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Internship, Practicum, and Field Placement Handbook: A Guide for the Helping Professions 8th edition [Mīkstie vāki]

(Antioch University, USA),
  • Formāts: Paperback / softback, 344 pages, height x width: 246x189 mm, weight: 635 g
  • Izdošanas datums: 26-Nov-2018
  • Izdevniecība: Routledge
  • ISBN-10: 1138478709
  • ISBN-13: 9781138478701
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  • Formāts: Paperback / softback, 344 pages, height x width: 246x189 mm, weight: 635 g
  • Izdošanas datums: 26-Nov-2018
  • Izdevniecība: Routledge
  • ISBN-10: 1138478709
  • ISBN-13: 9781138478701
Citas grāmatas par šo tēmu:
The Internship, Practicum, and Field Placement Handbook is a practical guide for interns in the helping professions, with real-world knowledge of the skills students need through every phase of their practicum, field placement, or internship. This text expertly guides students through the essential skills needed for beginning work in the field of mental health and outlines skills that will serve students throughout their academic and professional careers. Skills discussed include how to make a great first impression, understanding the process and content of clinical writing, recordkeeping, working with peers and supervisors, understanding diversity, cultivating self-care, and promoting safety.Every phase of the internship is discussed chronologically: from finding and preparing for placements to concluding relationships with clients and supervisors. Following an evidence and competency-based approach, the latest research findings are reviewed from the fields of psychology, social work, and counselling.The Internship, Practicum, and Field Placement Handbook is an invaluable resource for students, faculty, and supervisors engaged in the exciting, challenging experience of transitioning from academia into clinical training in the field. Free online resources available at www.routledge.com/9781138478701 support the text.

Recenzijas

"Baird and Mollens text is a needed text for those training the next generation of mental health workers. Providing feedback for learners at every stage of the process from selecting a site to supervision and completing paperwork, this book is a great resource for educators, clinical supervisors, and agency administrators in mental health training programs. The array of included forms and resources also help to provide needed and supportive structure for new pre-licensed professionals."- Theodore R. Burnes, Director of Training, the Los Angeles Gender Center / Affiliate Full Professor, Antioch University, USA

Preface xvii
Making the Most of this Book
xviii
Resources and References
xviii
Doing the Exercises
xix
Keep this Book
xix
Acknowledgments xx
Acknowledgments from Brian N. Baird
xx
Acknowledgments from Debra Mollen
xxi
Chapter 1 Preparation 1(10)
Theory into Practice
1(1)
First the Paperwork-then the Adventure
2(1)
A Very Brief Word About Terminology
2(1)
Meeting with Your Instructor
3(1)
Finding and Selecting a Placement
3(3)
Institutional Agreements
4(1)
Liability Insurance
5(1)
Individual Internship Agreements
5(1)
Evaluation
6(2)
References
8(3)
Chapter 2 The Adventure Begins 11(23)
Anxiety and Excitement
11(1)
First Impressions
12(1)
Enthusiasm Meets Experience
13(1)
The Role of the Intern
14(1)
The Role of the Professional
15(1)
Making the Most of Your Internship
16(2)
Academia Meets the "Real World"
16(1)
Take Responsibility for Learning
16(1)
Remember That You Do Know Some Things
17(1)
Get Help When You Need It
17(1)
Meeting Clients
18(1)
Age and Experience Issues with Clients and Supervisors
19(3)
Diversity Issues with Clients and Supervisors
21(1)
Time Limits
22(1)
Fees for Service
23(1)
Clinical and Ethical Issues Pertaining to Fees
24(1)
Is Treatment Effective?
25(3)
Evidence-Based Practice, Empirically Supported Treatments, and Practice Guidelines
26(2)
Inoculation: What Not to Learn on an Internship
28(2)
References
30(4)
Chapter 3 Internship Classes and Peer Groups 34(7)
Giving and Receiving Feedback as Peers
34(2)
The Importance of Empathy
35(1)
Receiving Feedback
36(1)
Acknowledging Imperfection
36
Structured Class or Group Activities
31(8)
Video or Audio Recordings of Sessions
39(1)
Role-Plays
40(2)
Introduction to Journal Work
42(3)
A Record of Experiences, Reactions, and Thoughts
42(1)
Reflection and Exploration
43(1)
Noting Questions, Ideas, and Discoveries
44(1)
Exercises from the Text
44(1)
Portfolios
44(1)
References
45
Chapter 4 Ethical and Legal Issues 41(67)
Ethical Standards of the Helping Professions
41(12)
Specific Ethical Practice and Treatment Guidelines
49(1)
Enforcement of Ethical Standards
50(1)
Ethics, Laws, and Regulations
50(1)
The Health Insurance Portability and Accountability Act (HIPAA)
51(1)
Ethical Agreement Forms for Interns
52(1)
Ethical Decision-Making and Ongoing Ethics Study and Training
52(1)
Competence
53(3)
Informed Consent
56(3)
Confidentiality
59(6)
Release of Information
60(1)
Safeguarding Records and the HIPAA Security Standards
61(1)
Sharing Information with Colleagues
62(1)
Electronic Health Records
63(1)
Inadvertent Confidentiality Violations
64(1)
Effects of Confidentiality Violations
65(1)
Exceptions to Confidentiality
65(7)
Privileged Communication
66(1)
Abuse
67(1)
Suicide and Dangerousness to Self
68(2)
Intent to Harm Others and the Duty to Protect
70(1)
Legal Proceedings and Court Orders
71(1)
Insurance Company Inquiries, Managed Care, and Ethical Practice
72(1)
Confidentiality with Minors
73(2)
Dual Relationships and Boundary Issues
75(8)
Sexual Relationships with Clients
76(1)
Maintaining Professional Boundaries and Dealing with Feelings of Attraction
77(2)
Nonsexual Dual Relationships
79(1)
Post-Therapy Relationships
80(1)
Relationships Between Educators, Supervisors, and Trainees
81(2)
Ethics in Classes and Groups
83(1)
Liability and Insurance
84
Elements of Malpractice
84(1)
Liability Insurance
85
Technology and Ethics
81(9)
Research Ethics
90(4)
Ethical and Professional Concerns About Colleagues
90(2)
Establishing a Personal, Core Ethical Identity and a Central Commitment to Ethical Conduct
92(2)
Summary
94(1)
References
94(14)
Chapter 5 Supervision 108(32)
What Is Supervision?
108(1)
Hopes and Fears of Interns
108(1)
Hopes and Fears of Supervisors
109(2)
Supervisor Liability Risks
110(1)
Supervisor Preparation
110(1)
Clarifying Expectations
111(1)
Frequency and Timing of Supervision
112(1)
What Happens in Supervision
113(1)
Supervision as Teaching
113(1)
Case Notes and Discussions
114(1)
Empathy and Experiential Considerations in Case Discussions and Mistakes to Avoid
115(1)
Video and Audio Recordings and Role-Plays
115(1)
Live Supervision
116(3)
Observing the Supervisor in Therapy
118(1)
Remote Supervision: Internet, Telephone, and Other Technologies
119(1)
Group Supervision
120(1)
Theoretical Orientation
121(1)
Supervision and Therapy: Differences and Similarities
122(5)
Differences Between Therapy and Supervision
123(1)
Exploring the Needs and Personal Qualities of Interns
124(1)
Resistance to Self-Awareness and Change
124(3)
Transference and Countertransference
127(1)
Suggested Guidelines for Therapy and Supervision
127(1)
Problems Arising in Supervision
128(3)
Ineffective, Inadequate, and Harmful Supervision
128(1)
Guidelines for Dealing with Conflict
129(2)
Competency-Based Training and Evaluation
131(3)
Evaluation of Supervisors
134(1)
Planning for Future Supervision
134(1)
References
135(5)
Chapter 6 Diversity Considerations in Practice 140(20)
Background
140(1)
Reasons for Diversity Training
141(1)
Resistance to Diversity Training
142(1)
Critical Concepts in Multiculturalism: An Evolution
143(10)
Self-Awareness: Knowing the Diversity Within Us
144(3)
Confronting Our Biases and Acknowledging What We Don't (Yet) Know
147(2)
The Historical Context Must Be Acknowledged
149(1)
Terminology Matters
150(1)
Recognizing and Honoring Strengths
151(1)
Understanding Gender
152(1)
Developing Culturally Sensitive and Relevant Skills
153(2)
Advocacy and Activism
155(1)
References
155(5)
Chapter 7 Clinical Writing, Treatment Records, and Case Notes 160(35)
Writing Skills
160(1)
Writing Can Be Learned
161(2)
Improving Writing for Students for Whom English Is a Second Language and Other Culturally Diverse Students
161(2)
Focused Reading to Learn Writing
163(1)
Practice and Feedback
164(1)
Rewriting
165(3)
Common Writing Problems
166(2)
Caution: Tastes, Supervisors, and Instructors Vary
168(1)
Keys to Good Writing
168(7)
Simplify Your Writing But Not Your Clients
168(2)
Omit Needless Words
170(1)
Choose Words Carefully
171(2)
Clarity
173(1)
Know Your Audience
174(1)
The Function and Maintenance of Records
175(1)
What Goes into Records
176(4)
The Clinical Interview
178(1)
Treatment Plans
179(1)
What Stays Out of Records
180(1)
Protecting Clients
180(1)
Protecting Yourself
180(1)
Progress Notes and Psychotherapy Notes
181(1)
Standard Formats
182(1)
Progress Notes
182(2)
Types of Progress Notes
183(1)
Style of Progress Notes
183(1)
Structured Note Formats
184(3)
Soap Notes
184(1)
Description
185(1)
Assessment
185(1)
Response
186(1)
Treatment Plan
186(1)
Psychotherapy and Time-Sequenced Notes
187(1)
Process Notes
188(1)
Signing Notes
188(1)
Dictation
189(1)
Progress Notes and Supervision
189(1)
Using Your Notes
190(1)
Other Guidelines
190(1)
References
191(4)
Chapter 8 Stress and Self-Care 195(46)
Client After Client, Day After Day
196(1)
How Common Is Stress Among Interns?
197(1)
Trainees with Competence Problems
197(1)
The Effects of Stress
198(4)
The Effects on Close Relationships and Families
198(2)
Physical Effects
200(1)
Effects on Social Relationships
200(2)
Secondary Trauma
202(5)
Client Suicide
204(1)
Natural Disasters, Terrorism, Shootings, and War
205(2)
Burnout
207(5)
Symptoms of Burnout
207(1)
Stages and Subtypes of Burnout
208(1)
Causes of Burnout
209(1)
Individual Factors
209(1)
Organizational Factors
210(1)
The State of the World
210(1)
Recognizing and Understanding Your Own Situation and Burnout
210(1)
Burnout as a Coping Mechanism
211(1)
Self-Care
212(5)
Time Management
213(2)
Saying No
215(1)
Saying Yes
215(1)
Closing Sessions
216(1)
Cognitive Self-Care
217(4)
Cognitions About Clients
218(1)
Cognitions About Therapy
219(1)
Cognitions About the World
219(2)
Physical Self-Care
221(4)
Physical Exercise
221(1)
Massage
222(1)
Monitoring Stresses in the Body
223(1)
Healthy Eating and Habits
223(2)
Emotional Self-Care
225(2)
Self-Checks
225(1)
Cleansing Rituals
225(1)
Meditation and Prayer
226(1)
Organizational Measures and Peer Support
227(1)
Organizational Factors and Structured Stress Management
227(1)
Letting Off Steam
228(1)
Multimodal Self-Care
228(1)
Personal Therapy
229(2)
Positive Effects on Therapists
231(1)
Financial Self-Care
232(1)
References
233(8)
Chapter 9 Assault and Other Risks 241(20)
Risks of Assault or Other Forms of Aggression
242(2)
Inadequacy of Training
243(1)
Seeking Assistance
244(1)
Strange Behavior and Strange People Are Not Necessarily Dangerous
244(1)
Understand Developmental Differences
244(1)
Understand and Recognize Motivational Factors
245(1)
Situational Factors and Violence
246(3)
History
247(1)
Stress
247(1)
Controlled Substances and Medications
247(1)
Client Mental Status
248(1)
Weapons
249(1)
Recognize Potentially Dangerous Individuals
249(3)
Assessing Ourselves in Relation to Violence Assessment
251(1)
Early Prevention of Violence
252(1)
Institutional Responses to Threats of Violence
253(1)
Prevention of Imminent Client Violence
254(1)
Responding to Assault
255(2)
Clothing
255(1)
Office Layout
255(1)
Communication
256(1)
Dangerous and Defensive Implements
257(1)
Assault-Response Training
257(1)
Aftereffects
258(1)
Stalking
259(3)
Social Networking, Personal Privacy, and Safety
261(1)
Communicable Diseases
262(1)
Summary
263(1)
References
263
Chapter 10 Closing Cases 261(23)
Ethical Considerations and Closing Cases
261(6)
Understanding Client Reactions
267(2)
Understanding Intern Reactions and Contributions to Termination
269(1)
Common Problems in Termination
270
Toward Successful Termination or Transfer
211(64)
Client Selection
272(1)
Working with Supervisors to Prepare for Termination and Transferring Clients
272(2)
When and How to Notify Clients
274(1)
Issues to Address in Termination
275
Techniques for Termination
211(67)
Transferring Clients to Other Therapists
278(4)
Goodbye Means Goodbye
279(1)
Preparing Treatment or Discharge Summaries
280(2)
References
282(2)
Chapter 11 Finishing the Internship 284(11)
Concluding the Supervisory Relationship
284(3)
Reviewing the Intern's Progress and Areas for Further Growth
285(1)
Feedback to Supervisors
286(1)
Ending the Supervisory Relationship
286(1)
Letters of Recommendation
287(1)
Requesting Letters
287(1)
Guidelines for Soliciting Letters
288(1)
Procedures for Those Seeking Letters of Recommendation
288(1)
Concluding Relationships with Staff
289(1)
Letters of Thanks
290(1)
Looking Ahead
291(1)
Professional, Community, and Political Involvement
292(1)
References
293(2)
Chapter 12 Frustrations, Lessons, Discoveries, and Joy 295(8)
Learning from Whatever Happens
295(1)
Lessons We Wish Were Not True
296(3)
The Systems in Which We Work
296(1)
The Clients with Whom We Work
296(1)
The Nature of the Problems
297(1)
The Limits to Our Knowledge and Tools
298(1)
The People in the Profession
298(1)
Lessons About Ourselves
299(1)
Lessons About the Lessons
299(1)
Discoveries and Joy
299(3)
People in the Profession
299(1)
The Systems in Which We Work
300(1)
The Clients with Whom We Work
300(1)
The Nature of the Problems
300(1)
The Limits to Our Knowledge and Tools
301(1)
Lessons About Ourselves
301(1)
Closing Comments
302(1)
Appendix: Selecting or Establishing an Internship Site 303(11)
Finding or Selecting an Internship Site
303(1)
Community Resources
304(1)
International Placements
305(1)
Choosing a Placement
305(7)
Supervision
306(1)
Learning Opportunities
307(1)
Treatment Approaches
307(1)
Clients
308(1)
Programs and Settings
308(1)
Research Opportunities
308(1)
Career Plans
308(1)
Practical Issues: Location and Times
309(1)
Competence and Safety
309(1)
Preparing Your Internship Application
310(1)
Letters of Application and Recommendation
310(1)
Interviews
311(1)
Internship Agreements
312(1)
References
312(2)
Index 314
Brian N. Baird is former Chair of Psychology at Pacific Lutheran University, USA. He practiced clinically for more than 20 years, served 12 years in the U.S. Congress, and has supervised hundreds of interns.

Debra Mollen is Professor and Licensed Psychologist at Texas Womans University, USA, Co-Chair for the revised APA Guidelines for Psychological Practice with Girls and Women, and an AASECT-Certified Sexuality Educator.