This chapter discusses comprehensive school crisis interventions, identifies the characteristics that define a crisis, finds ways to assess for the level of traumatic impact, and determines what interventions can be provided to help with response and recovery. It highlights the PREPaRE Model of crisis prevention and intervention. There are six general categories of crises: acts of war and/or terrorism; violent and/or unexpected deaths; threatened death and/or injury; human-caused disasters; natural disasters; and severe illness or injury. Children are a vulnerable population and in the absence of quality crisis interventions, there can be negative short- and long-term implications on learning, cognitive development, and mental health. Evidence-based interventions focusing on physical and psychological safety may be implemented to prevent a crisis from occurring or mitigate the traumatic impact of a crisis event by building resiliency in students. Crisis risk factors are variables that predict whether a person becomes a psychological trauma victim.
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- Go to chapter: Evidence-Based Interventions for Major Depressive Disorder in Children and Adolescents
Depression is a chronic, recurring disorder that impacts children’s academic, interpersonal, and family functioning. The heritability of major depressive disorder (MDD) is likely to be in the range of 31% to 42%. This chapter begins with a brief overview of the etiology of depression. It presents a description of a cognitive behavioral therapy (CBT) intervention designed to be delivered in a group format, an individual interpersonal intervention, and an individual behavioral activation (BA) intervention that includes a great deal of parental involvement. The ACTION program is a manualized program that is based on a cognitive behavioral model of depression. There are four primary treatment components to ACTION: affective education, coping skills training (BA), problem-solving training, and cognitive restructuring. The chapter concludes with a brief discussion of universal therapeutic techniques to be incorporated into work with depressed youth regardless of the therapeutic orientation or treatment strategy.
Divorce is a lengthy developmental process and, in the case of children and adolescents, one that can encompass most of their young lives. This chapter explores the experience of divorce from the perspective of the children, reviews the evidence base and empirical support for interventions. It provides examples of three evidence-based intervention programs, namely, Children in Between, Children of Divorce Intervention Program (CODIP), and New Beginnings, appropriate for use with children, adolescents, and their parents. Promoting protective factors and limiting risk factors during childhood and adolescence can prevent many mental, emotional, and behavioral problems and disorders during those years and into adulthood. The Children in Between program is listed on the Substance Abuse and Mental Health Services Administration (SAMHSA) National Registry of Evidence-Based Programs and Practices. The CODIP and the New Beginnings program are also listed on the SAMHSA National Registry of Evidence-Based Programs and Practices.
Children and youth with serious emotional, behavioral, and social difficulties present challenges for teachers, parents, and peers. Youth who are at risk for emotional and behavioral disorders (EBD) are particularly vulnerable in the areas of peer and adult social relationships. The emphasis on meeting academic standards and outcomes for children and youth in schools has unfortunately pushed the topic of social-emotional development to the proverbial back burner. This chapter emphasizes that social skills might be considered academic enablers because these positive social behaviors predict short-term and long-term academic achievement. Evidence-based practices are employed with the goal of preventing or ameliorating the effects of disruptive behavior disorders (DBD) in children and youth. An important distinction in designing and delivering social skills interventions (SSI) is differentiating between different types of social skills deficits. Social skills deficits may be either acquisition deficits or performance deficits.
Eating disorders (EDs) are a complex and comparatively dangerous set of mental disorders that deeply affect the quality of life and well-being of the child or adolescent who is struggling with this problem as well as those who love and care for him or her. The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) outlines specific criteria for the diagnosis of anorexia nervosa (AN), bulimia nervosa (BN), binge eating disorder (BED), and other specified feeding or ED. Treatment of eating disordered behavior typically involves a three-facet approach: medical assessment and monitoring, nutritional counseling, and psychological and behavioral treatment. Cognitive behavioral therapy (CBT) and interpersonal psychotherapy (IPT) are also evidence-based approaches to treatment for AN. The treatment of EDs should be viewed as a team effort that integrates medical, nutritional, and mental health service providers.
Asthma, a pulmonary condition, is a chronic respiratory disorder typified by persistent underlying inflammation of tissues, airway obstruction, congestion, hyperresponsive airways, and the narrowing of smooth airway muscle. Asthma is one of the most common chronic medical conditions in children and is the leading cause of school absenteeism. This chapter describes childhood asthma, including its causes and triggers. It elucidates the extant research supporting treatment of the disorder and provides step-by-step empirically based interventions to ameliorate asthmatic symptomatology in children. The psychological underpinnings of asthma have been investigated in the field of psycho-neuroimmunology (PNI), which examines the interplay of the central nervous system, neuroendocrine, and immune system with psychological variables and their relation to physical health. Researchers have shown that relaxation and guided imagery (RGI), written emotional expression, yoga, and mindfulness therapy improve pulmonary lung functioning, decrease rates of absenteeism, and improve overall quality of life.
This chapter reviews the empirical support for such a multifaceted approach by considering selected neurodevelopmental concerns and medical variables that present as obstacles to healthy neurodevelopment. It discusses select neuro-developmental prenatal complications that can be prevented or ameliorated through behavioral interventions with the pregnant mother. The chapter addresses the deleterious effects of legal substances on the developing fetus, but professionals should be vigilant about preventing or reducing intrauterine exposure to illicit substances as well. Tobacco is a legal substance that, when used during pregnancy, has the potential to harm both the mother and fetus. Of particular concern with tobacco use are the detrimental health risks, such as hypertension and diabetes, which adversely affect the cerebrovascular functioning of pregnant women. The process of neurodevelopment is complex and represents a dynamic interplay among genetics, behavior, demographics, the environment, psychosocial factors, and myriad physiological factors.
An individual’s identity development, including his or her preferred gender identity, is a lifelong process, which starts with the earliest interactions with the world. The concepts of gender identity have been explored, studied, debated, and discussed for decades and are currently going through a resurgence of examination, especially in Western cultures. This chapter provides an overview of gender identity development, beginning with an explanation of terms, followed by an exploration of theoretical perspectives which includes cognitive developmental theory, social learning theory, gender schema theory and feminist theory. Topics include current research and perspectives on how gender identity evolves in children and recent shifts in understanding atypical gender identities, including transgender, gender neutral, and gender fluid identification. Finally, implications and strategies for mental health professionals are discussed, especially related to counseling those who are experiencing conflict or distress surrounding issues of gender and gender identity.
This chapter explores how practicum training may be enhanced through effective collaboration between trainers and field supervisors. Successful practicum training requires strong collaboration between the trainee’s university or institution and the supervising field psychologist. Successful collaboration between the university and field site includes consideration of site development and maintenance, effective communication, and training and support across settings. Field placement and coordination play a critical role in the training of school psychologists. The individual fulfilling this role may be recognized with a variety of formal titles, such as field placement coordinator, clinical professor, or director of clinical training (DCT). One of the primary responsibilities of the DCT is the coordination and supervision of practica-related activities, including the placement of candidates in appropriate training sites. The chapter focuses on how supervisors can address trainee problems of professional competence, develop and use remediation plans successfully, and help trainees balance fieldwork with coursework.
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.
This chapter includes information related to the clinical evaluation of a concussion that a child might receive in a medical setting. It discusses guidelines for appropriate use of smartphone concussion evaluation apps. This chapter examines a brief section on the future of concussion assessment. The Acute Concussion Evaluation (ACE) can help the school concussion team obtain information regarding the injury, including the cause, severity, any amnesia, loss of consciousness (LOC), and any early signs. The computerized neurocognitive assessment typically measures player symptoms, verbal/visual memory, attention span, working memory, processing speed, response variability, nonverbal problem solving, and reaction time. Neurocognitive tests, sideline assessments, and smartphone apps can help district staff and parents determine the severity of a student’s symptoms. A neuropsychological assessment to assess cognitive functioning, memory, speed, and processing time may also be administered.
One of the most important findings from the original battered woman syndrome (BWS) research was the existence of a three-phase cycle of violence that could be described and measured through careful questioning of the battered woman. This chapter describes the cycle, updates it by adding information from the courtship period, and divides the third phase into several different sections where appropriate so that there may not be any loving contrition or even respites from the abuse at times during the relationship. Teaching the woman how her perception of tension and danger rises to an acute battering incident after which she experiences feelings of relief and then gets seduced back into the relationship by the batterer’s loving behavior, often similar to what she experienced during the courtship period, has been found to be helpful in breaking the cycle of violence that keeps the woman in the relationship.Source:
This chapter provides guidelines for psychologists on the assessment of oral language proficiency (OLP) of culturally and linguistically diverse (CLD) children and adolescents who study in their second language (L2). It discusses the issues that should be considered in the assessment of OLP, including the aspects of oral language that should be assessed in L1 or L2, the factors that should be considered in interpreting assessment data, and the advantages and challenges of assessing children in their L1. The chapter then describes specific methods for assessing OLP. It discusses issues involved in interpretation of data from OLP assessments, including a discussion of the diagnosis of a language disorder. The chapter also explains specific tasks and observational schedules that psychologists might find helpful when conducting assessments of OLP.
The most challenging and arguably most important part of any assessment is the diagnostic formulation and recommendations for intervention. This chapter explains clinical decision making and diagnostic formulation using a developmental systems approach (DSA) that is based on developmental bioecological theory. It provides suggestions for organizing assessment data and methods for thinking about the data in order to formulate the case systemically. The chapter discusses key issues involved in linking assessment with academic and psychosocial intervention. It reviews the knowledge, strategies, skills, and attitudes that are essential competencies for psychologists who conduct assessments with culturally and linguistically diverse (CLD) children and adolescents. Assessments and intervention with CLD children and adolescents are both challenging and rewarding. Psychologists who work with these children and families effectively have a set of attitudes that stimulate them to find information and research, as well as develop effective strategies.
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.
As everyone knows, true creativity comes from simple formulas and the memorization of data. This chapter focuses on divergent thinking tests, which are still the most common way that creativity is measured. Guilford derived the core ideas behind divergent thinking as well as many popular measures. The people who score the Torrance Tests are specifically trained to distinguish responses that are truly original from those that are just bizarre. There are other tests that measure creativity, but most are either a variation on divergent thinking or use some type of raters. For example, the Evaluation of Potential Creativity (EPOC) has begun to be used in some studies and may be promising, but is still largely rooted in a mix of divergent thinking scoring and raters. Another test is the Finke Creative Invention Task, which is clever but also requires raters for scoring.
The Big Five, which this chapter discusses in more detail, are extraversion, neuroticism, agreeableness, conscientiousness, and openness to experience. Each of these five factors represents a continuum of behavior, traits, and inclinations. There are some popular personality measures that use different theories, such as Eysenck’s Personality Questionnaire, which looks at extraversion and neuroticism as well as psychoticism. The personality factor most associated with creativity is openness to experience. Indeed, one way that researchers study creativity is by giving creative personality tests. Being open to new experiences may also help creative people be more productive. King found that people who were creative and high on openness to experience were more likely to report creative accomplishments. DeYoung and S. B. Kaufman, of course, are not the only people to blend or split different factors of personality to present new models. Fürst, Ghisletta, and Lubart suggest three factors: plasticity, divergence, and convergence.
This chapter explores three ’classic’ studies of creativity and mental illness. The first is Jamison whose focus is on the connection between bipolar disorder and creativity. The second is Andreasen, who used structured interviews to analyze 30 creative writers, 30 matched controls, and first-degree relatives of each group. The writers had a higher rate of mental illness, with a particular tendency toward bipolar and other affective disorders. The third major work is Ludwig, who utilized the historiometric technique. All three studies have come under serious criticism. Many of the studies of Big-C creators are historiometric, akin to Ludwig’s work. Some such studies claim that eminent creators show higher rates of mental illness. A much more common approach is to look at everyday people and give them measures of creativity and mental health. Typically, researchers look at what are called subclinical disorders—in other words, they’re not clinically significant.
One school admissions area that already uses creativity is gifted admissions—which students are chosen to enter gifted classes, programs, or after-school activities. Both education and business play great lip service to creativity. Puccio and Cabra review the literature on creativity and organizations and do a nice job of highlighting how every couple of years, a new report from industry emphasizes the importance of creativity. It is important to note that there is a large inconsistency between gender differences on creativity tests and actual creative accomplishment. Although gender differences on creativity tests are minor or nonexistent, differences in real-world creative accomplishment are large and significant. This chapter shows how creativity can play a role in admissions and hiring. Hiring measures tend to have better validity, even the general mental ability (GMA) measures; even if minorities score lower, the accuracy of prediction is consistent by ethnicity.
Creative people are also often seen as being outsiders and eccentric. Sen and Sharma’s examination of creativity beliefs in India tested beliefs about the Four P’s and found that creativity was more likely to be described as a holistic essence of an individual, and less likely to be focused on the product or process. Romo and Alfonso studied Spanish painters and found that one of the implicit theories that the painters held about creativity involved the role of psychological disorders. Plucker and Dana found that past histories of alcohol, marijuana, and tobacco usage were not correlated with creative achievements; familial drug and alcohol use also was not significantly associated with creative accomplishments or creative personality attributes. Humphrey, McKay, Primi, and Kaufman did find that illegal drug use predicted self-reported creative behaviors even when openness to experience was controlled.
This chapter focuses on office automation and systems that are useful in the mental health field, along with principles to be aware of when considering the use or purchase of such systems. Most managers have to rely on input from outside in order to form an opinion about how to resolve complex issues. The complexity of the issue increases significantly when the current federal health care laws are incorporated into the task of choosing appropriate clinical information management software. The significance of Health Insurance Portability and Accountability Act (HIPAA) would seem to dictate at least a brief foray into its content because it lays the foundation for virtually everything that is happening in the clinical information management (CIM) realm. The information provided in the chapter can give a backdrop by which current practices can be examined for goodness of fit with the available client information management systems.
Many developmental models view human growth from a space of lack or abundance, a perpetual fulcrum swinging from the word survive at one end to thrive at the other. This chapter discusses Urie Bronfenbrenner’s bioecological theory of human development to conceptualize female adolescent and young adult development. The contextual focus of this theory provides a global framework for counselors to view young women as individuals who both influence, and are influenced by, their surroundings. Customs, beliefs, and the government all play a role in the development of children and adolescents. When young females overcome the stigma associated with mental health services, they typically seek treatment in one of two primary settings: community mental health centers and schools. Relational-cultural theory (RCT) is an evolving feminist model of human development that views connection to others as essential to growth and disconnection as a major cause of disrupted functioning.
The learning landscape continues to evolve as new technological tools enable teachers to deliver robust learning experiences. It is important to help teachers, administrators, and students know where to begin so that the transition to virtual learning is smooth, without educational loss. This chapter consists of two sections: current trends and issues in technology integration and technological pedagogical content knowledge. The first section briefly reviews the trends in instructional or educational technologies that are causing administrators, teachers, and students to reflect on and modify their thinking about learning and educational content delivery. The second section explores constructivism, the scientific underpinnings of nursing informatics, and ethics. Nurse educators must also address the ethical challenges brought about by this evolving learning landscape. After reading this chapter, one can understand current trends and issues, as well as the influence of nursing informatics and ways to approach new ethical dilemmas.
Healthcare is in a state of rapid change. Although practice environments have become more complex, educational delivery methods have remained stagnant. Innovative technologies provide opportunities to enhance nursing student learning and help nursing programs become more responsive to changes in the practice environment; however, obstacles may hinder successful implementation. With the increasing complexity of today’s health care environment, innovations in nursing curricula are necessary. This chapter explores some of the general challenges associated with the integration of innovative educational technologies, as well as some challenges unique to virtual simulation. It helps the reader to analyze the challenges of integrating educational technologies into nursing education associated with faculty, administrators, and students. It also helps the reader to examine practical and philosophical barriers related to technology integration and explores challenges unique to the adoption of virtual simulation.
Simulation has many advantages for nursing education, some of which include creating safe learning environments for students and reinforcing information learned in the classroom; it also has the advantage of being available in inclement weather as well as 24 hours a day for student access. Simulation in nursing is one of many methods used for teaching students. Teaching and learning in a virtual learning environment has many advantages for administrators, faculty, and students. One of the advantages includes the use of other disciplines to help create or participate in a virtual world learning experience. The virtual learning environment can be created to look similar to real communities, disaster areas, or homes, with avatars populating that environment. The advantage to using virtual reality, rather than a real-life experience, is that in real life, students could be immersed in an environment that could cause them harm.
- Go to article: Sexual Teen Dating Violence Victimization: Associations With Sexual Risk Behaviors Among U.S. High School Students
Sexual Teen Dating Violence Victimization: Associations With Sexual Risk Behaviors Among U.S. High School Students
Adolescent dating violence may lead to adverse health behaviors. We examined associations between sexual teen dating violence victimization (TDVV) and sexual risk behaviors among U.S. high school students using 2013 and 2015 National Youth Risk Behavior Survey data (combined n = 29,346). Sex-stratified logistic regression models were used to estimate these associations among students who had dated or gone out with someone during the past 12 months (n = 20,093). Among these students, 10.5% experienced sexual TDVV. Sexual TDVV was positively associated with sexual intercourse before age 13, four or more lifetime sexual partners, current sexual activity, alcohol or drug use before last sexual intercourse, and no pregnancy prevention during last sexual intercourse. Given significant findings among both sexes, it is valuable for dating violence prevention efforts to target both female and male students.Source:
One of the best known psychologists of the 20th century was Jean Piaget. The memory he described was from when he was about 2 years old, a kidnapping attempt in which his nurse tried to protect him. According to the storehouse metaphor, memory is kind of a warehouse. When one remembers an event from one’s life, one looks through this warehouse. Remembering a past event is also a kind of simulation, a simulation of what happened in the past, rather than a veridical reproduction of the past. In fact, our best understanding is that brains are massively parallel simulation devices. Constructive theories deal with filling in gaps at encoding as the event transpires, whereas reconstructive theories deal with filling in gaps at retrieval as one tries to remember the event. When thinking about memory illusions it is important to make a similar distinction.
Concurrent with the release of Education and Identity in 1969, the United States was at the nexus of social unrest and expanding funding and support for educational initiatives. The decades of the 1950s and 1960s saw a great increase in research and practice focused on developmental theorists working in the area of higher education. At the forefront of this work was theorist Arthur Chickering. The primary construct of Chickering’s (1969) work is the Seven Vectors of Development. The vectors are: (a) developing competence, (b) managing emotions, (c) moving through autonomy toward interdependence, (d) developing mature interpersonal relationships, (e) establishing identity, (f) developing purpose, and (g) developing integrity. This vector addresses competence across three domains: intellectual, physical and manual, and interpersonal. This chapter briefly outlines Chickering’s life work, and ways in which practitioners can apply his theory to their daily interactions with college students.
This chapter describes many of the theories that involve taxonomies. Most taxonomies of love begin in the same place: The language of love is examined, whether through an examination of film, literature, music, or firsthand accounts of people about their love life. The three primary love styles are eros, storge, and ludus. Eros is a passionate kind of love that is characterized by strong emotions and intense physical longing for the loved one. With storge, should the lovers break up, there is a greater chance than with other love styles that they remain friends. Ludus commonly is displayed by people who prefer to remain single and who see love as a game of conquest and numbers. A pragmatic lover hesitates to commit to a relationship until he or she feels confident of finding the right partner. The different love styles also correlate with some other personality traits.
Traditionally, there has been a division of labor in higher education between academics and student affairs. This chapter is designed to focus on the plausibility of using theory to facilitate communication across the many departments and divisions of higher education. It is important to remember that the student affairs profession “grew from the campus up, not from theory down”. Early institutions of higher education followed the Oxbridge model with historically based residential living systems in which educators resided in residence halls with the students. This concept of faculty–student integration remains a valuable component in student success today, and is discussed in greater detail in this chapter. One useful “language” for student affairs practitioners is found in Erikson’s stages of psychosocial development. Erik Erikson pioneered a theoretical framework and proposes an eight-staged life-span model through which developing individuals permeate starting at birth and eventually ending with death.
- Go to chapter: Integrating Theories of Developmental Psychology Into the Enactment of Child Psychotherapy
Child psychotherapy requires case conceptualization through the lens of developmental psychology in a multimodal approach to assessment, diagnosis, treatment planning, and clinical interventions. This chapter outlines a blueprint for therapists to provide treatment for children by integrating these fundamental principles while collaborating with the other people in the child’s life. The chapter guides the therapist through case conceptualization that integrates the most efficacious treatment interventions into the eight-phase template of eye movement desensitization and reprocessing (EMDR). Adaptive information processing (AIP) theory drives treatment with EMDR throughout the eight phases of that protocol and provides a template for case conceptualization and treatment planning. The use of the EMDR approach to psychotherapy is well documented and approved as evidence-based practice in Substance Abuse and Mental Health Administration (SAMHSA) and California Evidence-Based Clearinghouse for Child Welfare (CEBC).
This chapter links facets of personality, and other individual differences among people, to aspects of their sense of humor, including the way that they use comedy in their lives and the kinds of jokes they generate and appreciate. The study of personality back in the 1940s had grown quite convoluted. It had started in ancient times, when Hippocrates, of the legendary oath, proposed four temperaments. He thought that personality arose from different proportions of fluids in the body, creating a popular link between personality and physiology. By the late 1800s, Sir Francis Galton, brilliant half-cousin of Charles Darwin and noted polymath, reasoned that any important aspect of personality ought to make it into the language. He fashioned a taxonomy based on a dictionary. Humor and creativity relate to each other in curious ways. But both are also correlated with extraversion and intelligence.Source:
- Go to chapter: A Developmentally Grounded and Integrative Clinical Approach for Treating Complex Trauma and Dissociative Disorders in Children
A Developmentally Grounded and Integrative Clinical Approach for Treating Complex Trauma and Dissociative Disorders in Children
Children are exposed to distress, violence, and trauma even before they are born. In-utero and early childhood exposure can contribute to severe medical and psychological consequences. Children who have been exposed to such traumatic events often arrive at the psychotherapist’s office with emotional and behavioral symptoms suggestive of reactive attachment disorder (RAD), post-traumatic stress disorder (PTSD), and dissociation. This chapter reviews relevant theories of dissociation integrated with theories of development to provide a summary of how attachment impacts dissociation. With a developmentally grounded theory of dissociation, the chapter describes clinical interventions for treating the dissociative sequelae of attachment trauma in children. This theoretical framework offers a developmentally grounded and integrative framework for working with children with complex trauma and dissociation. Symptoms of dissociation are common with PTSD, but an extreme response to trauma can be dissociation and dissociative disorders.
This chapter presents how eye movement desensitization and reprocessing (EMDR) therapy and Theraplay can be used together when treating children with a history of complex trauma. Theraplay focuses on the parent-child relationship as the healing agent that holds within it the potential to cultivate growth and security in the child. The chapter shows some core concepts that help define and illuminate the application of Theraplay. Now that a clear review of basic Theraplay principles has been provided, people need to look at EMDR therapy and the adaptive information processing (AIP) model in conjunction with Theraplay and Theraplay core values. Early in its development, Theraplay integrated parental involvement into its therapeutic model. During the reprocessing phases of EMDR therapy, Theraplay can be very helpful in providing different avenues for emotion regulation and for the repairing of the attachment system.
Informal and loosely generated models of White identity development began to emerge in the late 1970s and early 1980s; however, the first formal White identity development model, or typology, was proposed by Helms in 1984. This chapter describes her model, followed by an application of the model to the opening vignette. It identifies strategies for educators and student affairs practitioners to work with students like Craig to begin to more fully understand his Whiteness, the sociopolitical realities of race on campus and, in general, increase his multicultural competence, and engage in healthy interracial interactions. The chapter also discusses the summary of the literature examining the steps educators and student affairs practitioners can take to promote their own cross-cultural interactions and multicultural knowledge in order to more effectively work with students struggling with their own racial identity, followed by the strategies to promote healthy interracial interactions among students.
Unlike laypeople, psychologists believe people can measure personality using reliable scientific tools. Indeed, the whole field of psychometrics is dedicated to measuring differences between people in various psychological concepts, including personality. Personality assessment combines a variety of theories and methods, including common sense, probability theory and statistical testing. Life record data (L-data) deals with a person’s life history or biographical information. The main task of personality psychologists is to demonstrate that the assessment methods they use are, in fact, measuring specific personality traits, and that they are accurately doing so. In recent years, there has been an increased interest in alternative methods for objectively assessing personality. One compelling example is the Implicit Association Test (IAT). An aim of psychophysiological measurement is to elucidate the biological processes underlying factor-analytically derived dimensions of personality. There are several scientific investigations of the reliability and validity of astrology as a tool to assess personality.
Holland theorized six distinct worker personalities (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional). This is often referred to as RIASEC. The theory includes six work environments that correspond to the same personality types (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional). Although people possess aspects of each type, the general thesis of the theory is that salient types (work personalities) will emerge in each individual. Holland’s work represents a significant contribution to career development and counseling. Understanding Holland’s focus on interests as expressions of personality aids career counselors and student development specialists in helping students gain critical self-understanding. Exploring the match between personalities and work environments is a fundamental aspect of applying this theory to student development. Helping students to explore and learn about different careers that may be of interest to them is congruent with the goals of higher education institutions and student development theories.
Integral to theories of moral development is the matter of not only what individuals think but also how they think. Across the life span, moral development is shaped by challenging events that prompt individuals to question the frameworks they have created for finding ways to determine what is good and what is bad. College students encounter new ideas and values that differ from those of their families, in the classroom, in the residence hall, in the dining facility, in the student union, and sometimes on the athletic field or court. In order to illustrate how moral development unfolds within a college student population, this chapter introduces a fictitious character who displays each stage of moral development for two theories–Lawrence Kohlberg’s (1963, 1984) and Carol Gilligan’s (1982) models of moral development. The chapter discusses the underpinnings of two specific moral development theories.
Many adults understand the pressures of having multiple responsibilities that require attention in a variety of life circumstances. Whether giving attention to work, friends, school, religious activities, romantic relationships, family, or even recreation, adulthood requires the ongoing ability to multitask a variety of expectations and responsibilities. Before reaching adulthood, each person has experienced influences that affect how we think, feel, and react to life’s circumstances. This chapter offers professionals and educators one model for understanding these influences and their impact on college students who oftentimes are transitioning to a new world of adult responsibilities for the first time. Ecological theory originally developed out of the work of Urie Bronfenbrenner (1977) within the field of developmental psychology. The concepts described in Bronfenbrenner’s ecological theory offer a number of important implications for supporting students in a college setting.
This chapter integrates elements and strategies of internal family systems (IFS) psychotherapy into eye movement desensitization and reprocessing (EMDR) therapy with complexly traumatized children. It shows a description of healing a part using in-sight with a child. In-sight involves having the client look inside to find and work with parts that he or she sees or senses and describes to the therapist. The IFS therapist starts by ensuring the client’s external environment is safe and supportive of the therapy. In a self-led system, polarizations are absent or greatly diminished, leaving more harmony and balance. However, when and how the self is formed may be seen and conceptualized through different lenses in adaptive information processing (AIP)-EMDR and IFS. According to the AIP model, the human brain and biological systems are shaped by the environmental experiences they encounter.
This chapter presents the most salient psychological theories of personality. Personality is a core determinant of individual differences in everyday behaviors. The chapter discusses the difference between what psychologists broadly refer to as normal and what they regard as abnormal or clinical/mental illness. If one looks for an Elvis among personality psychologists, Sigmund Freud would be the one. During the mid-20th century, behaviorism emerged as a dominant paradigm for understanding human behavior, including personality. Although the social cognitive theory of personality has its origins in the radical behaviorist tradition, it emerged in clear opposition to it. According to the lexical hypothesis, historically, the most important and socially relevant behaviors that people display will eventually become encoded into language. Indeed, personality disorders are defined as long-standing, pervasive, and inflexible patterns of behavior and inner experience that deviate from the expectations of a person’s culture.
The general racial/ethnic identity theories offer some insight into possible ways to approach diversity education within all aspects of student affairs. Student affairs professionals and faculty could facilitate educational programs, seminars, and workshops that challenge students to confront issues of prejudice and racism as well as to cultivate racial or ethnic pride. These programs should address the external conditions in which students explore their identity and how to make meaning of shifting thoughts as they progress in their racial or ethnic identity development. By looking at diversity through the lens of racial or ethnic orientation, professionals can meet students where they are and help them not only understand other cultures, but also how they fit into their own race/ethnicity. Practitioners might also use these models as a way to gain insight as to where students might be in their racial/ethnic identity development.
This chapter differentiates intelligence and related constructs such as creativity and intellectual giftedness, which helps people to better understand each construct. Sternberg proposed a way to classify the various approaches to studying the intelligence-creativity relationship. Guilford’s Structure of the Intellect (SOI) model is probably the most explicit, with divergent thinking specifically identified as one of his five cognitive operations. The relationship between intelligence and giftedness has also received substantial attention. Every gifted education program has a formal assessment procedure to identify potential participants, and creativity assessments are often included in the battery of measures in these identification systems. The Marland Definition suggests that giftedness and talent are manifest in six areas: general intellectual ability, specific academic aptitude, creative or productive thinking, leadership ability, visual and performing arts, and psychomotor ability. It has been extremely influential and is still used by many school districts in their identification of talented students.
The inclusion of parents and family caregivers throughout the phases of eye movement desensitization and reprocessing (EMDR) therapy is essential for best treatment outcome with highly traumatized and internally disorganized children. Parental responses that create dysregulation in the child’s system also appear to be related to the parent’s capacity to reflect, represent and give meaning to the child’s internal world. This chapter shows a case that exemplifies how the caregiver’s activation of maladaptive neural systems perpetuates the child’s exposure to multiple and incongruent models of the self and other. Helping parents arrive at a deeper level of understanding of their parental role using the adaptive information processing (AIP) model, attachment theory, regulation theory and interpersonal neurobiology principals will create a solid foundation. The thermostat analogy is designed to assist parents in understanding their role as external psychobiological regulators of the child’s system.
At its core, Kolb’s construct of experiential learning is more than simply a theory. Experiential learning theory (ELT) holds that learning is “the process whereby knowledge is created through the transformation of experience”. Although ELT is often used in formal classroom settings, there are many out-of-classroom environments in student affairs that use and benefit from it as well. One way in which colleges and universities use experiential learning is through service-learning courses and projects. Several scholars have reported that using service learning in conjunction with ELT provides students with meaningful ways to engage not only with the community, but also to come to know more about diversity and social justice. Because out-of-classroom learning is such a key component in higher education and in the holistic development of students, using Kolb’s experiential learning model can aid students in meaning making as it facilitates personal growth.
This conclusion presents some closing thoughts on key concepts discussed in the preceding chapters of this book. The book attempts to contribute to improving children’s lives by providing a comprehensive and effective treatment protocol. To enhance treatment efficacy and improve the trajectory for children’s lives, case conceptualization in child psychotherapy must integrate developmental theory, neuroscience, and best practice models into clinical practice. The book reviews some of the latest research on attachment and neuroscience that impacts case conceptualization in child psychotherapy. In 1989, Shapiro proposed a new treatment approach she entitled eye movement desensitization (EMD) and, later, eye movement desensitization reprocessing (EMDR) to treat trauma. After reviewing the major theories of attachment and Schore’s current rendition that he labels self-regulation theory, the book offers a foundation for therapists to use develop-mentally grounded theory through the lens of adaptive information processing (AIP) to treat attachment issues in clients of all ages.
This chapter discusses the social psychology of humor, starting with a walk through how the presence of other people can make things seem funnier. It shows how humor can have a positive or a negative tone and it can focus on ourselves or on those around us. Self-enhancing humor makes stress tolerable. It can keep folks from viewing minor annoyances as unbearable disasters. The chapter sketches how humor can function to maintain the status quo. People who report using self-enhancing humor show less anxiety, neuroticism, and depression; better psychological well-being and self-esteem, and more extraversion, optimism, and openness to experience. When it comes to hierarchies, getting a feel for who’s cracking jokes and laughing can communicate who’s top dog. The chapter finally focuses on gender differences, and then sees how humor contributes to developing friendships, finding a date, and maintaining an intimate relationship.Source:
So here the authors are, caught between two worldviews. In one camp, they have educators and academics, attempting to overthrow the “old guard”—those of them who define giftedness through the narrow lens of IQ tests. They are hoping to establish a raison d’etre for gifted education—a field with a wobbly foundation. In the other camp, the authors have parents and the psychologists who specialize in working with the gifted, railing against the externalizing of giftedness. They want the inner world of the gifted to be recognized and appreciated. Controversy has dogged the study of giftedness since its inception, and is likely to continue into the foreseeable future. Multiple views will somehow have to learn to coexist. The psychology of giftedness is a fledgling. An impressive number of people think they know more about the gifted than one does and they are delighted to share their opinions.Source:
This chapter provides some questions and answers so that people can see for themselves. Most theories of love predict that, as time goes on, the passion in a relationship will begin to falter. According to the triangular theory of love, passion is the quickest component of a relationship to develop but also the quickest to die down. If they always need the thrill of the early days of a relationship, they may find themselves flitting from one relationship to the next without ever experiencing any deeper satisfaction. A mismatch of stories is not as obvious as disagreement over political beliefs, the desire to have children, or religious affiliation, but it can be just as challenging to a relationship. When people end serious relationships, they often go through a period in which they are just not ready to enter a new relationship.
To truly understand how important and central memory is to us, it is important to understand what life is like for people who experience memory loss, or amnesia. This chapter examines the amnestic syndrome, which has been widely studied and the knowledge of which has significantly influenced theories of memory. The abilities and nonabilities of those with amnestic syndrome demonstrate that there are multiple independent systems of memory. The chapter also examines two controversial diagnoses, the main feature of which is memory loss dissociative identity disorder (DID) and psychogenic or dissociative amnesia. It discusses a form of memory loss that does not fit the technical definition of amnesia because it eventually affects not just memory but all cognition: Alzheimer’s disease (AD). AD is common among older adults and demonstrates how a worsening loss of memory and cognition can lead to a complete disruption of everyday life.
- Go to chapter: Toolkit #3—Healthy Thinking and Positive Imagery: Overcoming Negative Thinking and Low Motivation
This chapter explains the third toolkit, Healthy Thinking and Positive Imagery, and addresses two significant barriers to effective problem solving: that of negative thinking and feelings of hopelessness. The two activities in this toolkit to help people overcome negative thinking habits include: the “ABC” model of healthy thinking, and reverse advocacy role-plays. The “ABC Model of Healthy Thinking” was introduced as a means by which to better identify one’s negative thinking in order to eventually dispute such inaccuracies with more positive self-statements. A second tool to help individuals overcome their negative thinking involves an in-session role-play procedure and is aimed at helping patients change their maladaptive beliefs and distorted perceptions of external stimuli. Other potential barriers to coping effectively with stressful problems are feelings of hopelessness and poor motivation characteristic of a negative problem orientation.
This chapter presents several strategies, analogies, and metaphors to address dissociation from different angles and perspectives. Clinicians will have a wide range of methods of introducing and explaining dissociation to children. Analogies and stories that help children understand the multiplicity of the self may be presented during the preparation phase of eye movement desensitization and reprocessing (EMDR) therapy. A good way of introducing the concept of dissociation is by using the dissociation kit for kids. Stimulating interoceptive awareness is a fundamental aspect of the work needed during the preparation phase of EMDR therapy with dissociative children. Visceral, proprioceptive, as well as kinesthetic-muscle awareness should be stimulated. The installation of present resolution (IPR) was inspired by an exercise developed by Steele and Raider. In this exercise, the child is asked to draw a picture of the past traumatic event followed by a picture of the child in the present.
In our success-oriented culture, optimal development of giftedness often is construed as fulfilling one’s potential for greatness. 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. The goals of inner development involve deepening the personality, overcoming conflicts, and actualizing one’s potential for becoming one’s best self. Many parents of the gifted complain that their children are the ones exerting the pressure. Their speed of learning and quest for knowledge often exceed their parents’ comfort level. The purpose of parent guidance is to foster “optimal development” through early intervention and prevention of social and emotional problems. Assessment can act as a prelude to family therapy. Family therapy usually involves a commitment to several successive sessions to deal with family interactions.Source:
This chapter explores how a love researcher goes from having a conception or even a theory of love to actually constructing a love scale. A love scale provides a way to test the validity of a theory. A love scale enables couples to assess one aspect of their compatibility. A love scale provides individuals and couples an opportunity to enhance their love relationships. The one important thing to remember is that as measuring instruments love scales are far from perfect. Love scales are no different from scales for measuring intelligence or personality. An investigator might simultaneously measure intimacy with the intimacy subscale of the Triangular Love Scale and observe a couple in interaction, looking for behaviors signifying trust, caring, compassion, and communication. No scientist today believes that it is possible to capture the entire phenomenon of love through scientific study or through scales that are geared to measure love.
During the installation phase, the child can experience a felt positive belief about himself or herself in association with the memory being reprocessed. Children with history of early and chronic trauma have difficulty tolerating positive affect. Enhancing and amplifying their ability to tolerate and experience positive emotions and to hold positive views of the self are pivotal aspects of eye movement desensitization reprocessing (EMDR) therapy. This chapter shows a script that may be used with children during the body scan phase. Assisting children in achieving emotional and psychological equilibrium after each reprocessing session as well as ensuring their overall stability are fundamental goals of the closure phase of EMDR therapy. The reevaluation phase of EMDR therapy ensures that adequate integration and assimilation of maladaptive material has been made. The future template of the EMDR three-pronged protocol is a pivotal aspect of EMDR therapy.
The Myers–Briggs type indicator (MBTI) was designed to help people understand themselves and others by helping them appreciate the diverse strengths of different personality types. It has been widely used in counseling as well as business to work on team building and relationships. There is, therefore, room for using this assessment within the field of student affairs to help build teams and groups both for professionals in the field and for students. This chapter discusses the basic information about the MBTI and implications for student affairs. The instrument is considered as a personality assessment for normal individuals designed to assess personality type. The MBTI offers strength-based guidance in every realm of living concerning individual growth to interpersonal relationships, in academic matters to spiritual terrains. From the office of the president to the chaplain, the MBTI is a useful and effective tool on a college campus.
The primary goals of the assessment phase are to access the memory network containing traumatogenic material and to access and activate the cognitive, affective, and somatic aspects of the memory. Since the reprocessing phases of eye movement desensitization and reprocessing (EMDR) therapy follow immediately after the assessment phase, the clinician should have prepared potential interweaves in case the child’s processing of the memory gets blocked. Children with complex trauma histories may already have sensitized sympathetic systems that make them prone to being in fight flight mode even in the face of safety. The chronically traumatized children present with sensitized dorsal vagal systems. Current caregiving and attachment behaviors have the potential for activating the attachment system, and with it past dysfunctional attachment experiences. One of the best adjunct approaches that can be used within a comprehensive EMDR treatment is sandtray therapy.
- Go to chapter: Overview of the Problem-Solving Therapy Process, Introductory Sessions, and the Case of “Megan”
This chapter presents the therapy manual detailing the specific treatment guidelines encompassing problem-solving therapy (PST). It is important during the initial sessions with a new client to develop a positive therapeutic relationship. Upon obtaining a brief version of the client’s story, it becomes important early in treatment to provide an overview of PST that includes a rationale for why it is relevant to, and potentially effective for, this individual. Problem solving can be thought of as a set of skills or tools that people use to handle, cope with, or resolve difficult situations encountered in daily living. Research has demonstrated that social problem solving is comprised of two major components. The first is called problem orientation. The second major component is one’s problem-solving style. The chapter also presents the case of a 27-year-old woman suffering from multiple concerns, including anxiety, depression, fears of “going crazy”, and prior alcohol abuse.
The study of human development, broad in scope and diverse in nature, has been the focus of research by psychologists, sociologists, educators, human ecologists, and many others since the early to mid-20th century. This chapter provides an overview of identity development in young adults. Initial theories across multiple domains of development (e.g., cognitive, psychological) have focused primarily on child and adolescent changes based on the assumption that most development slowed considerably or crystallized and stopped completely after late adolescence. As a result, developmental issues in young adulthood (approximately ages 18–24 years) received greater scrutiny, and theoretical frameworks for understanding these aspects emerged. The chapter examines some of the issues and theories that impact identity development during this period in life. Psychosocial developmental theories offer frameworks for conceptualizing the issues individuals encounter at various points across the life span and have provided structure for more recent research as well.
Identity development operates on two simultaneous continuums, level of exploration and level of commitment. High levels of exploration and high levels of commitment suggest identity achievement, denoting the active process of developing an identity. With social identity groups, identity encompasses several unique facets because of the influence of the sociopolitical context (i.e., privilege and oppression) associated with social identity. Understanding oneself as a gay person is not simply understanding one’s attractions and sexual/affectional orientation, but also understanding that identity within a context, in which one might face marginalization from the larger community, institutional discrimination, and internalized homonegativity. In the same way, lesbian, bisexual, transgender, gender nonconforming, and queer identities also experience stigmatization. For lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals, emergence of identity development begins with an initial questioning of one’s heterosexuality or gender conformity.
The incorporation of a skill-building phase and eye movement desensitization reprocessing (EMDR) games can greatly enhance and facilitate the utilization of EMDR therapy with children who have a history of complex trauma. Some EMDR games work with cognitive skills, others work with emotional skills, while others work with the body and the language of sensation. The use of positive cognition cards offers a great opportunity to play and use a wide range of card games. This chapter exemplifies how to use negative cognition games. Feeling cubes contain different basic emotions appropriate for children. Clinicians can purchase plain wooden cubes and write different feelings on the cube. A wide range of card games can be used with the feeling cards. The memory wand offers another playful approach to the process of identifying traumatic events with children. The chapter shows a playful way of exploring and identifying parent-child interactions.
This chapter focuses on the whole life span of a relationship. It reviews some of the kinds of love and discusses how researchers understand the temporal course of those kinds of love. The chapter considers the effects of cohabitation on couples and what happens as these couples move on to marriage. It also discusses mechanisms that help or hinder couples in the maintenance of their relationships. The chapter examines the usual means of ending relationships: breakup and sometimes divorce. Compassionate love has been called “pure love”, “selfless love”, and “altruistic love”, as well as many other things. It features prominently in religion as well as in literature about love, and often can be found in caregiving relationships. A negative relationship also existed between cohabitation and marital quality. Edenfield and colleagues conducted a study that relates these relationship maintenance strategies to adult attachment styles.
This chapter focuses on the racial identity development of Black or African American college students and of students who identity as biracial or multiracial. Although racial identity development theories do not support biological distinction between racial groups in the United States, they recognize how different conditions of domination or oppression of various groups have influenced their construction of self. In this chapter Black is used to refer to the racial identity of U.S.-born persons of African descent who may categorize themselves as Black, Black American, African American, or Afro Caribbean. The term biracial is used to describe persons with two parents of differing monoracial or multiracial descents. It is worth noting that some individuals may claim Black racial identity although neither of their parents identify as Black, such as the case of civil rights activist Rachel Dolezal. This chapter goes in depth into such alternative experiences of Black identity development.
The basic goals of phase one are to develop a working relationship and a therapeutic alliance and to determine if the level of expertise of the eye movement desensitization and reprocessing (EMDR) clinician is adequate for the complexity of the case. Other goals are to develop a comprehensive treatment plan and case formulation. EMDR therapy was developed as a form of treatment to ameliorate and heal trauma. Clinicians working with complex trauma must have substantial understanding of the adaptive information processing (AIP) model and the EMDR methodology. During phase one, the clinician works on creating an atmosphere of trust and safety so a therapeutic alliance can be formed with the child and the caregivers. This chapter shows an example of how medical issues can affect the quality of the parent-child communications. The adult attachment interview (AAI) gives us the view of the presence of the experiences in the parent’s life.
Sociocultural theories situate learning and development as embedded within cultural, institutional, and historical contexts. Within these contexts, the focus is on how individual learning and development is mediated by social interactions and culturally organized activities. The goal within a sociocultural approach is to understand the relationship among cultural, institutional, and historical situations and their influences on human cognition. This chapter provides an overview of the history and development of sociocultural theories. It discusses two specific sociocultural theories: Cultural-Historical Activity Theory (CHAT) and communities of practice. Communities of practice, the central component of another sociocultural theory, developed out of the work of Jean Lave and Etienne Wenger on situated learning that focused on the role of participation in a community and social learning. The chapter concludes with a discussion of the application of sociocultural theories and closing vignettes.
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.
Transition is a process that takes place over time rather than at one point in time, and every transition begins with an ending. Schlossberg (2008) explained that each phase of the transition allows for a way of viewing and navigating the transition. Building student programming efforts around Schlossberg’s Transition Model adds an important foundation to any transitional program. Taking stock is a process by which transitioners examine their situation and coping resources for the situation. Taking stock consists of analyzing four domains: (1) Situation - the situation at the time of the transition; (2) Support - the people and assets that strengthen and encourage the student; (3) Self - who the student is (identity), his or her optimism level, and dealing with ambiguity; (4) Strategies - ways and functions of coping. Incorporating the Four Ss as standard components ensures a holistic approach in bolstering student success and retention.
Child psychotherapy is different than any other type of adult-child relationship. A trained mental health professional is using clinical skills to help a child find the answers to the problems he or she has encountered. This chapter outlines the most common symptoms in child psychotherapy. Anxiety is one of the most common symptoms of childhood, but the etiology and manifestation of anxiety varies. Anxiety is a symptom of many other disorders, including generalized anxiety disorder (GAD), separation anxiety, obsessive-compulsive disorder, panic disorder, social phobia and other specific phobias, selective mutism, mood disorders, and post-traumatic stress disorder. Gifted children tend to have higher levels of anxiety because they can think about things they are not yet emotionally prepared to manage. The chapter discusses clinical interventions for common issues of childhood, along with resources for children, directions for parents, and references for parents, caregivers, educators, and therapists alike.
This chapter discusses the implications of using personality inventories in the context of identifying bad or problematic traits, such as narcissism, machiavellianism, and psychopathy. Evolutionary theory states that behaviors, traits, and genetic materials survive only if they are adaptive to the environment the organism finds itself in. As evidence has revealed, conduct disorder in children is a good marker for predicting psychopathy and antisocial outcomes in later years. Although personality tests are rarely used for the purpose of educational selection, scores on these tests correlate with several educational performance outcomes. The chapter examines current trends in online personality profiling in the context of consumer behavior. The market for online dating is huge and growing and an increasing number of single individuals subscribe to these services in order to find their ideal partners. Faking is an important criticism as many organizations will ask new applicants to undergo a personality assessment.
- Go to chapter: Integrating Theories of Developmental Psychology to Form a Comprehensive Approach to Treatment
This chapter explores theories of human development, also referred to as developmental psychology, as a knowledge base for professionals to integrate theory into case conceptualization in child psychotherapy. It provides a brief overview of the significant contributions of developmental psychology to the field of child psychotherapy that impact case conceptualization in the clinical treatment of children. Many theorists have shaped the study of human development, including Buford Jeanette Johnson, Anna Freud, Jean Piaget, Lev Vygotsky, Urie Bronfenbrenner, Erik Erikson, Jerome Kagan, John B. Watson, B. F. Skinner, Albert Bandura, Lawrence Kohlberg, Jerome Brunner, Robert J. Havighurst, and Emmy Werner. Collectively, their theories propose explanations of all aspects of human development, including psychosexual, cognitive, social, psychosocial, behavioral, and neurological development, along with memory, information processing theories, and resilience. The chapter includes educational theory in order to understand how children are challenged to learn not only internally, but also externally, as well.
Intelligence is a hypothesized quality whose ontology, etiology, and scale must be inferred through indirect means. Personal definitions of intelligence are not the same as constructs of intelligence. Psychological constructs are highly technical, painstakingly crafted, and subjected to rigorous theoretical examination and empirical testing. Intellectual abilities are organized at a general level into two general intelligences, viz., fluid intelligence and crystallized intelligence. Intelligence is the sum total of all cognitive processes. It entails planning, coding of information and attention, as well as arousal. Given his personal history and society’s attitudes toward heredity, that Galton concluded that the development of genius, must be understood in terms of hereditary processes. The chapter concludes with two tables presenting definitions of intelligence provided by several prominent historical and living intelligence theorists. They convince readers that human intelligence is a fascinating and complex subject, and to provide a foreshadowing of many of the essential issues.
As diverse student populations gain visibility in colleges and universities across the United States, higher education counselors and student affairs professionals aim to effectively serve and meet the needs of these students. Individuals with disabilities (IWDs) represent one of these previously segregated diverse voices and perspectives that have recently experienced positive developments from inclusive college experiences. College students with disabilities represent an important segment of the growing student population. In 1997, Gill proposed a Disability Identity Integration Model (DIIM) for people with disabilities at the individual and group levels. The DIIM model aims to understand the integration process for people with disabilities into society in a process that involves identity development as part of the disabled minority group. The DIIM offers four types of integration: (a) coming to feel we belong, (b) coming home, (c) coming together, and (d) coming out. This integration process promotes personal empowerment and disability rights.
International Society for the Study of Trauma and Dissociation (ISSTD)’s professional training institute offers comprehensive courses on childhood dissociation that are taught internationally and online. This chapter briefly cites some of the theories that have emerged in the dissociative field. One system, the apparently normal personality (ANP) enables an individual to perform necessary functions, such as work. The emotional personality (EP) is action system fixated at the time of the trauma to defend from threats. As with the Adaptive Information Processing Model (AIP) in eye movement desensitization and reprocessing (EMDR), each phase brings reassessment of the client’s ability to move forward to effectively process trauma. There are many overlapping symptoms with Attention Deficit Hyperactive Disorder (ADHD) and dissociation that often mask the dissociation. The rate of diagnosis of pediatric bipolar disorder has increased 40 times in the last ten years.
Perry’s theory of development has had a significant impact on the field of psychology and is essential to understanding the cognitive development of college students. This chapter provides an overview of Perry’s theory and describes the ways in which it still applies to college students on a diverse, pluralistic college campus. The chapter discusses how Perry’s theory continues to apply to the diversified college student population common in modern American institutions of higher education. It outlines the ways in which Perry’s scheme applies to Fatima, the contextual and pluralistic challenges faced at each position, and future development, should Fatima continue to courageously accept responsibility for her moral development and overcome the ambiguities of relativism. The chapter describes utilizing Perry’s scheme as a lens through which to view Fatima’s development, anticipate deflections from growth, and identify strategies and campus and community resources to foster inclusivity, personal exploration, and continued development.
This chapter suggests some new directions that personality research is, or should be, taking as well as the future agenda of this research. In contrast, personality psychology provides us with a solid evidence base that people can lean on when searching for answers about human nature. Personality refers to the stable and consistent patterns we observe in how people behave, feel, and think. Associations between personality and intelligence have been found on the measurement level and hypothesized at a conceptual level. It is supposedly human nature not to trust humankind to provide the unselfish responses in questionnaires, or to possess an adequate level of self-awareness. Admittedly, this trend has been changing. An increasing number of organizations are using self-report personality measures and even laypeople seem to accept the notion of questionnaires more kindly than before.
- Go to chapter: A Problem-Solving Approach to Understanding Psychopathology: A Diathesis-Stress Model
This chapter provides an overview of a conceptual model that explains the role that social problem solving (SPS) plays regarding adaptive versus maladaptive reactions to stressful life events, both major and minor in nature. This model describes the interplay among three related systems, each of which provides for a level of analysis regarding stressful events, problem solving, and health/mental health outcomes. System I is a distal system and represent the first level of analysis that focuses on the relationship between certain genetic factors and early childhood life stress. System II, the proximal system, focuses on later life and the interactions among major negative life events, daily stressors, and various neurobiological systems that are etiologically related to extant distress. The third system, System III, is the more immediate level of analysis and represents a more microanalytic perspective that addresses the interactions among stressful stimuli, various brain components, and emotions.
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.
In theory, the construction of an autobiographical memory begins with a retrieval model being generated in the brain. This retrieval model activates general knowledge about the self, which is used to retrieve episodic memory details consistent with the desired memory. Autobiographical memory is a complicated skill that results from the union of episodic memory and an abstract concept of self laid out over time. This transformation of episodic into autobiographical memories results in forgetting of some incidents, and mashups the details from two or more separate incidents into a single memory that feels like it happened to the self at a particular point in time. Autobiographical memory is said to serve at least three important functions: identity, directive, and social. Autobiographical memories also serve as guides for future behavior. A function of autobiographical memory is to create and strengthen bonds between people.
Student developmental models that can be used to understand various students in groups and their development include identity models, such as Chickering and Reisser’s model, as well as Levinson’s model; psychosocial models, such as Erikson’s model; intellectual and ethical developmental models, such as Perry’s model; moral developmental models, such as Kohlberg’s model; cognitive models, such as Piaget’s and Vygotsky’s models; and experiential models, such as Kolb’s model. For a broad and universal understanding, these and other student developmental theories are integrated into the group theory. This chapter provides a discussion of group theory in relation to various salient student development theories. It addresses a brief introduction about the need for inclusion and multicultural awareness for students and student groups. The chapter discusses aspects for understanding successful student group development regarding group types, group leader guidelines, group processes, and learning reflection of student groups through a multicultural lens.
Desensitization is a complex and important phase of eye movement desensitization reprocessing (EMDR) therapy. This chapter covers child-friendly strategies and interweaves that support and stimulates the social engagement system, maintain dual awareness and kindle children’s integrative capacities. It presents advanced strategies and interweaves that can facilitate the assimilation of memories of trauma and adversity as well as to promote vertical and horizontal integration. Shapiro developed a strategy to jump-start blocked processing that she called ‘the cognitive interweave’. According to Shapiro, clients spontaneously move through the three plateaus of information processing: responsibility, safety, and control/power, to a more adaptive perspective during reprocessing. Most children injured and traumatized in the adult-child relationship carry within the responsibility of the event. Mindful awareness in EMDR is pivotal during the reprocessing phases. The use of nonverbal communication strategies can greatly facilitate the process for children working on memories of events occurring pre-verbally.
The ideas of Aristotle, Socrates, and Plato all contribute to the foundation of our understanding of the nature of human intelligence. Their ideas on topics as diverse as the origin of ability, the mind-body relationship, and general inquiry methods continued to inspire thinkers centuries later and influenced those who shaped modern psychology and intelligence theory. This chapter provides an overview of recent research on how people’s beliefs about intelligence impact their behaviors, a body of research that has significant implications for education. The emergence of reliable genetic and neurological research methodologies is creating a new area of study in which environmental, biological, and psychological facets of intelligence are studied simultaneously. Structure of Intellect (SOI) model represents a very different approach to theories of intelligence. Recent technological advances have encouraged explorations into the relationship between brain function and specific types of cognitive functioning.
This chapter provides information for therapists to integrate theories of neuroscience into the practice of child psychotherapy. Neuroscientists have described how the brain develops, documented the impact of external experiences on the developing brain, and integrated theories of neurodevelopment and neuroplasticity into our understanding of the impact of our interpersonal relationships on our brain. The chapter focuses on developmental trauma disorder and the research on the impact of trauma on children. The majority of the research on trauma in children has focused on the assessment and diagnosis of Post traumatic stress disorder (PTSD); however, there are a limited number of studies that have documented the efficacy of the treatment of PTSD in children. The chapter reviews diagnoses specific to neurodevelopment, including autistic spectrum disorders (ASD) and sensory processing disorders (SPD).
Students may enter higher education with a strong set of ideals, firm models of career options, and certain confidence in their ultimate direction; however, it is not uncommon for students to begin college unprepared for life after graduation, let alone housing assignments and first semester coursework. This chapter focuses on the difficulties surrounding the major choice, the factors that influence decision making, career theories in student affairs, and campus and community resources available to assist students in gathering important data about their major and career choices. Selecting a college major and making career decisions are not easy, and require self-knowledge, self-examination, and research on what is available in the world of work. Essential to student success is the ability of student affairs professionals to accurately recognize when students are struggling and make an appropriate referral for career counseling, academic support services, or personal counseling.
The work directed toward increasing the child’s ability to tolerate and regulate affect, so that the processing of traumatic material can be achieved, is initiated during the preparation phase. The process of providing the neural stimulation to improve the child’s capacity to bond, regulate, explore, and play should begin during the early phases of eye movement desensitization and reprocessing (EMDR) therapy. The Polyvagal theory presents a hierarchical model of the autonomic system. In complexly traumatized children, the development of this system has been compromised due to the early dysregulated and traumatizing interactions with their environments and caregivers. When describing the various forms of bilateral stimulation (BLS), go over the different options and practice with the child. If the child went through the calm-safe place protocol successfully, motivating the child to actually use it when facing environmental triggers is an important goal.
One of the more comprehensive and enduring theories of psychosocial development was created by Erik Erikson (Erikson, 1968). He developed a map of human psychosocial development that covered the crises and touch points humans experience from birth to death. This chapter provides brief descriptions of each stage of Erikson’s chronologically organized model. Erikson’s model of sequential development implies that incomplete resolution of one developmental crisis may hinder future developmental progress regardless of an individual’s chronological age. Thus, “arrested development” may lead to a variety of concerns, behavioral problems, or adverse events for students, regardless of their ages. Awareness of the role that psychosocial development can play in a student’s maturity level or his or her adherence to rules and expectations can help student affairs professionals recognize and respond to student issues. The chapter outlines the ways in which obstructed development may create challenges for students on campus.
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.
Eye movement desensitization and reprocessing (EMDR) therapy was independently designated as a psychotherapy approach, and was validated by twenty randomized controlled clinical trials. Results of meta-analyses show EMDR as an effective and efficacious treatment for posttraumatic stress disorder (PTSD) in adults and children. Childhood complex trauma refers to the exposure of early chronic and multiple traumatic events. The adaptive information processing (AIP) model constitutes the central piece and foundation of EMDR therapy. Affective neuroscience brings up the importance of PLAY as a healing agent. The polyvagal theory emerged out of the work of Stephen Porges on the evolution of the autonomic nervous system (ANS). Interpersonal neurobiology (IPNB) brings a viewpoint that integrates objective realms of scientific findings and subjective realms of human knowing. The structural dissociation theory of the personality is based on Pierre Janet’s view of dissociation as a division among systems that constitute the personality of an individual.
This chapter clarifies treatment throughout the similarities as well as the differences between eye movement desensitization reprocessing (EMDR) therapy and sensorimotor psychotherapy in child treatment. Dysregulated arousal and overactive animal defenses biased by traumatic experience are at the root of many symptoms and difficulties observed in traumatized children. Traumatic or adverse experiences are encoded in memory networks in the brain. The adaptive information processing (AIP) looks at different components of the memory network: cognitive, emotional and somatic. EMDR therapy and its phases access not only the cognitive aspects of the memory, but the affective and bodily states. In working with children, microphones may add a playful approach to translating the body’s language. Oscillation techniques are also useful in helping children to shift their focus from dysregulated states to a more resourced experience, which supports flexibility in state shifting and increases awareness of different states.
This chapter focuses on practical assessment issues related to the effective implementation of problem-solving therapy (PST). When comparing an individual’s Social Problem-Solving Inventory-Revised (SPSI-R) scores with the normative data provided in the manual, raw scores are converted to standard scores such that the total SPSI-R score as well as each of the five major scale and four subscale scores have a mean of 100 with a standard deviation of 15. If the referral problem is specific, or if PST is being provided to a group that was constituted around a common diagnosis, other checklists may exist or can be developed that include common problems related to that diagnosis or group theme. Group treatment can be preferable in those situations where multiple clients are able to serve as sources of feedback to each other regarding both problem-solving skill acquisition and implementation.
- Go to chapter: Neurodevelopmental Disabilities: Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder
Neurodevelopmental Disabilities: Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder
This chapter defines neurodevelopmental disorders, and examines the medical, psychosocial, and vocational aspects of two neurodevelopmental disorders that are increasing in the U.S. population: autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). It provides populations at risk of being diagnosed with ASD or ADHD, and distinguishes key considerations for outreach, eligibility determination, and rehabilitation assessment and planning. The chapter considers services to be included in the rehabilitation plan to facilitate goal achievement for consumers with ASD or ADHD, and examines evidence-based practices in job development, placement, and retention. Both ASD and ADHD can be accompanied by co-occurring psychiatric disabilities. Counseling and guidance are always individualized to the unique characteristics, rehabilitation needs, and preferences of each rehabilitation consumer. Rehabilitation counselors must also take into consideration the importance of family involvement in the transition and rehabilitation of youths with ASD and ADHD.
This chapter presents an overview of the key concepts discussed in the subsequent chapters of this book. The book discusses the linguistic and cultural issues to consider when assessing children and adolescents from diverse backgrounds, with a major focus on immigrants and refugees. It 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, and the implications of that research for distinguishing whether their learning difficulties are due to inadequate proficiency in the societal language or due to a learning disability. The book describes the methods for assessing children and adolescents’ oral language proficiency (OLP) in their first and second languages. It then discusses the issues involved and methods for assessing intelligence, academic achievement, and behavioral, social, and emotional functioning.
This chapter describes changes in the age demographic of the American populace that will steadily increase the number of elderly people in the United States for the next 30 years, and examines the relationship among aging, health, and disability. It provides the characteristics and needs of people who have frequently occurring aging-related disabling conditions such as dementia, rheumatoid arthritis, and stroke. The most common chronic health conditions for people over the age of 65 include arthritis, hypertensive disease, heart disease, hearing impairments, musculoskeletal impairments, chronic sinusitis, diabetes, and visual impairments. It is important for rehabilitation counselors to understand the impact that population aging has had and will continue to have on family interaction and socialization, the American economy, and human health care and social service systems. In providing counseling and guidance services to individuals with age-related disabilities, the issue of chronicity is often of paramount concern.
This chapter considers addiction generally without reference to the specific chemical to which an addiction develops. It discusses the neuroscience of addiction. The chapter presents the story on how addictive chemicals change the brain. Research on brain changes with addiction does provide useful information on when recovering persons are more susceptible to relapse. The chapter discusses the understanding based on animal work, and considers the heterogeneity of addictive patterns in people. It explores some of the findings on genetic variations associated with the risk of addiction to drugs of abuse. The chapter then provides specific information on how to screen and initiate treatment. In the United States, opiate agonists like buprenorphine and methadone are legal and considered to be treatment. Mandated treatment is as effective as voluntary treatment, probably because alcoholics often get convinced of the wisdom of change in the course of treatment.
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 chapter focuses on genes and epigenetics of physiology. It discusses some of the major neurotransmitters, and explains how neurons function and how they communicate with each other through neurotransmitters. The chapter offers information about the immune system, which interacts with the nervous system to influence mood and behavior. It then focuses on three circuits that are relevant to styles of behavior: the appetitive or approach system, the regulatory control system, and the learned helplessness system. The chapter explores two additional circuits, the behavioral activation system (BAS) and the behavioral inhibition system (BIS). It then covers the physiological systems supporting emotional behavior: the autonomic nervous system and hormones, and considers how social connections influence the brain and its physiology. The chapter reviews cortisol because it is released in response to stress. Additionally, oxytocin is considered because it can affect mood and behavior associated with mood disorders.
This chapter demonstrates the methodology for formulating cases using the adaptive information processing (AIP) and Indicating Cognitions of Negative Networks (ICoNN) models in conjunction, with clinical case material. Engaging and holding a client with psychosis in the safe intersubjective dynamic requires a biopsychosocial container to be generated within a robust therapeutic alliance. The AIP model of eye movement desensitization and reprocessing (EMDR) therapy invites us to acknowledge that psychosis has meaning that is driven by the dysfunctional memory network (DMN), which is the core pathogen. In ICoNN 1, psychotic phenomena are present on examination and distress the person, causing a functional impairment. The psychological pathogen (DMN) is identified and is acknowledged by the person as holding strong emotion with a negative valence, which is etiologically connected to the psychosis. This DMN may be targeted with the standard EMDR therapy model and reprocessed.
This chapter examines the roles that lifestyle factors and climate change play in the onset and exacerbation of emerging disabilities, and provides examples of chronic illnesses and disabilities linked to lifestyle and climate change that are increasing in the population. It considers the medical, psychosocial, and vocational characteristics of emerging disabilities associated with lifestyle and climate change, and explores characteristics of populations at risk of acquiring disabilities and chronic illnesses associated with lifestyle and climate change. The respective incidences of diabetes, asthma, and heart disease have reached epidemic proportions in the United States. The chapter presents an overview of the health impacts of extreme heat, extreme weather events, air pollution, and vector-borne diseases. Temperature increases, changing precipitation patterns, and extreme weather events have resulted in the increased spread of vector-borne diseases. Health promotions services may be especially beneficial to individuals with lifestyle disabilities to assist them with changing health-related behaviors.
This chapter examines the medical, psychosocial, and vocational characteristics, challenges, and rehabilitation needs of emerging populations of individuals with psychiatric disabilities, and introduces a recovery-oriented approach to providing responsive services to individuals with psychiatric disabilities. It explores integrated, evidence-based, and emerging practices to facilitate better recovery and rehabilitation outcomes for these populations. The onset of psychiatric disabilities occurs during critical years when major changes are occurring in the areas of identity formation and cognitive, psychosocial, psychosexual, and career development. Many individuals with psychiatric disabilities receive their health care in emergency departments and intensive care units and not until their secondary conditions create medical crises. Substance use disorders (SUDs) often co-occur with psychiatric disabilities. The principles of recovery align with the core values and principles of rehabilitation counseling. Illness management and recovery (IMR) is an evidence-based practice for equipping individuals with the knowledge and skills they need to self-manage their disabilities.