depression after childbirth. The fourth part shows both similarities and cultural variation in power issues in different cultural settings. While one chapter considers how racial experience increases the complexities of gender and power in couple life, another discovers the considerable diversity in Iran by showing how couples work within a male-dominant legal and social structure that also includes a long cultural tradition of respect for and equality of women. Part V draws on the previous chapters to offer a guide for mental health professionals.
This book focuses on the key issues surrounding multicultural neurorehabilitation for a wide range of health care professionals. The study of traumatic brain injury has seen a clear evolution in the sophistication, breadth, and depth of findings concerning neuroepidemiology as it affects racial and ethnic minorities. As large-scale epidemiological studies increasingly include and distinguish individuals of color and linguistic minorities together with religion, sexual orientation, physical disabilities, place of residence, and key socioeconomic variables that interact with race/ethnicity, more information will be available to make changes in policy, training, and clinical service delivery. Neuropsychological assessment involves the administration of a battery of tests that assess a variety of cognitive domains to obtain a clinical picture of brain behavior relationships. Within the inpatient rehabilitation setting, neuropsychologists often perform various functions, including neuropsychological assessment, psychotherapy, and assistance with adjustment issues for patients and their families. The book discusses some of the common cultural issues that impact neuropsychology in an inpatient rehabilitation setting. Considerations of race and ethnicity, disability culture, military and veteran culture, and cultural aspects of religiousness and spirituality are all considered in the book. The authors in the book wrote from their own perspectives as clinicians and researchers, representing diverse cultural backgrounds and neurorehabilitation contexts and roles. Hopefully, the book will generate more discussion, research, and literature on multicultural neurorehabilitation.
This book is intended to provide to the eye movement desensitization and reprocessing (EMDR) clinician advanced tools to treat children with complex trauma, attachment wounds, and dissociative tendencies. It covers key elements to develop case conceptualization skills and treatment plans based on the adaptive information processing (AIP) model. A broader perspective is presented by integrating concepts from attachment theory, affect regulation theory, affective neuroscience, and interpersonal neurobiology. These concepts and theories not only support the AIP model, but they expand clinicians’ understanding and effectiveness when working with dissociative, insecurely attached, and dysregulated children. The book presents aspects of our current understanding of how our biological apparatus is orchestrated, how its appropriate development is thwarted when early, chronic, and pervasive trauma and adversity are present in our lives, and how healing can be promoted through the use of EMDR therapy. In addition, it provides a practical guide to the use of EMDR within a systemic framework. It illustrates how EMDR therapy can be used to help caregivers develop psychobiological attunement and synchrony as well as to enhance their mentalizing capacities. Another important goal of the book is to bring strategies from other therapeutic approaches, such as play therapy, sand tray therapy, Sensorimotor Psychotherapy, Theraplay, and Internal Family Systems (IFS) into a comprehensive EMDR treatment, while maintaining appropriate adherence to the AIP model and EMDR methodology. This is done with the goal of enriching the work that often times is necessary with complexly traumatized children and their families.
This book represents a compilation of years of theoretical and clinical insights distilled into a specific theory of disturbance and therapy and deductions for specific clinical strategies and techniques. It focuses on an explication of the theory, a chapter on basic practice, and a chapter on an in-depth case study. A detailed chapter follows on the practice of individual psychotherapy. Using rational emotive behavior therapy (REBT) in couples, family, group, and marathons sessions is highlighted. The book commences with a note on the general theory underpinning the practice of REBT, outlines its major theoretical concepts and puts forward an expanded version of REBT’s well-known ABC framework. It then considers aspects of the therapeutic relationship between clients and therapists in REBT, deals with issues pertaining to inducting clients into REBT, and specifies the major treatment techniques that are employed during REBT. A number of obstacles that emerge in the process of REBT and how they might be overcome are noted. The book then distinguishes between preferential and general REBT (or cognitive-behavior therapy [CBT]) and specifies their differences. Individual, couples, family and group therapies are explained. The book talks about the Rational Emotive Behavioral Marathon, a highly structured procedure that is deliberately weighted more on the verbal than on the nonverbal side. The authors’ 8-week psychoeducational group for teaching the principles of unconditional self-acceptance in a structured group setting is described. The book concludes with a discussion on the concept of ego disturbance, REBT treatment of sex difficulties using the cognitive-emotive-behavioral approach, and REBT’s effectiveness with hypnosis.
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.
Working with couples presents a unique set of challenges, and this book sets forth a way of working through those challenges using solution-focused methods. Solution-focused therapy (SFT) with couples requires the therapist to keep the discussion targeted squarely on solutions and to avoid any distractions related to the couple’s problem story. The therapist should choose a response that acknowledges the problem but moves the conversation toward a more positive discussion of the future. The idea is to think of establishing a best hope similar to selecting a destination rather than setting a goal. The therapist works to uncover the positive aspects of the couple’s life, and how they were living before their problem; this is referred to as listening with a constructive ear. Honeymoon talk in SFT re-establishes brilliance by reviewing past successes and allowing each partner to take credit for those successes. The process of gathering details about a preferred future is therapeutic in itself; the more thorough their description of their future, the more good it is likely to do. SF practitioners use scales to chart a client’s progress toward a desired future, to highlight exceptions, develop tasks, and identify strengths. Using the couple’s own words is the most important step in formulating helpful feedback. Feedback should be related to the couple’s strengths and the traits that have the potential to lead them away from their problem toward the preferred future. The procedure for follow-up sessions is similar to that of first sessions except that the steps are followed in a slightly different order.
Psychological Assessment of Culturally and Linguistically Diverse Children and Adolescents:A Practitioner’s Guide
This book is intended for school and clinical psychologists who work with children and adolescents, as well as for graduate students who are taking advanced courses in psychological assessment or the assessment of culturally and linguistically diverse children and adolescents. The strategies described in the book are based on up-to-date research on typical cognitive, language, emotional, and social development of culturally and linguistically diverse children and adolescents, including those who are studying in their second language; cultural differences and acculturation; culturally based perspectives on disabilities and disorders; and disorders that might develop due to the challenges experienced by some immigrants and refugees. It discusses demographic, socioeconomic, policy-related, and educational contexts of cultural and linguistic diversity that pertain to the academic achievement of children of immigrants and refugees and other marginalized groups in countries that have high levels of immigration. The book addresses research on the typical developmental trajectory of language and literacy of children and adolescents who must learn in a language that is not the language of their home. It describes methods for assessing children and adolescents’ oral language proficiency (OLP) in their first and second languages, and discusses the issues involved and methods for assessing intelligence, academic achievement, and behavioral, social, and emotional functioning. Strategies for communicating assessment results to culturally and linguistically diverse children and adolescents and to their parents, teachers, physicians, and other professionals who work with them as well as consultation, advocacy, and report writing issues are also described.
This book provides a guided curriculum that introduces school psychology graduate students to a range of professional issues that may be faced within the context of supervised field-based experiences. Topics addressed in the book span entry-level practica through advanced clinical applications, the culminating internship year, and transitioning to professional practice. The book focuses on providing recommendations on developing curriculum vitae (CV), interviewing, writing personal statements, considerations for certification and licensure, and applying to jobs tasks often beyond the scope of what a program may offer through formal course work or seminars. It also addresses other core competencies essential to developing professionals in the context of field supervision. The book offers faculty a ready resource and text for use across a range of practicum and internship seminars. Graduate preparation programs in school psychology offer such seminars and formal university-based supervision to provide guidance to students as they traverse these experiences. Practica and internships remain among the most ubiquitous components of every school psychology program in the United States. To assist programs working to further develop their own processes, the book includes various tools and templates that represent actual forms utilized by National Association of School Psychologists (NASP)-approved and American Psychological Association (APA)-accredited programs across the country. The book serves as a guide to both faculty and students to support growth during field-based experiences and reviews the basic components of psychological evaluation and intervention report writing.
Forensic Social Work, 2nd Edition:Psychosocial and Legal Issues Across Diverse Populations and Settings
The growing public awareness of bias and discrimination and the disproportionate involvement of minority populations, especially based on race, class, and gender, have affected the social work profession with a call to fulfill its long-forgotten mission to respond and advocate for justice reform and health and public safety. Forensic social workers practice far and wide where issues of justice and fairness are found. This book emphasizes on the diversity of populations and settings, social workers would best serve their clients adding a forensic or legal lens to their practice. It targets the important and emerging practice specialization of forensic social work, a practice specialization that speaks to the heart, head, and hands (i.e., knowledge, values, and skills) of social work using a human rights and social justice approach integrated with a forensic lens. The book defines forensic social work to include not only a narrow group of people who are victims or convicted of crimes and subsequently involved in the juvenile justice and criminal justice settings, but broadly all the individuals and families involved with family and social services, education, child welfare, mental health, and behavioral health or other programs, in which they are affected by human rights and social justice issues, or federal and state laws and policies. Practitioners who read this book will learn and apply a human rights legal framework and social justice and empowerment theories to guide multilevel prevention, psychosocial assessments, and interventions with historically underserved individuals, families, and communities, especially using the life course systems power analysis strategy and family televisiting. The book fills a critical gap in the knowledge, values, and skills for human rights and social justice–focused social work education and training.
This book is a guide to understanding core restorative justice values and practices and what we have learned from research on the impact of this emerging social movement in the global community. The first three chapters provide an overview of the restorative justice movement and its connection with core social work values and spirituality (not religion). Restorative justice dialogue and its most widespread applications are then presented in Chapters four through eight. Each chapter on a specific application of restorative justice dialogue includes a thorough description of the process, including case examples, followed by a review of empirical research that is available. These chapters describe the most widely used applications, namely victim-offender mediation (VOM), family group conferencing (FGC), peacemaking circles, and victim-offender dialogue (VOD) in crimes of severe violence. The concluding three chapters, nine through eleven, focus on broader issues related to restorative justice dialogue. The crucial role of the facilitator in restorative justice dialogue is highlighted, followed by identifying the dimensions of culture in the restorative justice movement and the very real possibility of unintended negative consequences if we are not mindful of these dimensions. Finally, emerging areas of practice that go beyond the juvenile and criminal justice system are addressed.
This book is based on a treatment approach that the author has been developing for many years while treating those with military sexual trauma (MST). It gives participants the skills to manage trauma symptoms, the tools to address unresolved issues such as injustice and self-blame, the guidance toward radical acceptance of the past, and the inspiration to move forward in one’s life in a meaningful way. The first chapter explores MST and the many physical, mental, emotional, and social repercussions it may have on the lives of those who have experienced it. Chapter 2 focuses on feelings which will be redefined from something that may be unwanted or dreaded to something that is useful. The next chapter helps readers to learn how to cope with nightmares and ways to develop good sleep habits to promote sound sleep. “Triggers” or sudden feelings of anxiety or panic that are associated with MST, and the skills to help readers tolerate and release intense feelings are discussed in the fourth chapter. In the next two chapters, readers learn ways to deal with important feelings such as anger, resentment, guilt, self-blame, and shame. Two other chapters focus on memories of trauma, holograms, and defining relationship patterns. Important skills for recognizing and dealing with feelings of loss and grief are described in Chapter 9. Other issues such as romantic relationships, healthy sexuality, ideal relationship, and improving communication skills are also addressed in the book.
Neuroscience for Psychologists and Other Mental Health Professionals:Promoting Well-Being and Treating Mental Illness
This book presents information about brain function and its chemical underpinnings in a way that contributes to a conceptual understanding of distress and subjective well-being. Chapter 1 of the book provides a history of thought in psychiatry and explains how we arrived at our current system for categorizing distress. The second chapter offers information on physiology, including brain circuits undergirding anxiety and depression, circuits for emotional or impulse regulation, and circuits for robust motivated behaviors. Information on pharmacology, including the major classes of drugs used to influence behaviour, and the issues over the regulation of pharmaceuticals are presented in the third chapter. This is followed by five chapters that consider categories of distress that afflict adults, namely, depression, anxiety disorders, psychotic disorders, bipolar disorders and addictions. Chapter 9 focuses on categories of distress in children such as pediatric bipolar disorder and depression. The last chapter of the book considers whether current diagnostic practices have served us well, looks at an alternative focus for delivering mental health services, and deals with those behaviors that promote flourishing and well-being.
Eye Movement Desensitization and Reprocessing (EMDR) Scripted Protocols: Basics and Special Situations
Scripting is a way to inform and remind the Eye Movement Desensitization and Reprocessing (EMDR) practitioner of the component parts, sequence, and language used to create an effective outcome. As EMDR is a fairly complicated process, this book provides step-by-step scripts that will enable beginning practitioners to enhance their expertise more quickly. The book is separated into nine parts. The Client History part represents the first of the eight phases of EMDR treatment. The ability to gather, formulate, and then use the material in the intake part of treatment is crucial to an optimal outcome in any therapist’s work. Part II includes an important element of the Preparation Phase that addresses ways to introduce and explain EMDR, trauma, and the adaptive information processing (AIP) model. The importance of teaching clients how to create personal resources is the topic of Part III. Here, an essential element of the Preparation/Second Phase of EMDR work is addressed to ensure clients’ abilities to contain their affect and remain stable as they move through the EMDR process. Part IV shows how to work with clients concerning the targeting of their presenting problems when the usual ways do not work such as usage of drawings to concretize clients’ conceptualization of their issues and usage of an alternative initial targeting method. Part V includes protocols that have been scripted based on the material that appears in Francine Shapiro’s EMDR textbook. Parts VI and VII address EMDR and early intervention procedures for man-made and natural catastrophes for individuals and groups. Performance enhancement and clinician’s self-care are dealt with in the final two parts of the book.
This book provides a better understanding of emerging disabilities and their impact on all areas of life and explores implications for rehabilitation counseling practice, policy, and research. It first defines emerging disabilities and examines current societal trends that contribute to the onset and diagnoses of chronic illnesses and disabilities that are considered to be emerging in the United States. Then, the book provides an overview of medical, psychosocial, and vocational aspects that distinguish emerging disabilities from traditional disabilities. The first section of the book includes four chapters on emerging disabilities with organic causes or unknown etiologies. It examines disabilities and chronic illnesses that are characterized by chronic pain. The second section of the book examines the role of natural and sociocultural environments in creating new patterns and types of disabling conditions. It focuses on both lifestyle factors and climate change and how these contribute to the onset and/or exacerbation of chronic illness and disability and explains physical disabilities, chronic illnesses, and mental health conditions that result from violence. The final section of the book explores implications for rehabilitation practice, policy, and research to better respond to the unique concerns and needs of rehabilitation consumers with emerging disabilities. It suggests research topics, designs, and procedures for building upon our knowledge about the rehabilitation needs of emerging disability populations and developing evidence-based practices to facilitate successful rehabilitation outcomes for individuals in these populations.
This book provides a standard that reflects the basic elements of the 11-Step Standard Procedure; and the Standard 3-Pronged EMDR Protocol as they are applied to different populations. The diverse population includes children and adolescents; couples; clients suffering with complex post-traumatic stress disorder and dissociative disorders; clients with anxiety; clients who demonstrate addictive behaviors; clients who deal with pain; clinicians themselves. The book serves as a basis to encourage research into these various applications for EMDR. It is divided into seven parts. Part I is devoted to the scripted EMDR protocols such as olfactory stimulation, which are used to develop resources for children and adolescents who may have suffered traumatic events in their life. The protocols take into account the particular difficulties of this developmental group and help minimize common difficulties and major hurdles. Part II describes scripted EMDR protocols designed by couples therapists and sex therapists to further the progress of their patients precisely targeting templates of relational interaction, anxiety, or sexual dysfunction. Part III concerns the scripted protocols for dissociative disorders and complex post-traumatic stress disorder. The protocols represent the structured scripted efforts of many trauma therapists over a considerable number of years. Parts IV and V of the book address the concretization of much needed scripts for the EMDR treatment of addictions and pain—two interconnected public health worries. Part VI looks at the world of people’s adaptation to fears and tackles the usage of scripted protocols to detoxify the impact of specific phobias. Part VII demonstrates the usage of scripted EMDR protocols in clinician care and in the management of secondary post-traumatic stress disorder and vicarious traumatization.
Many social service leaders with only a focus on promoting social justice had become increasingly aware that to grow, they needed to incorporate more financial and business management practices into their nonprofit organizations. Leaders in the for-profit world are becoming more concerned about the need for social responsibility and promoting programs that not only made a profit but also reflected a social justice perspective. This book explicitly integrates social justice principles into the management of a nonprofit organization. The book discusses the history of the development of nonprofit management up to the present day. It addresses legal and ethical considerations, organizational planning and staff management, finance, public relations, fundraising, public advocacy and volunteerism, program design and grant development, governance and board development, developing an international nonprofit, information technology, career development, and creating a nonprofit/social entrepreneurship organization. Additional chapters address quality improvement, mentoring, and proposal writing. The text is ideal for students and faculty in social service administration, human service leadership, social work management, public and community health, public administration, and health care administration and management.
This book is about all the exciting aspects that have been investigated in the science of positive psychology. One of the reasons that the interest in positive psychology has increased so much in recent years is that people are interested in happiness, and they’re interested in enhancing their well-being. All conceptions of positive psychology involve something to do with the “positive side of life”, which is clearly contrasted with the negative side of life. The positive side of life seems to go by many names, such as happiness, flourishing, thriving, a worthwhile life, a meaningful life, a fulfilling life, or “what goes right in life”. The study of positive subjective states involves two related but distinct areas of study: positive emotions and subjective well-being (SWB). Positive psychologists often refer to two types of happiness: hedonic and eudaimonic. Any treatments of the history of happiness spend little time on ancient Jewish contributions to our understanding of well-being. From the early Christian tradition, writers encouraged enduring suffering now in the light of future happiness in the afterlife. The book focuses on two theories that are both representative and helpful to the field of positive psychology: the Self-Determination Theory (SDT) and the Hedonic Adaptation Prevention (HAP) model. Gratitude and compassion are very important to the good life; however, when we also emphasize strengths such as prudence, humility, self-control, and integrity, we are much more likely to flourish. The issue of Internet relationships also brings up an alternative form of relationships: Our relationships with our pets. The book attempts to describe the cognitive characteristics of happy people.
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.
This book enables the reader to learn information about psychosis and related illnesses, and develop an understanding of the benefits of early intervention in psychosis and skills for a successful interaction with a person with psychosis. It also helps the reader to learn strategies to support a young adult with psychosis in accessing treatment. The first chapter talks about schizophrenia spectrum disorders and its treatment options. Group therapy has shown to be highly effective in addressing symptoms and stressors associated with psychotic disorders. Chapter 2 introduces the different symptoms characteristic of a psychotic episode: positive symptoms, negative symptoms, disorganized symptoms, affective symptoms, and cognitive symptoms. Two associated symptom categories associated are abnormal motor behavior and level of insight. The third chapter provides knowledge that will be helpful in identifying if psychiatric symptoms are present and assisting when there may be concern about psychiatric stability. Chapter 4 builds on the knowledge and the skills that one has acquired and speaks specifically about assessment of safety and intervention strategies. There are a number of potential outcomes that can occur from helping a young adult with psychosis. The individual may require hospitalization in order to ensure safety and allow for the opportunity to reduce symptoms. The final chapter of the book provides a list of resources offering information on variety of mental health conditions and psychology.
The incidence of sexual assault and harassment experienced by members of the U.S. Armed Forces has reached epidemic proportions. Its victims often suffer from devastating, lifelong consequences to their careers, health, relationships, and psychological well-being. This book is written for mental health clinicians to help in understanding and treating military sexual trauma (
MST). It addresses the complex circumstances of victims of sexual abuse in the military and how clinicians can meet the unique challenges of treating these clients. The book describes how MST differs from other forms of military trauma such as combat, and discusses its prevalence, neurobiology, and social contexts as well as unique stressors of betrayal, injustice, struggles with issues of reporting and disclosure, and impact on relationships and sexuality. It reviews current evidence-based interventions and offers insights on treating specific symptoms within MST, such as post-traumatic stress disorder (PTSD), anxiety, substance abuse, sleep disorders, and sexual dysfunction. Chapters discuss how a variety of psychotherapies can be used to treat MST, including prolonged exposure, cognitive processing, Eye Movement Desensitization and Reprocessing ( EMDR), Seeking Safety, acceptance and commitment therapy, and somatic experiencing, as well as the Warrior Renew MST group therapy program. Clinicians who work with veterans and active duty personnel will find the book an essential guide to working with MST survivors.
This book 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).
The primary objective of this book is to describe how a relationship-building approach can be used in the delivery of child welfare services to kinship caregivers and the children who reside with them. To accomplish this objective, the book entails a review and evaluation of the three major child welfare goals: protection, permanency, and well-being. Specifically, it explores how these three goals can be better achieved when informed by a relationship-building approach. The book assists child welfare practitioners in framing how they view kinship caregivers and acquiring knowledge and skills about the use of relationship-building models (emanating from social work practice perspectives) and is designed to increase positive outcomes for maltreated children. The multifaceted issue of relative caregiving is in dire need of attention from virtually every social work service domain level. Specifically, micro-level practice interventions are needed, as well as mezzo-level programming for particular groups and macro-level policy redesigns that support services to relative caregivers are also warranted. The book integrates practice, policy, and research, and includes study tools and resources (a glossary, discussion questions, and activities for ongoing learning) and thus can be easily incorporated into such courses as child welfare, family practice, social work and the law, social work practice, cultural diversity, policy, child welfare integrative seminars, and special topic electives.
This book is a 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.
This book is a practical resource for those involved in the training and supervision of school psychology practicum candidates, including supervising school psychologists, university trainers, and graduate candidates. It includes eight chapters that are organized to roughly follow the developmental sequence of a full academic year practicum, from entry through termination of the practicum. The content is relevant to the supervision and training of contemporary foundations of school psychological practice and addresses issues related to a wide range of practicum experiences. Topics addressed include case conceptualization across three broad roles (i.e., case study evaluation, case consultation, student counseling) of school psychological practice, the foundations of special education, and multitiered systems of support (MTSS) and internship preparation. Supervisors can help trainees to explore new school psychological roles, focus on professional behaviors that can help them gain independence, and develop a repertoire of self-care strategies. Each chapter is organized in a similar format, with a focus on key supervisory roles: candidate skill development, supervision, and advancement and evaluation. The content is aligned with the National Association of School Psychologists (NASP) training standards and meant to be a step-by-step guide to training and supervision related to practica. Each chapter concludes with a supervisor-to-do list to assist readers in applying the concepts addressed. The final chapter focuses on collaboration between university trainers and field supervisors, as well as strategies for addressing common issues in training, including problems with trainee professional competence.
This book provides useful empirical information about male juvenile delinquents and serves as a model training manual for new programs and people working in existing rehabilitation programs. It also provides guidelines for developing policy on the rehabilitation of juvenile delinquents. The book can be used as a resource for academicians and others who teach courses on juvenile delinquency and assigned as a supplementary textbook for students learning about juvenile delinquency, juvenile justice, and mental health. The authors of the book take a multidisciplinary approach that will appeal to everyone who thinks about juvenile delinquency: politicians, judges, police, teachers, clinicians, social workers, educators, and students of criminology, criminal justice, juvenile delinquency, family violence, sociology, psychology, and counseling. This approach appeals to undergraduate students in liberal arts programs that require them to take courses in multiple disciplines, and to graduate students in the mental health fields whose undergraduate training varies. The book also consists of six case histories of boys who resided at Ocean Tides. The information was culled from their files, the clinical consultant’s interviews with the boys when they were in residence, and aftercare information. These cases were selected to provide a sampling of the Ocean Tides boys; their backgrounds, personal, and psychological hurdles; and the outcome of their experience at Ocean Tides.
This book provides a foundation for counselors planning to supervise clinicians working with individuals and groups, attain leadership positions within an agency, or open their own professional practice. It encompasses key information about supervisory roles and responsibilities, ethics, multicultural issues, evaluation, and due-process procedures along with administrative issues such as agency leadership, budgeting, information management, crisis management, and quality-improvement practices. The book is divided into two sections: supervision and agency management. Chapters 1 to 4 are dedicated to issues related specifically to the supervisory process, such as roles and responsibilities, ethics, and various due-process procedures. Individual and groups supervision, ethical issues in supervisory relationship as well as developmental models, counseling theory-based models, and social role models of supervision are also discussed. Chapters 5 to 10 focus on the aspects of agency management (including issues that pertain to private practice) that may be less familiar to counselors. Here, chapters focus on budgeting, information management, leadership, and marketing. The budgeting chapter gives the reader information about how to financially plan and provides the information in a very accessible manner. Another chapter in this section enables assisting supervisors, counselor educators, and agency managers to understand the nature of critical incidents and crisis response and subsequently develop the strategies necessary to incorporate this important concept into practice.
This book presents a guide and toolkit for creating meaningful, long-term, and successful nonprofit partnerships. It guides nonprofit leaders in the creation of primary partnership models as collaboration, administrative consolidation, joint programming, and corporate merger/acquisition, and how to select the model best suited to their organization. Chapter I of the book discusses the state of the nonprofit social sector in the 21st century, and provides an overview of the health, status, and contributions of nonprofits in the United States. Capitalizing on the opportunities presented by the new human service paradigm will require nonprofit providers to adopt a new business model. Partnerships forged around program services are the pinnacle of contractual partnerships that do not require corporate change. Collaboration among nonprofits can take many forms, from coordinated programming to full-fledged mergers. The sixth chapter discusses joint venture case studies comprising their inceptions, launches, and life spans, with two ending in the termination of the venture and two ending in long-term sustainability. Nonprofit organizations, such as management corporations that offer administrative back-office support, usually provide financially and operationally feasible solutions. Public Health Management Corporation (PHMC) creates and sustains healthier communities using best practices to improve community health through direct service, partnership, innovation, policy, research, technical assistance, and a prepared work force. Chapter 8 looks at some nonprofit merger myths such as save administrative costs and job losses. One of the ways for nonprofit to grow is through strategic partnerships with other nonprofits. Chapter 9 focuses on a wide range of strategic partnerships.
The book summarizes what is meant by theory, and why theory is so important to advancing aging-related research, policy, practice, and intervention, and can keep researchers and practitioners in gerontology abreast of the newest theories and models of aging. It addresses theories and concepts built on cumulative knowledge in four disciplinary areas, biology, psychology, social sciences, and policy and practice, as well as landmark advances in trans-disciplinary science. Since longevity is indirectly governed by the genome it is sexually determined, and because aging is a stochastic process, it is not. Chapters cover major paradigm shifts that have occurred in geropsychology, theories in the sociology of aging, evolutionary theories pertaining to human diseases, theories of stem cell aging, evidence that loss of proteostasis is a central driver of aging and age-related diseases, theories of emotional well-being and aging, theories of social support in health and aging, and other theories such as environmental gerontological theories and biodemographic theories. Many chapters also address connections between theories and policy or practice. The book also contains a new section, "Standing on the Shoulders of Giants", which includes personal essays by senior gerontologists who share their perspectives on the history of ideas in their fields, and on their experiences with the process and prospects of developing good theory.
This book provides leaders and managers of nonprofit organizations with theoretical and conceptual frameworks, approaches, and strategies that will enable them to manage organizations that are financially sustainable. The book aims to equip students and nonprofit leaders with the information and conceptual frameworks needed to do financial analyses, manage budgets, and conduct various operations for organizational and financial sustainability. People have a tendency to think of financial sustainability almost exclusively in financial terms. The book argues that financial sustainability involves both financial and nonfinancial facets. To that end it provides a systemic conceptual framework. The chapters are articulated around four sections. The first part introduces the concepts of nonprofit organizations and financial sustainability. The second part is about key aspects of organization and planning for sustainability in a nonprofit organization. The third part discusses issues that are vital to the financial sustainability of a nonprofit organization. The last part emphasizes the contributions of management and leadership practices to the financial sustainability of nonprofit organizations. The book may serve as an introductory textbook for future leaders of nonprofit organizations, as well as students in schools or programs of nonprofit leadership, human service leadership, social work, public and community health, organization management, public administration, education, and other similar fields.
This book deals with evidence-based mental health and learning interventions for children and adolescents, and provides guidance on implementation in practice. It is a compendium of proven treatment strategies for resolving more than 40 of the most pressing and prevalent issues facing young people, and provides immediate guidance and uniform step-by-step instructions for resolving issues ranging from psychopathological disorders to academic problems, and is of relevance for both school-based and clinically-based practice. Issues covered include crisis interventions and response, social and emotional issues, academic/learning issues, psychopathological disorders, neuropsychological disorders, and the behavioral management of childhood health issues. The book covers several fields of study including applied settings, school crises, natural disasters, school violence, suicidal behavior, childhood grief, reading disabilities, math disabilities, written-language disorders, homework compliance, anger and aggression, bullying, and attention deficit hyperactivity disorder (ADHD). Each chapter follows a consistent format including a brief description of the problem and associated characteristics, etiology and contributing factors, and three evidence-based, step-by-step sets of instructions for implementation. Additionally, each chapter provides several websites offering further information about the topic.
This book incorporates an inclusive representation of women and girls across ages and cultures by examining the intersection of their identities and integrating experiences of women and girls around the world. The overarching themes of the book include an examination of the contextual elements that affect the female experience and a focus on prevention and intervention strategies to support the empowerment of women and girls throughout their life spans. The first section of the book provides a foundation for the book and offers a context for understanding gender socialization and the female experience. This section includes chapters introducing empowerment feminist therapy, gender socialization, intersectionality, and relational-cultural theory. The second section offers detailed information on developmental issues and counseling interventions for women and girls throughout their life spans. Chapters focusing on gender identity development, childhood, adolescence and young adulthood, and middle and older adulthood are included in this section. The third section provides an in-depth look at specific issues affecting women and girls and includes relevant background information and practical application for counselors. In this concluding section, readers will learn about violence against women and girls, educational and work environments, females and their bodies, and engaging men as allies. Each chapter includes helpful resources to further educate yourself and others, as well as practical suggestions for advocacy efforts that can help create social change. Prevention and empowerment are key themes and foci of the book, and counseling implications and interventions are offered for each area of concentration.
The book examines various theories of aging including a contrast between the strengths-based person-in-environment theory and the pathologically based medical model of psychological problems. It advocates truly engaging with the older client during the assessment phase, and discusses a variety of intervention modalities. The book integrates an advanced clinical social work practice with in-depth knowledge of evidence-based practice as well as geriatric medicine, psychiatry and gerontology. The social worker must evaluate the status of the client’s housing, transportation, food, clothing, recreation opportunities, social supports, access to medical care, kinship and other factors considered important by the social worker or the client. Constructivist theory is a conceptual framework that is foundational to existential therapy, cognitive behavioral therapy (CBT), and narrative therapy, which are effective for older adults. Stigma associated with race, ethnicity, and sexual orientation produce psychosocial stressors that converge on older clients. The book discusses several medical conditions affecting older adults such as Alzheimer’s disease, arthritic pain, diabetes and various types of cancers. Older adults may also suffer from substance abuse-related problems, hypersexuality, and various types of abuse such as neglect. The book also highlights the problems faced by the older adult LGBT community and those suffering from HIV disease. It ends with discussions on care and residential settings for the older adults, and palliative care and euthanasia.
Play therapy has been recognized in the counseling profession as a developmentally appropriate model for working with children and adolescents. This book provides a comprehensive introduction to structured, prescriptive approaches to play therapy to those desiring to gain more information and knowledge about the use of different directive play therapy modalities. It introduces the unique integration of play therapy and different theoretical models and encompasses the essential concepts and practices of directive play therapy. Most importantly, the book shares some guidelines for planning and selecting toys and materials for a directive approach. It also incorporates settings and skills necessary for effective implementation and addresses common questions asked about the use of these. The book provides the exploration and detailed description of various theoretical approaches to directive play therapy: post-Jungian directive sandtray in play therapy, solution-focused play therapy, eye movement desensitization and reprocessing and play therapy, directive play therapy techniques in trauma-focused cognitive behavioral therapy, child parent relationship therapy, creativity in play therapy using technology, directive filial therapy models with very young children, humanistic sandtray therapy with children and adults, and directive approaches to working with parents. The distinctive techniques and processes of each of these approaches are explained. Finally, case examples are given to demonstrate their application and implementation.
This book 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 offers suggestions regarding how pastoral counselors can navigate the changing landscape of mental health care in our current context to maintain unity amid our diversity. Pastoral counseling continues to evolve from its origins as a specialized ministry to an approach to mental health care offered in a wide array of contexts, including both religious and secular settings. The book first offers an introduction to the discipline of pastoral counseling by outlining a brief history of pastoral counseling as well as an understanding of how the discipline maintains unity amid the vast diversity of practices and practitioners. Then, it details pastoral counseling theory and practice according to three precepts: a way of being, a way of understanding, and a way of intervening. Next, the book reflects the religious diversity present among pastoral counselors and those they serve. It further illustrates special issues in pastoral counseling. These special issues further exemplify the distinctiveness of pastoral counseling as evidenced by the functions of referral, consultation, and collaboration, the education and supervision of pastoral counselors, and the use of both qualitative and quantitative research methods. In recognition of our increased technological abilities, as well as the dearth of mental health resources available in some geographic regions, the book guides the reader in understanding distance counseling and how to engage in an ethical distance counseling practice. Finally, the book builds on the theory and practice of pastoral counseling by offering a prophetic call for the future of the discipline.
The importance of the field of geropsychology (psychology of aging) is seen in the ever-increasing demographics of older adults. A psychologist needs to understand the various life stages that define different cohorts of older adults. Older adults are affected by the forces of stigma and ageism, which are of four types: personal, institutional, intentional, and unintentional. A majority of older adults experience age discrimination and stigmatization after the age of 65. The use of medical model of psychopathology causes contradictions and distortions, one of which is the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Assessment of deficits in olfactory functioning are potentially useful for a psychologist who is attempting to differentiate between cognitive disturbances of normal aging and mild cognitive impairment (MCI). Sexual interest remains high throughout old adult developmental stages, but sexual activity declines in most men as they age. While older adults are more likely to avoid illicit substances, many older adults having chronic pain from cancer or arthritis need opioid medications. Older adult abuse is a multifactorial phenomenon as the abuse may be emotional, financial, physical, sexual, or self-induced. Environmental geropsychology is based on Lewin’s field theory model Lawton and Nahemow’s ecological model, and an environmental geropsychologist focuses on the environmental component to develop interventions to change older adults’ interpersonal and intrapersonal experiences. Heightened awareness of coming of death results in an existential crisis for many older adults causing a loss of their sense of purpose for their lives.
This graduate-level, introductory textbook provides instructors and students with a comprehensive overview of the profession of clinical mental health counseling (
CMHC). Designed to cover the Council for the Accreditation of Counseling and Related Educational Programs ( CACREP) 2016 Standards and to provide an inclusive overview of the work of professional counselors, the book offers an in-depth exploration of the professional knowledge, skills, current issues, and dynamic trends in professional counseling that are essential parts of the educational journey of emerging clinicians. It provides readers with practical, applicable, real-world information upon which they can build through-out their programs of study and practice. Issues such as strength-based approaches, the various settings in which clinical mental health counselors may practice, record keeping and documentation, advocacy, professional roles, third-party payers and managed care, and self-care and professional development are vitally important to new counselors, and these subjects often are glanced over in an information-packed curriculum. In addition, the book covers the topics of crisis, disaster, and trauma, which constitute relatively new areas of emphasis within the CACREPStandards. Conceptually, it book looks at the history, roles, functions, settings, and contemporary issues of counseling through the lens of human ecological and integrated systems-of-care approaches. Unique to this particular textbook, and in juxtaposition to an ecological perspective of the individual, a focus on integrated systems of care in clinical mental health endeavors provides students with knowledge and skills that can help them to move seamlessly into the current world of work as clinical mental health counselors. The textbook is comprised of five sections, spanning the following clusters of CMHC-relevant information: (a) Introduction to Professional Counseling and Clinical Mental Health Counseling, (b) Working With Clients, (c) Practice Issues, (d) Working Within Systems, and (e) Client-Care and Self-Care Practices.
Practicing Cognitive Behavioral Therapy With Children and Adolescents:A Guide for Students and Early Career Professionals
This book is dedicated specifically to increasing the confidence and professional competence of graduate students and early career professionals who use cognitive behavioral therapy (CBT) with children and adolescents. It shows some opening remarks for mental health professionals (MHPs) and trainees who are new to doing CBT and positive psychology (PP) treatments with kids suffering from an internalizing disorder. Behavioral activation is a tried-and-true stable of CBT. A common presenting complaint among depressed or stressed kids is poor sleep. The book shows some of the strategies for combating insomnia. Problem solving is another staple of CBT. The methodology for problem solving is a little bit different if it is done with an individual kid or in a family session. The factors to be considered to introduce communications training and problem solving in a family or an individual session are: age, maturity level, and psychological mindedness of the child. Exposure procedure is used for kids who are treated for anxiety. This chapter shows a list of common exposures among anxious youth. Physiological calming and coping thoughts are the two popular techniques for supporting exposures. Involving the parent is often key with doing exposures. The book also presents some of the principles and methodologies with regard to parent interactions. It is important for parents to be open with their kid about their thinking about the value of a mental health evaluation. Sometimes parents ask for guidance about how to have the discussion with their kid.
The authors have had many years of leadership and management experience in a variety of settings and have discovered that there are few books that cover the majority of topics related to leadership and management specifically for social work education and practice. This book covers all the main areas of expertise required in a typical social work leadership and management experience. It incorporates all 21 competencies and 126 practice behaviors from the Network on Social Work Management (
NSWM) and nine competencies and 29 practice behaviors espoused by the Council on Social Work Education ( CSWE) and can serve as a textbook for social work programs at the graduate level. The book has many unique features. It provides a comprehensive list of leadership and management competencies from the NSWMand the CSWEalong with a list of competencies and practice behaviors. The book presents leadership and management competencies and practice behaviors each chapter along with cases, examples, and activities of how to use them in practice situations. It discusses in detail the differences between management and leadership along with best management and leadership practices. The book provides examples of how to motive and successfully work with different age cohorts. It presents effective communication and marketing strategies. The book discusses in detail how to effectively work with groups and give examples of how to make meetings productive. It exhibits specific problem-solving and decision-making strategies along with examples. The book summarizes how to manage a range of organizational functions. It discusses the importance of collaborating with community groups and other stakeholders to succeed in making a difference. The book contains five parts that replicate the NSWM’s four domains of leadership: executive leadership in social work; resources management practices; strategic management and administrative skills for organizational growth and success; community collaboration; and supplemental materials.
A Guide to the Standard EMDR Therapy Protocols for Clinicians, Supervisors, and Consultants, 2nd Edition
The book describes updated information on mechanisms of action of eye movement desensitization and reprocessing (
EMDR) therapy. It delivers clear, concise treatment guidelines for students, practicing clinicians, supervisors, clinic directors, and hospital administrators involved in the treatment of those with posttraumatic stress disorder (PTSD), Specific Phobias, and Panic Disorder. In EMDR therapy, various strategies can be employed to support the goals of stabilization and symptom reduction. Some stabilization strategies commonly used in EMDR therapy were developed in other traditions such as progressive relaxation, self-hypnosis, biofeedback, and meditation. The book provides an overview of the standard eight-phase model of EMDR therapy and the general three-pronged protocol that provides the framework for the specific treatment protocols for diagnostic groups. It briefly touches on clinical situations where the general principle of treatment planning based on the three-pronged protocol must give way to an initially inverted protocol for treatment planning that starts with reprocessing targets in the future, then on the present, and addresses past targets only after significant treatment gains have been achieved. The book explores the theoretical and practical aspects of the EMDR therapy approach to case formulation, treatment planning, and selecting and preparing patients with PTSD and other post-traumatic syndromes for EMDR reprocessing. Screening for a possible dissociative disorder is essential before offering EMDR reprocessing on either traumatic targets or resource installation. Case studies with transcripts illustrate the different protocols and further guide practitioners of EMDR therapy in informed decision-making.
This book provides useful information that will allow school counselors to stretch themselves and grow their confidence as they integrate these expressive arts interventions into their work with students. The book opens with a chapter addressing the value of the expressive arts as a conduit to personal growth and development. Also addressed is the integration of the arts into the school counseling milieu. The six sections of the book focus on a separate form of the expressive modalities. Within each section, the book presents the interventions based on the American School Counselor Association (ASCA) model domains: academic, career, and personal/social. The modalities included are the visual arts, music, movement and dance, expressive writing/poetry, drama, and a final section incorporating other modes of creative expression. The book closes with a chart that presents the various types of concerns for which students typically need assistance (such as grief and loss, self-esteem, social skills, etc.) and the interventions that may be most effective in addressing these issues.
This book provides a comprehensive model for effectively blending the two main postmodern brief therapy approaches: solution focused and narrative therapies. It harnesses the power of both models the strengths-based, problem-solving approach of solution focused therapy (SFT) and the value-honoring and re-descriptive approach of narrative therapy to offer brief, effective help to clients that builds on their strengths and abilities to envision and craft preferred outcomes. The book provides an overview of the history of both models and outlines their differences, similarities, limitations, and strengths. It then demonstrates how to blend these two approaches in working with such issues as trauma, addictions, grief, relationship issues, family therapy, and mood issues. Each concern is illustrated using a case study from practice that focuses on individual adults, adolescents, children, or families. Sample client dialogues and forms are included to help the clinician guide clients in practice. SFT has provided therapists with new tools for working with clients who are dealing with substance abuse. The book provides a summary of research findings that have shown the effectiveness of the solution focused approach over the problem-focused approach. The narrative model invites clients to construct a new presentation in a problematic story (narrative) and develop a script for a preferred future (solution focused), with a newly crafted character, instigating new strategies for actions (solution focused), based on exceptions.
Direct practice social work is an approach for helping others that emphasizes a strengths perspective and focuses on person to person contact with individuals, groups, or families (Saleebey, 1996, 2011). The primary goal of direct practice social work is to provide assistance to vulnerable populations within our society. Direct practice social workers are required to be licensed by the state in which they reside and are regulated by a state board. The National Association of Social Workers (NASW) has established standards and guidelines for conducting the services that direct practice social workers provide. This book is organized into ten chapters. The first chapter provides an introduction to direct practice social work. The second chapter discusses the values and ethical foundations of social work practice. The third chapter presents social work theories, practice models, and the strengths-based direct practice framework. Chapter four describes the engagement process, which refers to the initial interactions between the social worker and the client. The fifth chapter focuses on assessment and goal formulation using a strengths-based approach. The sixth chapter details the factors that must be considered when identifying interventions and outlines a few of the more prevalently used modalities such as evidence-based practice, crisis intervention, cognitive restructuring, and group interventions. Chapter seven outlines the various ways social workers can evaluate progress with clients as well as guide practitioners through the process of terminating the helping relationship. The eight chapter describes strengths-based direct practice documentation. Chapter nine presents challenging practice conditions. It is designed to provide some of the basic knowledge to be used with a variety of specific client circumstances. The final chapter examines practice implications for the strengths-based direct practice professional. It focuses on typical obstacles that social workers must be alert to as well as methods for navigating them.
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).
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).
This book addresses the new concerns people have about children who have early and easy access to the Internet and digital technologies. The chapters address a variety of components of virtual experiences from sexting to distracted driving to the impact of autism on Internet addiction in children, resulting in what are possibly the most comprehensive reference and guidance materials today. The book identifies signs of problem Internet behavior among children, even at the earliest ages. It addresses the psychological, social, and family conditions for those most at risk and how to combat the use of technology that replaces important face-to-face social relationships. The first section of the book talks about the risk factors such as problematic and risky media use, smartphone addiction, narcissism, sexting, and internet and gaming addiction, and the impact of the risk factors. The last chapter in this section discusses parental mental health and internet addiction in adolescents. Prevention and treatment of the internet addiction are dealt with in the second section of the book. This covers issues such as preventing teen drivers and digital distractions, electronic screen syndrome, and initiatives such as the IMPROVE tool to assist families and clinicians, and the Family, Integrated Treatment, Social Connection–Internet Addiction (FITSC-IA) for treating adolescent internet addiction. The book ends with a chapter on maintaining student cyberhealth by discussing the concept of screen smart schools.
The chapters in this book represent an effort to create a foundational textbook for social workers that introduces the student to justice informed social work practice and is an initial step — a starting point – for considering how to center oneself in justice oriented practice across systems and structures. Within the social work profession, justice is conceptualized as a constellation of social, economic, and environmental justice. Although population based books are common in social work scholarship, the authors have intentionally opted for a different approach. This text focuses on structural oppression and inequities connected to our clients' engagement in systems and structures that, although often purported to support them, frequently are broken and inflict harm. It starts with an overview of key concepts and theoretical underpinnings that provide foundational knowledge and then moves into chapters that focus on human rights, and varying systems related to education, criminal justice, housing, the environment, poverty, finances and wealth, and food insecurity. One will learn about the ways that injustice presents itself in the various systems in which social workers practice. Structural discrimination has systemic implications and systemic consequences as well. The book offers us foundational knowledge and tangible recommendations that one can apply and transfer to best fit the work we are doing in the multiple of practice settings, and with the diverse client populations with/in which one work. This book should also leave us with more questions than when one began reading and the authors hope will solidify our commitment to our life-long education, unlearning, and discovery around just practice. Within each chapter, context for understanding oppression and injustice today is interwoven with an understanding of how policies and programs, over time, have created and perpetuated inequity.
Despite the attention paid to diversity and inclusiveness, counselor education programs often overlook the gifted population, resulting in a training gap that complicates school counselors' awareness of—and ability to appropriately respond to—the unique needs of gifted individuals. This book is a complete handbook for understanding and meeting the needs of gifted students and is most useful to counselor educators, school counselors, and parents. It is mostly to inform school counselors and counselor educators about gifted kids as a special population and to offer guidance for responding with appropriate counseling services. The book is organized into thirteen chapters. The first chapter provides an overview on counseling gifted and talented students. The second chapter talks about aligning service to gifted students with the American School Counselor Association (ASCA) national model. The next two chapters discuss the characteristics and concerns of gifted students, and intersectionality of cultures in diverse gifted students. Chapter five presents theories that support programs and services in schools. Chapter six describes the common practices and best practices in identifying gifted and talented learners in schools. Chapter seven examines working with classrooms and small groups. Chapter eight focuses on academic advising and career planning for gifted and talented students. Chapter nine addresses personal/social counseling and mental health concerns. Chapters ten and eleven talks about creating a supportive school climate for gifted students through collaboration, consultation, and systemic change, and empowering parents of gifted students. Chapter twelve presents school counselors as leaders and advocates for gifted students. The final chapter provides brief summaries of the above chapters described in the book.
This book is for students who want to know more about the law, students who want to know more about a psychology subspecialty, and anyone who just wants to know more. The book is divided into three parts comprising nine chapters. Chapter one is a history lesson of sorts in that the roots of psychology and the law are explored individually and in their coming together. Chapter two examines the origins of the legal system, the U.S. Constitution, and the ways that its provisions have been utilized by the three branches of government, particularly by the courts. Chapter three brings the first two chapters together by describing how two major constructs, context and perception, are integral to understanding both disciplines. Part II specifically addresses the role of forensic psychology in the courts by beginning with the topcis that seem to be of the utmost interest to readers and students: criminal matters and ethical issues. Chapter four includes various types of crimes, pleas, and punishment relevant to forensic psychology issues and practice. Chapter five presents a discussion of civil matters, including the roles of witness testimony (both expert and eye) and jury selection. Chapter six explores the role of forensic psychologists’ in family court and addresses topics such as “psychological autopsies”, suicide prevention, and the forensic psychologist’s role in the complex matters presented by our changing society and family systems. Chapter seven discusses the forensic psychologist’s role in the juvenile justice system. The final part clarifies and expands on the roles of the forensic psychologist and attorney in court proceedings. Chapter eight provides an outline of the similarities and differences between the professions, and also distinguishes the role of the clinical or therapist psychologist. The final chapter addresses the growing future of forensic psychology.
Counseling Adults in Transition, 5th Edition:Linking Schlossberg’s Theory With Practice in a Diverse World
This fifth edition is updated with new, evolving theories, and provides an increased focus on specific practical applications for meeting the clients’ needs in an increasingly diverse and ever-changing socio-cultural landscape. It also attempts to address the dramatic changes mentioned above, including the Pandemic, economic instability, Black Lives Matter and climate change. The dramatic and unprecedented changes in the environment challenge us to adapt the theoretical conceptualizations, methods, and strategies for working with clients. The book provides an updated vision for working with transitions, with the integration of new theories, along with Schlossberg’s timeless model. It is predicated on several assumptions. The book includes enhancing resilience and coping, illuminated by updated literature and discussion of applications of Schlossberg’s theory and 4 S model–a model that offers effective techniques to understand and successfully navigate life transitions. The book addresses the roles of hope, optimism, and mattering. It also deepens the discussion of race, ethnicity, sexual orientation, and social justice, along with intersectionality regarding multiple identities as diverse individuals and their families navigate life transitions. The book highlights the role of escalating changes in the current global, political and socio-cultural landscape. It focuses on the increasing importance of helping adults navigate transitions and integrates Schlossberg’s unique transition model with both classic and emerging theories to guide adults in transition. The book discusses sociocultural and contextual factors in shaping the coping process and presents culturally sensitive strategies and interventions. It emphasizes social justice concerns and advocacy on behalf of underrepresented populations and delivers rich and diverse case studies focused on transition issues. The book includes updated learning activities and exercises to enhance understanding.
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/GMclients.
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 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.
Disability Across the Developmental Lifespan, 2nd Edition:An Introduction for the Helping Professions
This is the only book to examine the experience of disability in relation to theories of human growth and development. It provides a foundational and comprehensive examination of disability that encompasses the intellectual, psychiatric, physical, and social arenas. The second edition is updated to underscore its versatility as an introductory text about the developmental tasks of people with disabilities for all the helping professions. Reorganized to illuminate the book’s interdisciplinary focus, it includes new demographics, new case studies and first-person accounts, discussions on cultural aspects of disabilities, family concerns, and more. The book delivers practice guidelines for each of the conventional life stages and describes the developmental tasks of individuals with disabilities (
IWDs). It emphasizes the positive trend in the perception of IWDsas normal and underscores the fact that IWDshave the same motivations, emotions, and goals as those without disabilities. In this second edition, three new components have been added: The Family and Disability; Cultural, Developmental Stages, and Disability; and Intersectionality and Disability. Intersectionality refers to the experiences of individuals when they experience prejudice or discrimination from more than one source, such as a person with disabilities who is African American, or elderly, or a woman, or all of these identities. There are several sections at the end of each chapter to provide further learning experiences and to allow students to engage more fully in the information presented. Students will be able to integrate the material in the textbook, class discussion, additional readings, and topics of personal interest.
Child and Adolescent Counseling Case Studies:Developmental, Relational, Multicultural, and Systemic Perspectives
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.
Cultural Competence and Healing Culturally Based Trauma With EMDR Therapy:Innovative Strategies and Protocols
Underscoring the importance of cultural competence, this book focuses on using eye movement desensitization and reprocessing (EMDR) therapy with specific populations, particularly those groups typically stigmatized, oppressed, or otherwise marginalized in society. Drawing on social psychology research and theory as well as social justice and social work principles, it delivers general protocols for EMDR intervention for recovery from the internalized effects of cultural mistreatment. Employing best-practice methods for cultural competence as EMDR therapy is introduced to new cultures worldwide, the editor and esteemed EMDR clinician-authors relay their experiences, insights, guidance, and lessons learned through trial and error while adapting EMDR interventions for cross-cultural competency and therapeutic effectiveness. The book defines cultural competence and validates the need for a multi-culturally aware approach to psychotherapy that embraces authentic socialidentities and attends to the impact of socially based trauma. Chapters address using EMDR therapy to heal the trans-generational impact of anti-Semitism, working with the LGBT population, treating an immigrant woman suffering from social anxiety, healing individuals with intellectual disabilities, thetraumatizing effects of racial prejudice, harmful cultural messages about physical appearance, EMDR therapy attuned to specific cultural populations andsocially based identities, and many other scenarios. The book is replete with step-by-step treatment guidelines to help clients recover from traumatic life events, dos and don’ts, and common adaptive and maladaptive cultural beliefs.
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 reflects the arduous procedure of breaking down thoughts into pieces that are easily comprehended and applicable. It is a text that contains a wealth of information that has been refined over time to reflect the latest thinking of scholars in the field of child and adolescent mental health. This well wrought manuscript of comprehensive chapters articulates the latest and best research in working with children and adolescents in a readable and engaging way. Thus, this book is clinical, theoretical, and practical. It is applicable to the myriad of concerns that counselors face in dealing with developmental problems and challenges. The book covers developmental theorists, theoretical viewpoints, multicultural matters, counseling stages, special populations, clinical applications, and ethical and legal considerations. In other words, all of the critical factors needed to understand and become involved with members of the two major populations addressed in this work are covered. The book emphasizes the powerful interconnections that support counseling central to children and adolescents. Potential users may find the book’s appeal lies in subject matter that can be flexibly used in both school and clinical mental health counseling settings. It offers practical applications for skill and theory development supplied by an impressive roster of counselor educators with a wealth of professional and clinical expertise. Moreover, the book assists in fostering graduate students in course engagement. This book is for counselor educators and counseling supervisors as they assist counselors-in-training and practicing counselors in acquiring a variety of child and adolescent-centered theories, modalities, and methods. The book can be adopted as the main textbook for a variety of class settings and will also appeal to educators, students-in-training, and supervisors in closely related fields including social workers and psychologists.
Unhealed trauma causes distress in the body. When the nature of the distress overrides a person’s existing system for coping, or the trauma is not processed, survivors may numb themselves or seek a more pleasurable experience to escape. Such behavior is a completely natural response to unprocessed trauma. This book continues challenging the existing paradigms for treating addiction and related issues. Despite the longstanding existence of professional treatment in North America, recidivism is high. People are still dying at alarming rates not just from the opioid crisis that dominates news headlines, also from the impact of alcohol, cocaine, nicotine, and other maladaptive behaviors. Moreover, the social isolation and collective trauma caused by the
COVID-19pandemic added fuel to an already raging fire, revealing massive cracks in a system for care that is barely functional. In the authors’ assessment, no single drug, substance, or behavior is the culprit—the real issue is the untreated trauma that lurks underneath, causing people to seek out the relief of these substances in the first place. The literature and practice knowledge in the field of addictions have long identified untreated posttraumatic stress disorder as a relapse risk factor. There is a rich history of eye movement desensitization and reprocessing ( EMDR) therapy’s role in helping to heal addiction at a holistic level due to the long-established connection between unprocessed trauma and addiction. EMDRtherapists must remember that EMDRtherapy is a complete system of psychotherapy and ought to be honored as such when conceptualizing cases connected to compulsive behavior, substance use disorders, or other addictions.
This book outlines the many changes that have taken place in both the policy arena and the demographics of aging. It is divided into four sections. The first section, Older Americans and the Aging Networks, shows how older Americans are increasingly diverse in a variety of ways, including racial and ethnic backgrounds, religion, spirituality, socioeconomic status, and sexual orientation. It presents the latest demographic data on the older population in the United States, as an important background to the planning and development of programs and services. It also addresses the current status of older Americans and the social, political, and economic consequences of the demographic shifts we are currently undergoing and must be prepared for to face tomorrow. The section two addresses Older Americans Act legislation and an expanding consumer base and the evolution from what we knew as a network to what we see now and will continue to witness in terms of an expanding set of networks attempting to work together to improve the lives of older adults. The section three brings us to a new era of community-based services that also includes issues related to the rights and well-being of older Americans. It introduces community-based services provided by the aging networks and addresses the community supports provided by the aging networks to assist older adults to age in place. Aging in place, as we define it, is anywhere an older adult is living, whether it is independent living, assisted living, skilled nursing, memory care, or in a family or group setting. The final section weaves together the landscape of survival, sustainability, and success. It discusses in detail the workforce issues of the aging network, the aging world and the challenge of change, and the persistent and emerging issues for the aging networks.
Sex Trafficking and Commercial Sexual Exploitation:Prevention, Advocacy, and Trauma-Informed Practice
This book offers a comprehensive volume of work synthesizing and critically analyzing the available research examining social work practice with sex trafficking/commercial sexual exploitation (CSE) survivors, and focuses on practice in the area of sex trafficking, CSE, and sex work. It is essential for practitioners and social work students involved directly in the fields of sex trafficking and CSE. The first chapter provides a basic introduction to sex trafficking/CSE, reviewed definitions, types of trafficking and exploitation, characteristics of survivors, prevalence and need for services, and the physiological and psychological effects of sex trafficking/CSE. The next chapter centers on prevention and outreach, specifically examining ecological risk factors of sex trafficking/CSE. The third chapter examines identification and screening for sex trafficking/CSE and includes a critical analysis of commonly reported indicators of sex trafficking/CSE. Chapter 4 critically examines the various forms of practice working with sex trafficking/CSE survivors as well as those who continue to be engaged in the commercial sex industry, and discusses evidence-based trauma treatments and mental health treatments. Practices with specific populations, such as those with intellectual disabilities, refugees, children/adolescents, immigrants, and LGBTQ people are also delineated. The fifth chapter details programmatic design recommendations, including trauma-informed programming and the development of a holistically trauma-informed organization. The following chapter emphasizes interagency coalition involvement and community based-responses (CBRs), and discusses the history and development of antitrafficking coalitions in the United States, as well as the benefits and challenges identified in the extant research. The penultimate chapter explores recommended advocacy practices when survivors are involved in the criminal justice system, and explores the benefits and challenges of related legislation addressing sex trafficking and ways practitioners can assist clients in accessing benefits and addressing challenges. The final chapter summarizes the key points of each chapter and subsequent recommendations.
This book provides innovative ways to incorporate aging content into courses, trainings, and workshops for students or professionals. It presents activities which offer hands-on approaches to engage students of all backgrounds–from social workers to family caregivers, medical students to demographers, nurses to community planners, personal care attendants to students in introduction to gerontology courses. These faculty-tested, peer-reviewed educational activities cover topics ranging from physical aging, media, and demographic portrayals of older adults to disaster planning, public policy, and diversity among older adults. The book includes 32 unique and interesting activities. Each activity comes with detailed instructions, basic back-ground information, a materials list, and an explanation of how the specific content aligns with one or more of the Association for Gerontology in Higher Education (AGHE) competencies for undergraduate and graduate education in gerontology. The book is divide into eleven chapters. The first chapter explores teaching courses on aging, and the potential of experiential learning activities to engage students. The second chapter discusses ageism and aging in the media. The next four chapters talk about dementia, demography, health care, and housing for older adults. The seventh chapter describes physical aging. Chapter 8 analyzes public policy and aging. Chapter 9 describes positive interactions with older adults. Chapter 10 explains research projects and papers, and the final chapter discusses spirituality.
Motivational Interviewing in School, 2nd Edition:Strategies for Engaging Parents, Teachers, and Students
Given the growth of
MIin schools that has occurred since the first edition was published, the book has been revised and updated. Several key improvements have been made to the current edition. First, the literature on the science and practice of motivational interviewing ( MI) in schools has been updated. Second, the chapter on MIwith students has been vastly expanded and describes many new applications of MIin schools with youth. Third, the chapters on implementation and dissemination have been completely rewritten. These chapters reflect the latest science about how to ensure one is implementing MIas intended and strategies for learning and improving MIskills. Fourth, it has expanded coverage of MIapplications with school problem solving teams. The authors believe that this is an emerging and important area of research and practice and hope this chapter sparks important progress for building and sustaining effective problem solving teams. Fifth, the chapter on the context of motivation and getting teachers, parents, and students to be willing to engage in MIconversations has been expanded. Finally, every chapter on specific applications of MIhas been updated. The book is organized in three parts: an overview of MI; specific applications of MIwith teachers, parents, students, families, and problem-solving teams; and implementation and dissemination strategies for learning MIand monitoring fidelity. This book includes several features intended to aid learning and retention of material. It provides extensive examples of MIconversations and dialogue, each with labels of MIstrategies that are being used and consulted to change and sustain talk responses. These examples show MIis used in structured interventions and also how it can be used everyday as one interacts with anyone who is contemplating change. Finally, the current edition has many Expert Tips for learning and improving MIskills.
This book is useful to a wide range of readers and can readily serve as a core textbook or resource to explain the history, development, and current practice of rehabilitation counselors (RCs) within the context of the contemporary practice of counseling. Although most clearly useful to counselors-in-training in an introductory course, people think that those RCs at the doctoral level or already in practice interested in the field and its broader positioning and potential will find this book appealing. The book consists of 22 chapters that are divided into parts that emphasize different themes important to understanding both the people and types of situations with which RCs work and the specific roles and skill sets that describe professional practice. It consists of basic information about the structure and professional practice of rehabilitation counseling, and serves the important role of introducing the readers to the RC’s most important partner in the counseling process, the person with a disability. The book also focuses on the professional practice of rehabilitation counseling and introduces the new work in the field that sharpens the emphasis on evidence-based practices and research utilization in the field. It describes in detail, the specific functions that constitute the work of rehabilitation counseling: assessment, counseling, forensic and indirect services, clinical case management and case coordination, psychiatric rehabilitation, advocacy, and career development, vocational behavior, and work adjustment of individuals with disabilities. Further, the book introduces the competencies that provide the types of skills, knowledge, and attitudes that must infuse the practice of rehabilitation counseling because of their pervasive and overarching importance in all aspects of practice.
This handbook of fieldwork and supervision for behavior analysts focuses specifically on orienting and guiding trainees in the field of behavior analysis through the practicum and supervised experience. The book is organized into 10 chapters. The introductory chapter gives a brief overview of how to prepare for practica. Chapter two presents choosing the type of fieldwork behavior analysis want. Chapter three present selecting a supervisor. It also outlines some potential pros and cons associated with each type of setting. It provides self-reflection activities to help the reader to select the type of fieldwork that would be best suited to their needs. It then discusses the importance of ethics in supervision and how the ethical conduct of a supervisor can affect behavior analysts. The chapter outlines the minimum requirements the behavior analyst certification board has for certificants to become eligible to supervise as well as the skills of a competent, good supervisor. It provides a list of potential questions to ask supervisors whom they decide to interview before selecting a supervisor. Chapter four walks through the process of preparing, applying, and interviewing for a position at a fieldwork placement site. Chapter five talks about formalizing supervision and record keeping. Chapter six is all about gaining the most from the supervision experience. It discusses some of the benefits of supervision and explains how behavior analysts can access them. Chapter seven presents putting time and effort into increasing the pivotal skills of behavior analysts. Chapter eight concerns knowing what to expect from individual versus group supervision meetings. Chapter nine presents 10 overarching competencies, and the task lists for each competency. Chapter ten talks about ePortfolio.
The concept of justice is deeply entrenched in America’s psyche. This book assumes that advocates for older people can increase their effectiveness by achieving a clearer understanding of Americans’ not-so- self-evident nor inalienable rights. It explores how social justice and human rights principles have applied to older adults in the past and are viewed today. It examines how the interests of older adults compare to and are intertwined with those of other groups. In essence, the book frames elder justice as the intersection between aging policy and policy that promotes human rights and justice. Chapters two through five describes historical antecedents and precedents for elder justice and suggests how human rights and social justice principles have been embedded in what has traditionally been referred to as “aging policy”. These chapters look at other policies that significantly affect older people but do not fall under that rubric. They further explore ageism and its role in policy. Taken together, they offer two models or approaches that can guide the development of elder justice: the public health model and proposals for an international convention on the rights of older people. Chapters six through ten considers how elder justice principles can be applied. As examples, they focus on how individual rights and social justice apply to elder abuse prevention, to the justice system, in the consumer context, at the end of life, and with respect to people with diminished mental capacity. They also look at equity across generations and among older people. Chapter eleven calls for a new paradigm of elder justice and offers a rationale for why one is needed. Chapter twelve builds on other chapters to demonstrate how elder justice might translate into practice, training, policy, public awareness and engagement, and research.
This book brings together the work of experts from a variety of fields such as adult development, adult education, family science, family therapy and counseling, gerontology, psychology, social work, and sociology. It is organized into four sections, each of which contains chapters reflecting a given theme as it pertains to grandparenting. Section one explores the breadth of the grandparent role from multiple theoretical perspectives, explores both quantitative and qualitative research methodologies in the study of grandparenting. It examines cohort effects and emphasizes the multigenerational developmental contexts in which grandparents and grandchildren are situated. In addition, it presents variations on grandparenting: grandfathers, great-grandparenting, and step-grandparents. Section two focuses on the diversity among grandparents, examining such issues as variations in sexual orientation in such persons, grandparents who are raising their grandchildren, and changing gender roles among grandparents. Section three examines the difficulties and challenges that grandparents face in enacting their roles as well as the resources and strengths they bring to bear. It discusses the impact of having to cope with both acute and chronic illness on intergenerational relationships, the design and implementation of interventions to positively affect emotional functioning. It discusses the clinical case study approaches to helping grandparents, resilience and resourcefulness in the face of stress. Section four emphasizes the societal and cultural aspects of grandparenting, exploring issues of race and ethnicity, grandparent education, global grandparenting, and many dimensions of social policy as they relate to grandparents. The last chapter pulls the material together in presenting a multidimensional, multileveled, and dynamic picture of grandparenting stressing the influence of evolving historical and interpersonal contexts on such persons and their grandchildren. It also offers suggestions for future research over the next two decades.
Death and Dying courses in social work; nursing; counseling psychology; and medicine traditionally focused on topics such as the experience of dying; the delivery of health care during the end of life; and the experience of mourning after a death. The book includes neurobiological aspects of development and grieving for the students to understand these aspects of biology if they are to claim a bio-psycho-social-spiritual perspective in the 21st century. It talks about the spiritual development in each life phase and also on the special considerations in risk and resilience to describe aspects of marginalization that may affect development. The book explains the factors that promote resilience; maintaining our strengths-based approach to all of this material. It continues with the identification of maturational losses; incorporating these non-death losses into a section renamed living losses found in each life phase chapter. The book defines the chapters by developmental tasks that are tackled at more or less predictable ages to which the chapters are loosely bound. It reviews research on specific responses to loss situations and discuss intervention strategies supported by practice wisdom and empirical research. The book has ancillary materials available to qualified instructors that include outlines; PowerPoint; and activities for each chapter as well as the readings from the earlier editions. This edition of the book will help each reader feel prepared to help grievers of all ages and types.
This book provides us with what we need to sleep well. It provides the tools and techniques to reverse insomnia and improve sleep long-term. Insomnia, persistent trouble getting to sleep or staying asleep, affects our daytime functioning and wellbeing. The book breaks down the principles of cognitive behavioral therapy for insomnia (
CBT-I), the sleep program considered first-line treatment in the clinic, into a step-by-step and reader friendly program that can be easily followed at home. Written by a clinical psychologist and researcher who has worked in the sleep field for 40 years, the book uses data from a real patient to illustrate each step of the process. The book is complete with detailed sleep diaries, worksheets, and more, all of which are also available online to download and use on your own journey to sleeping better now and into the future. Guiding readers through this self-directed sleep therapy program, the book features updated information and new scientific findings on key topics for patients and health care providers including: tried-and-true CBT-Imethods of sleep management; successful cognitive therapy methods to deal with racing thoughts at bedtime; different sleep needs for women and men through life and health conditions; influence of nutrition, exercise, and sex on sleep in a brand-new chapter; depression, anxiety, and traumatic stress and how they intersect with sleep; and prescribed and non-prescribed medications, herbal remedies, and cannabis for sleep.
This book, as well as its previous editions, presents the fundamental principles for effectively securing funds for health and human service projects and research. It describes an approach with which to think about and engage in grant writing and takes the reader step-by-step through the process of grantsmanship, from its basic components to an understanding of what is required to implement a successful grant project. It is organized into seven parts, moving the reader from identifying a competitive idea (Part I, Getting Started) to writing the narrative (Part II, Writing a Competitive Grant Application), developing an appropriate budget (Part III, Preparing a Budget), identifying an effective project structure (Part IV, Models for Proposal Development), submitting the proposal (Part V, Submitting the Proposal), understanding the review process and grant critiques (Part VI, Life After a Grant Submission), and finally managing the associated grant activity and building from one grant to the next (Part VII, Strategies for Managing a Grant Award). The book emphasizes principles and approaches versus procedural details associated with any single grant submission. This edition includes expanded coverage of key areas such as how to write an effective aims page, considerations for specific types of study designs, and how to write a compelling literature review. It also includes details on mentorship within the grantwriting process and the implementation of a funded project. This book also helps readers gain an appreciation of how grant writing fits into a career path and how to develop ideas in a systematic way so that one funded project builds logically onto the next.
This book takes a look at the underlying causes of resisting cognitive-emotional-behavioral change and the methods used to overcome them. Written in present-action language, it gives an overview of the basic principles of Rational Emotive Behavior Therapy and Cognitive Behavior Therapy. The book presents the changes in the field that have taken place in the 20 years leading up to 2002, and integrates recent therapies into REBT, including psychotherapy, solution-focused therapy, and recent findings of experimental psychology. Resistance can be “natural”, or those resulting from emotional disturbance, extreme low frustration tolerance, fear of disclosure and shame, and feelings of hopelessness, among others. The book presents methods of contradicting and actively working against irrational beliefs that can be used with some of the most difficult clients. The book describes using REBT to overcome resistance with clients who have severe personality disorders. REBT counselors following REBT theory, welcome cultural (and other) diversity. They encourage their clients to stick to whatever customs and mores with which they were raised and to enjoy the unique advantages of these traditions.
This book aims to continue inquiry into the evolving nature and all too frequent fragility of late life relationships and the grand challenge of social isolation. It do by documenting author’s current understanding of the complex and multidimensional nature of the interrelated issues of social relationships and health in late life, and the promising health and human service practices that have emerged to lessen the negative impacts of weakened relational ties for older adult health and well-being. The book explores from multiple disciplinary perspectives the characteristics and significance of a wide range of social relationships that, when taken together, can determine the extent to which older adults will be at risk of being socially isolated, disengaged, lonely, and otherwise at risk in late life. It considers the influence on older adult social health of trends in multigenerational family relations, friendships, grand parenting, love, intimate and sexual relationships, divorce and widowhood, and interactions with community and healthcare providers and other public entities. It highlights innovative and alternative forms of community and later life relationships that can serve to forestall or prevent altogether social isolation and loneliness. Given the significance placed on the quality of our social lives in preparing us for a satisfying old age, it explores as well a variety of strategies for bolstering older adult social health and community engagement. While one’s physical health status in late life may not be able to be dramatically altered for the better, it argues that one’s social health and the relationships that comprise one’s social life can. Whether you are an older adult yourself or a professional or family caregiver of an older adult, you have the capacity to shore up potential gaps in the integrity of your own or another person’s social world.
Career Development, Employment, and Disability in Rehabilitation, 2nd Edition:From Theory to Practice
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 Mprovides 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-19world. 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.
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 innovative book is the first to examine the contemporary psychological experience of African Americans through the lens of a positive, strengths-based model. It combats the deficit perspective that has permeated the psychological literature about African Americans by focusing on the strengths that have facilitated their growth and resilience—while also considering existing challenges and struggles. The author examines in depth the major areas of psychological research across family, peer, and romantic relationships, education, work, ethnic-racial socialization and identity, prosocial behavior and civic engagement, and the mental and physical health of African Americans today. With a focus on real life applications, the text includes pedagogical elements introducing topics in Current Events, Interventions in Practice, Individual Issues, African Cultural Values, and Media and Technology. Additional features include learning objectives in each chapter, discussion questions, a closing summary, an extensive trove of additional resources, and PowerPoints and a sample syllabus for instructors. One very important goal of this book is to elucidate the strengths of African Americans, but at the same time, not forget their history and current struggles. In the book, many chapters include history to help provide an understanding of where African Americans are coming from and why their progress is such an accomplishment. Furthermore, the current state of African Americans lives are discussed—the good, the bad, and the ugly. So while this is a book focusing on strengths, it would be unrealistic to ignore the current struggles of African Americans. We must note where growth is still needed. The book strives to navigate this fine line. The goal of the book is to elucidate the strengths that African Americans have while highlighting the struggles that continue and to note how strengths can be used to help more African Americans prosper psychologically, spiritually, economically, and physically.
This book primarily benefits those who do not know a lot about eating disorders or who have not had any formal education with respect to the complexities of these disorders. This book is organized into several parts designed to address different aspects of eating disorders. The part I describes what eating disorders are and who develops them, including a brief history as well as signs and symptoms of the disorders, and who is likely or less likely to develop an eating disorder. Part II of the book describes factors that can be considered risk factors, co-occurring factors, or consequences of having an eating disorder. These factors are discussed in terms of whether they are biological or medical, psychological, interpersonal, or sociocultural in nature. The part III guides the reader through how to identify those who might be at risk for developing an eating disorder and how to effectively refer someone for an evaluation. This section includes a discussion of what types of professionals should be part of treating someone with an eating disorder and important sources of support who should be involved in the treatment process or kept informed about how treatment is progressing. The part IV describes prevention and treatment efforts commonly used and a brief overview of their effectiveness. It also includes a chapter on identifying and managing one's own emotional reactions to someone with an eating disorder. Finally, the book concludes with several scenarios designed to illustrate for the reader what an eating disorder might "look like" in the real world and what initial treatment efforts might entail.
Multicultural Perspectives in Working With Families, 4th Edition:A Handbook for the Helping Professions
This book differs greatly from earlier versions because of two main changes. The first is the adoption of an intersectional approach in working with families. It underlines the importance of an intersectional approach to working with families that, in addition to culture and ethnicity, also considers socioeconomic class, gender, age, religion, immigration status, and sexual orientation as important factors. Additionally, the text expands its direct-practice view with the addition of four new chapters written by psychologists, plus a new chapter on health issues in multicultural families and access to health services. The book is updated with the latest knowledge and research, along with new and revised case vignettes demonstrating culturally competent practice. It provides a new intersectional approach to assessment and treatment and adds the perspectives of psychologists in four completely new chapters. The book includes a new chapter on the Diagnostic and Statistical Manual of Mental Disorders, fifth edition from a multicultural perspective, plus new chapters on health and access to health services and offer the most up-to-date knowledge and research. It provides new and updated case vignettes and reflects changes in the family unit over the last quarter century and how it impacts treatment. The book addresses distinct sociopolitical issues affecting immigrants and undocumented families and focuses on the most important emerging issues of multicultural families. It covers multicultural mental health across the lifespan and encompasses the distinct perspectives of different ethnic and racial groups, and those of lesbian, gay, bisexual, and transgender families. The book also discusses domestic violence and substance abuse in regard to multicultural families and delineates the most effective treatment methods. It examines the culturagram as a useful assessment and treatment planning modality and addresses ethical issues including the National Association of Social Workers code of ethics.
Informed by a social justice approach, this user-friendly text for social work students provides a comprehensive introduction to contemporary school social work practice structured around the 2022
CSWE EPASCompetencies. With a focus on skills development, this innovative text is competency-based and encompasses professionalism, cross-disciplinary collaboration, research applications, theoretical foundations, policies, engagement, assessment, intervention, and evaluation. Following a brief historical overview and introduction to the discipline, the book delves into school social work practice and delivers timely content regarding professional identity, supervision, anti-racism, diversity, equity, inclusion, and social justice. Practice knowledge is examined through social work theory, evidence-informed practice, use of data, and policies regarding school, children, and families. The text addresses the full range of client engagement, service provision, the multi-tiered system of supports, trauma-based practices, social emotional learning, termination, and transition-planning.
This book describes the foundational elements of counseling and psychotherapy with children and adolescents. It includes updates and expanded material about clients’ affect, trauma, substance abuse, progress monitoring, self-care, referral for medication, and mindfulness. Of particular interest is a series of new elements including elements addressing sexual and gender identity, social media, sexuality and harassment, and rules for use of technology. All of these topics have become increasingly important in counselors’ conceptualization of children and adolescent clients and therapy. The book emphasizes the conditions and processes of creating growth within the child, explicating the process of assisting growth and self-inquiry. There are new sections on grounding feelings in the body, teaching tools for distress tolerance, and highlighting the importance of progress monitoring. The book discusses teaching skills for negotiating social conflict—a substantial stressor for children and adolescents. It provides guidance on cocreating individual and family rules for use of technology. It also addresses frequent misconceptions and mistaken assumptions followed by the discussion on crisis intervention, effective referral skills, cultural competency and mandated reporting. The book then addresses issues such as coming to terms with one’s own childhood and adolescence and the rescue fantasy. There is a succinct introduction to interventions (i.e., including a list of more comprehensive texts on counseling with children and adolescents) and an updated review of techniques often used in work with children and adolescents (e.g., play therapy, brief, solution-focused therapy). For ease of reading the word caregiver will be used to indicate a parent, legal guardian, foster parent, and so on. The book focuses on counselor self-care and provides guidance for setting boundaries, knowing their edge, practicing within competency, and assessing and planning personal self-care. Finally, it closes with a brief overview of how to use the text for transcript analysis in training programs.
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.
Healthcare providers (HCPs) including gynecologists, urologists, endocrinologists, nurse practitioners, nurses, doulas, and more have regular contact with women and their partners during the transition to parenthood. This book provides an overview of the relationship and sexual challenges faced by couples during this life passage; information on assessing and treating common sexual concerns; approaches to brief counseling; and guidelines for when to refer to a mental health professionals or sex therapist for more intensive help. The book is organized in three parts containing 11 chapters. The first part comprises five chapters. The first two chapters describe the journey to parenthood, and provide an overview of sexuality and sexual health. The next three chapters focus on assessment, diagnosis, and treatment of women’s and men’s sexual problems. Part two comprises three chapters. Chapter six focuses on couples that make up the growing population facing problems of infertility. Chapter seven discusses sexuality and intimacy during pregnancy. Chapter eight covers the postpartum period. Part three comprises three chapters. Chapter nine deals with support for Lesbian, Gay, Bisexual, and Transgender (LGBT) parents. Chapter ten discusses sexuality counseling, which talks about types of interventions that every HCP or mental health provider can put into practice. The final chapter on intensive sex therapy covers topics that will be of interest to MHPs that have, or are interested in attaining, a broader perspective and training on human sexuality and relationships. The book is written for two audiences: HCPs and mental health providers and is strictly focused on the sexual and emotional intimacy of couples.
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
MSWprograms. It can also be used in upper level undergraduate college courses in social work, typically BSWprograms. 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).
Assisted Living Administration and Management Review:Practice Questions for
An aging population is one where the number and proportion of older people increases over time. This is referred to as demographic aging or population aging. Demographic changes since the second half of the last century have led to a global aging population resulting in important economic and social concerns worldwide. The main causes of aging populations are declining fertility rates and increasing life expectancy. This review book compares and contrasts the five domains of practice to the four domains identified in the National Association of Long Term Care Administrator Boards (
NAB) criteria effective 2022. Except for NAB'srealignment from five to four domains of practice, the content information, knowledge base and tasks are equivalent. Each of the five parts of this Review Book focuses sequentially on the five domains of practice resulting from this comparative analysis. It is evident that this Review Book has retained the initial knowledge areas or domains of practice; the Review Book also reflects the Second Edition of Assisted Living Administration and Management: Effective Practices and Model Programs in Elder Care upon which it is based. Part One covers Domain of Practice 1, organizational management; Part Two explores Domain of Practice 2, human resources management; Part Three focuses on Domain of Practice 3, business and financial management; Part Four includes Domain of Practice 4, Environmental management; and Part Five involves Domain of practice 5, Resident care management. Aspiring residential care/assisted living administrators must identify a particular path to fulfill their professional goal and obtain a career in long-term care administration. While there are different options for students and practitioners, the review book explores possible steps to becoming a residential care/assisted living administrator.
Trauma-Informed Approaches to Eating Disorders is clearly a much needed and long overdue book about treatment, written by a diverse group of clinicians and carefully edited to focus on the needs and strengths of clinicians. The complexities and challenges that undergird, surround, and even haunt the nature, diagnosis, treatment, management, and understanding of eating disorders (EDs)-in-relation-to-trauma are so great, even for veteran clinicians, that they can leave practitioners at any level of experience feeling helpless and exhausted. This book, in a way that would be appreciated by practitioners of acceptance and commitment therapy, accepts the reality of those feelings and is committed to improving treatment, understanding, and compassion. The book is designed to foster respect for complexity and link it to humility in the presence of tragedy, tribulations, and suffering, framed all too often by our own shortcomings as healers. EDs are dangerous, ubiquitous, usually chronic in nature, and difficult to treat. Anorexia nervosa (AN) has the highest fatality rate (4%) of any mental illness. Bulimia nervosa reveals a fatality rate of 3.9%. EDs offer an enormous challenge to therapists because of their complexity, which includes severe medical risk, co-occurring anxiety, depression and personality disorders, an addiction component, and body image distortion—all of this within a mediadriven culture of thinness in which starving and purging can for some become lifestyle choices. This complexity is further exacerbated by the presence of painful life experiences or trauma. The book elucidates the connection between trauma and EDs by offering a trauma-informed phase model, as well as chapters describing the ways in which various therapeutic models address each of those phases. It offers an in-depth exposition of a fourphase model of trauma treatment.