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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<$$$> | |