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| Preface | |
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| Foreword | |
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| Preparation | |
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| Theory into Practice | |
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| Terminology | |
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| Meeting with Your Instructor | |
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| Finding and Selecting a Placement | |
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| Peers and Campus Resources for Locating Internships | |
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| Community Resources | |
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| Choosing a Placement | |
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| Portfolios, Interviews, and Letters | |
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| The Rights of Applicants | |
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| Internship Agreements | |
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| Evaluation | |
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| Making the Most of Your Internship | |
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| Using This Book | |
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| Introduction to Journal Work | |
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| References | |
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| Getting Started | |
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| First Impressions | |
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| Enthusiasm Meets Experience | |
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| The Role of the Intern | |
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| The Role of the Professional | |
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| Meeting Clients | |
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| Age and Experience Issues with Clients and Supervisors | |
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| Time Limits | |
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| Fees for Service | |
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| Is Treatment Effective? | |
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| Altruism versus Money | |
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| Clinical and Ethical Issues Pertaining to Fees | |
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| Inoculation: What Not to Learn | |
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| References | |
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| Ethical And Legal Issues | |
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| Ethical Guidelines of the Helping Professions | |
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| The Health Insurance Portability and Accountability Act (HIPAA) | |
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| Competence | |
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| Informed Consent | |
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| Confidentiality | |
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| Exceptions to Confidentiality | |
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| Insurance Company Inquiries, Managed Care, and Ethical Practice | |
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| Confidentiality with Minors | |
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| Dual Relationships | |
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| Liability and Insurance | |
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| Technology and Ethics | |
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| Research Ethics | |
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| Summary | |
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| References | |
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| Internship Classes And Peer Groups | |
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| Forming Internship Peer Groups | |
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| Models of Peer Group Learning | |
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| Elements of Successful Classes and Groups | |
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| Video or Audio Recordings of Sessions | |
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| Role Plays | |
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| Ethics in Classes and Groups | |
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| References | |
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| Supervision | |
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| What is Supervision? 66 | |
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| Hopes and Fears | |
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| Clarifying Expectations | |
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| Frequency and Timing of Supervision | |
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| Content of Supervision | |
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| Didactic Supervision | |
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| Case Notes and Discussions | |
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| Tapes and Role Plays | |
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| Live Supervision | |
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| Observing the Supervisor in Therapy | |
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| Remote Supervision Internet, Telephone, and Other Technologies | |
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| Theoretical Orientation | |
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| Supervision and Therapy Differences and Similarities | |
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| Transference and Countertransference | |
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| Suggested Guidelines for Therapy and Supervision | |
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| Conflict in Supervision | |
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| Evaluation | |
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| Planning for Future Supervision | |
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| References | |
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| Working With Diversity | |
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| Reasons for and Resistance to Diversity Training | |
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| Steps toward Working with Differences | |
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| Knowing the Diversity within Us | |
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| Confronting Our Biases and Acknowledging Our Ignorance | |
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| The Historical Context Must Be Acknowledged | |
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| The Current Context Must Be Acknowledged | |
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| Strengths Must Be Recognized along with Problems | |
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| Ethnic Identity Development | |
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| Ones Own Prejudices and Biases Must Be Acknowledged | |
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| A Model of White Identity Development | |
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| Assumptions, Models, and Techniques of Treatment | |
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| The Culturally Sensitive Counselor | |
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| Culturally Sensitive Intervention Approaches | |
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| Additional Resources | |
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| Summary | |
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| References | |
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| Clinical Writing, Treatment Records, And Case Notes | |
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| Writing Skills | |
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| Writing Can Be Learned | |
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| Focusing Reading to Learn Writing | |
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| Practice and Feedback | |
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| Rewriting | |
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| Common Writing Problems | |
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| Keys to Good Wri<$$$> | |