This chapter focuses on the role of professional school counselors as related to the importance of collaborating with the school and local community to promote family engagement. Systems theory is applied, and research addressing the positive academic implications related to family engagement is presented. Specific strategies and useful tips are discussed. The American School Counselor Association (ASCA) National Model carefully outlines the role of school counselors in consultation and collaboration engagement with families and community stakeholders. Additionally, ASCA tasks school counselors with addressing barriers to these partnerships, such as communication and access (2016). Ideally, school counselors in training gain knowledge and skills in this area during their graduate training programs, but many gain most of their preservice experience in this area during their field experiences (i.e., practicum and internship). This is because, in large part, CACREP standards do not currently require a graduate-level course in family–school collaboration, although some programs instill this content into other courses. As PK–12 student needs increase and school counselors must partner with families and communities more than ever, it is advantageous for counselor educators to add specific family-community-school coursework into graduate training programs. The authors of this chapter will use the terms parent, family, and caregiver to describe a variety of constellations that include caregivers, guardians, home environments, and other words used in related research and broader conversations as it relates to systems in which our students live.

This chapter focuses on issues associated with intimate partner violence (IPV). It examines the impact on survivors of IPV as well as on families, communities, and societies. The chapter presents theories for contextualizing and understanding IPV as well as offering strategies for counseling survivors of IPV.

For the past several years, education has been going online, allowing for the flexibility of students who need to work, meet childcare obligations or perform other tasks to still get an education. This was enhanced starting March 2020. When the global pandemic of COVID-19 hit, schools were forced to close their doors. This included medical, nursing and other allied healthcare providers receiving their last rounds of education before graduating electronically. Continuing education, cardiopulmonary resuscitation training and even some board testing became a remote operation. The ability to communicate via portable, electronic means has changed our society greatly over the last few years. Due to infection control measures being implemented, families were forced to leave loved ones at the entrance to the hospital with the hope of seeing them again. Digital health and the use of electronics for family support and communication is here to stay.

The composition of groups in group counseling ranges from couples to families to large groups of individuals. Across this range of compositions, common goals include self-understanding, personal growth, and building on inner resources. Group counseling involves individuals who come together to form a social system with norms and expectations, who interact with each other as well as with the leader, who share needs and experiences, who exchange supports, and who form an identity as members of the group. In group counseling, the group context and the group process constitute the treatment intervention. This chapter elaborates on the core assumptions and values of each theoretical approach. It describes how each theoretical approach can be uniquely applied in group and family settings. The chapter explains the general therapeutic factors in group and family settings as well as the different styles of leadership that can be adopted during the group process.

Abuse, neglect, and mistreatment in the nursing facility are difficult topics, particularly because there is an expectation that dedicated care is being given to vulnerable frail older adults and those with disabilities. Elder abuse is a deliberate act or failure to act that initiates or creates a risk of harm to an older adult. Abuse can be divided into physical abuse, sexual abuse, domestic abuse, psychological abuse, financial abuse, and neglect. The abuse often occurs at the hands of a caregiver or a person whom the elder trusts. All social workers, along with all other members of the nursing facility team, are generally considered mandated reporters. In all states, licensed social workers are required to report suspected or actual abuse, neglect, or mistreatment. Reporting abuse does not mean that the social worker is liable for its occurrence nor true verification of its occurrence. It is valuable for the social worker to be familiar with the definitions of abuse and to carefully review their facility’s policy defining abuse, neglect, and mistreatment and their particular policy of the mandatory reporting law. Policies can vary from facility to facility, and the social worker should not assume that every facility, even in the same state or region, handles these issues in the same manner.

The ethical controversies in long-term care have become increasingly complex as our regulatory agencies expand their involvement and our resident population becomes increasingly frail. By the very nature of their role, nursing home social workers are responsible for aiding residents and their families through the bureaucratic labyrinth that constitutes the U.S. healthcare system. Ethical dilemmas can occur during each stage of the process and during any component of contact with the elder person and family member from the preadmission meeting through the discharge from the facility. This chapter reviews how social workers can become involved in ethical issues, the resources available to help resolve conflicts, end-of-life treatment choices, ethical issues in admissions and discharges, and the role of ethics committees.

The nature of the facility and workload may often leave the social worker with little time for those long-term stay residents and families. Groups are important in nursing facilities, and they are effective in reaching a number of residents, families, or staff at one time. There are a number of different kinds of groups that can be conducted in nursing facilities. Obviously, there are slightly different processes and modifications for different groups, but there are some primary areas to consider in planning for the group. Social workers can look to mentors within the facility as well as individuals outside the facility for support. This chapter reviews the basics of groups in the nursing facility and also discusses remotivation therapy, which is a five-step technique designed to increase socialization and enhance self-esteem of patients, particularly those who have mental illness, posttraumatic stress, or substance use.

The interdisciplinary meeting is the time when the care team gathers to review the plan of care for a resident. Prior to the meeting, the team is given a list of resident meeting times that are scheduled to coordinate with a resident’s admission, routine Minimum Data Set 3.0 review, or a significant change in the resident’s health. The interdisciplinary care plan meeting is an opportunity to review the on-going work with the resident and allow the resident and/or their family to voice opinions, concerns, and, oftentimes, appreciation for the care given. Although often time-consuming, the care plan meeting can help with communication and defusing potential contentious situations around care. It is the opportunity for the staff to “shine” in their knowledge of a resident’s preferences and care. The social worker can help to make this a meaningful experience through the encouragement of attendance and active follow-up of any concerns addressed in the meeting.

Most residents admitted to nursing facilities come directly from acute care hospitals and are admitted for rehabilitation. This means that social workers are often helping residents and families at the critical juncture of posthospitalization. This chapter addresses the typical processes involved during preadmission and admission to the nursing facility and the involvement of various staff members. Social workers assist on multiple levels and help provide residents and families with essential information and support during the process. Through skill and knowledge, the social worker can help guide residents and families to make the choices with the best outcomes whether the resident chooses to return to the community or remain in the facility for the long term.