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About the Authors | |
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Acknowledgments | |
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Preface | |
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The Practicum Experience | |
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Definitions, Phases, and Standards | |
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Prepracticum Considerations | |
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Questions for the Practicum Professor | |
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Questions for the Practicum Student | |
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Questions for the Practicum Site Supervisor | |
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Questions About the Standards Set by Professional Organizations, Certifying Boards, Accrediting Agencies, and University Programs | |
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Definitions | |
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Phases of Practicum | |
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Development Reflected in the Program Structure | |
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Development Reflected in the Learning Process | |
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Development Reflected in Supervisor Interaction | |
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Standards in Accreditation and Certification for Practicum and Internship | |
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Professional Counselors | |
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Counseling Psychologists | |
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Marriage and Family Therapists | |
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Rehabilitation Counselors | |
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Pastoral Counselors | |
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Counselor Certification | |
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Implications | |
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Summary | |
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Suggested Readings | |
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References | |
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Preparation for Practicum | |
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Guidelines for Choosing a Practicum Site | |
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Professional Staff and Supervisor | |
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Professional Affiliations of the Site | |
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Professional Practices of the Site | |
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Site Administration | |
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Training and Supervision Values | |
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Theoretical Orientation of the Site and Supervisor | |
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Client Population | |
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Negotiating the Practicum Placement | |
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Role and Function of the Practicum Student | |
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Concepts in Practicum | |
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Suggested Course Requirements | |
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Class Meetings | |
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Counseling Sessions | |
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Individual Supervision Sessions | |
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Tape Critiques | |
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Documenting Practicum Activities | |
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Summary | |
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Suggested Readings | |
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References | |
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Practicum Content Issues | |
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Initial Interaction with the Client | |
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Initial Contact, Structuring, and Assessment | |
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Assessment Activities | |
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Obtaining Authorizations | |
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Obtaining Information from the Client and Others | |
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Assessing the Client's Mental Status | |
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Mental Status Categories of Assessment | |
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Recording Psychosocial History | |
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Monitoring and Evaluating the Client's Progress | |
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Building a Client Folder | |
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Processing Interview Notes | |
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A Format for Individual Psychotherapy Sesson Notes | |
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Case Summary Outlines | |
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Reporting Therapeutic Progress | |
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Summary | |
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Suggested Readings | |
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References | |
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Practicum Process Issues | |
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Philosophy-Theory-Practice Continuum | |
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Initial Client Contact | |
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Basic Helping Skills | |
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Asking Appropriate Questions | |
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Assessment in Counseling | |
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Diagnosis in Counseling | |
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Diagnostic Classification System | |
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Severity and Course Modifiers | |
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DSM-IV Codes and Classification | |
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Case Conceptualization and Treatment Planning | |
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Models of Case Conceptualization: The Analytical Thinking Model | |
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Models of Case Conceptualization: The Stevens and Morris Model | |
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Models of Case Conceptualization: The "Linchpin" Model | |
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Models of Case Conceptualization: The Inverted Pyramid Method | |
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Case Conceptualization: Applying Theory to Individuals | |
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Treatment Planning | |
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Summary | |
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Suggested Readings | |
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References | |
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Monitoring the Professional Development of Practicum Students | |
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Role and Function of the Supervisor in Practicum | |
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The Supervisor-Supervisee Relationship | |
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Approaches in Supervision | |
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The Psychotherapeutic Approach to Supervision | |
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The Behavioral Approach to Supervision | |
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The Integrative Approach to Supervision | |
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The Systems Approach to Supervision | |
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The Person-Process Model of Supervision: A Developmental Approach to Supervision | |
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Assessing Professional Development | |
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Counseling Performance Skills | |
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Cognitive Counseling Skills | |
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Developmental Level | |
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Monitoring Counseling Performance Skills | |
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Self-Assessment of Counseling Performance | |
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Techniques Used in Counseling and Psychotherapy | |
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Ongoing Self-Assessment | |
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Peer Assessment | |
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Monitoring Cognitive Skills | |
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Supervisor Monitoring and Assessment Activities | |
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Summary | |
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Suggested Readings | |
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References | |
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Ethics And The Law | |
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Ethical Issues | |
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Ethical Codes | |
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Ethical Principles | |
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Autonomy | |
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Beneficence | |
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Justice | |
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Nonmaleficence | |
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Fidelity | |
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Ethical Virtues | |
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Virtue and Culture | |
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Virtue and Ideals | |
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Virtue and Skill | |
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Limitations of Virtue Ethics | |
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American Counseling Association Code of Ethics and Standards of Practice | |
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American Psychological Association Ethical Principles of Psychologists and Code of Conduct | |
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Summary | |
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Suggested Readings | |
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References | |
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Legal Issues | |
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The Law | |
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Classifications of the Law | |
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Types of Laws | |
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The Steps in a Lawsuit | |
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The Special Relationship | |
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Negligence and the Special Relationship | |
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Elements of Malpractice | |
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Why Clients Sue | |
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Other Reasons to Sue | |
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Preparing for the Special Relationship | |
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Policy Development | |
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Advertising and Soliciting Clients | |
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Dual Relationships | |
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Interrupted Therapy | |
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Client Records | |
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The Use of Computers | |
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Liability Insurance | |
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Implementing the Special Relationship | |
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Contracting for Therapy | |
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Informed Consent | |
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Release of Information | |
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Confidentiality | |
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Privileged Communication | |
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Being a Courtroom Witness | |
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Being Named in a Lawsuit | |
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Summary | |
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References | |
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The Internship Experience | |
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Guidelines for Interns Working With Special Populations | |
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The Client Who is Potentially Harmful to Self | |
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Definition of Suicide | |
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Training Regarding Suicide | |
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Ethical Mandates and Danger to Self | |
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Legal Mandates and Danger to Self | |
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Characteristics of Potential Harm to Self | |
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Interventions | |
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Childhood Depression | |
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School-Based Suicide Prevention Programs | |
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Suicide Intervention in the School | |
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Suicide Intervention in the College and University | |
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The Potentially Dangerous Client | |
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The Tarasoff Case | |
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Assessing Danger to Others | |
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Patient's Past Criminal Acts | |
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The Abused Child | |
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Child Abuse | |
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Definition of Child Abuse | |
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Reporting Child Abuse | |
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Characteristics of Child Abusers | |
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Characteristics of Abused Children | |
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Child Sexual Abuse | |
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Interviewing Children Who May Have Been Sexually Abused | |
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Adult Survivors of Childhood Sexual Abuse | |
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Counseling Adult Survivors of Incest | |
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False Memory Syndrome | |
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The Client With AIDS | |
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HIV and AIDS | |
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Guidelines for Working With Clients With HIV or AIDS | |
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Ethical Positions | |
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Legal Positions | |
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The Substance-Abusing Client | |
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Substance Abuse | |
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Assessment Instruments | |
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Counseling Recommendations | |
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Preventing Relapse | |
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Conclusion | |
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Summary | |
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References | |
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Consultation in the Schools and Mental Health Agencies: Models and Methods | |
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Definition | |
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Mental Health Consultation | |
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School Consultation | |
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A Systems Approach to School Counselor Consultation | |
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An Integrative Consultation Framework: A Practical Tool for Elementary Counselors | |
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Guidelines for School and Mental Health Consultation | |
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Entry into the System | |
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Orientation to Consultation | |
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Problem Identification | |
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Consultation Intervention | |
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Assessing the Impact of Consultation | |
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Process and Content Models of Consultation | |
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Resistance to Consultaton | |
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Contracting and the Forces of Change in the Organization | |
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Summary | |
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Suggested Readings | |
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References | |
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Internship Preparation | |
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Selection and Evaluation of an Internship Site | |
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A Proposed Interview Guide for Intern Applicants | |
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The Internship Agreement | |
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Intern Roles and Responsibilities | |
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Individual Performance Plan | |
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Beginning Counselor Supervision | |
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Stages of Internship | |
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Anticipation | |
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Disillusionment | |
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Confrontation | |
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Competence | |
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Culmination | |
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Internship Experience | |
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Models of Supervision | |
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Supervisees: What Should I Look for in Supervision? | |
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Supervisee: How Am I to Be Evaluated? | |
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Supervisee Resistance | |
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Summary | |
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Suggested Readings | |
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References | |
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The Internship Experience | |
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Coordination of the Internship | |
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On-Campus Supervision | |
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Crisis Intervention | |
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Crisis Intervention: The Kanel Model | |
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Crisis Intervention: The Gilliland and James Model | |
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Crisis Intervention: A Model for Teachers | |
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Summary | |
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Psychiatric Medications | |
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Antidepressant Medications | |
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Antianxiety Medications | |
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Antipsychotic Medications | |
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Lithium | |
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Special Populations: Psychopharmacological Treatments for Children and Adolescents | |
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Medication Dosage Schedule | |
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Brief Therapies | |
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Solution-Focused Brief Therapy | |
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Strategic Solution-Focused Therapy | |
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Major Approaches to Brief Therapy | |
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Summary | |
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Suggested Readings | |
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References | |
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Final Evaluation | |
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Index | |
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Forms | |
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Letter to Practicum Site Supervisor | |
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Practicum Contract | |
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Student Profile Sheet | |
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Student Practicum/Internship Agreement | |
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Tape Critique Form | |
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Weekly Schedule | |
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Monthly Practicum Log | |
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Parental Release Form | |
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Client Release Form | |
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Initial Intake Form | |
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Elementary School Counseling Referral Form | |
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Secondary School Counseling Referral Form | |
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Mental Status Checklist | |
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Psychosocial History | |
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Therapy Notes | |
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Therapeutic Progress Report | |
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Self-Assessment of Basic Helping Skills and Procedural Skills | |
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Counseling Techniques List | |
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Self-Rating by the Student Counselor | |
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Peer Rating Form | |
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Goal Statement Agreement | |
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Interviewer Rating Form | |
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Site Supervisor's Evaluation of Student Counselor's Performance | |
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Counselor Competency Scale | |
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Suicide Consultation Form | |
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Suicide Contract | |
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Harm to Others Form | |
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Child Abuse Reporting Form | |
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Substance Abuse Assessment Form | |
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Consultation Rating Form | |
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Intern Site Preselection Data Sheet--School | |
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Intern Site Preselection Data Sheet--Clinical | |
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Internship Contract | |
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Internship Log | |
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Student Evaluation Form | |
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Client's Personal/Social Satisfaction With Counseling Assessment | |
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Student Counselor Evaluation of Supervisor | |
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Site Evaluation Form | |