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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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| Finding and Selecting a Placement | |
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| Meeting with Your Instructor | |
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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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| Get Help When You Need It | |
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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 | |
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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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| Competence | |
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| Informed Consent | |
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| Confidentiality | |
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| Exceptions to Confidentiality | |
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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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| 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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| 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 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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| 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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| One's 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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| Resources | |
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| References | |
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| Clinical Writing | |
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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 Writing | |
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| References | |
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| Records and Progress Notes | |
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| The Function and Maintenance of Records | |
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| What Goes into Records | |
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| What Stays Out of Records | |
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| Progress Notes | |
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| Structured Note Formats | |
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| DART Notes | |
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| SOAP Notes | |
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| Time-Sequenced Notes | |
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| Process or Progress Notes | |
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| Signing Notes | |
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| Dictation | |
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| Progress Notes and Supervision | |
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| Using Your Notes | |
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| Other Guidelines | |
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| References | |
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| Stress and the Helping Professions | |
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| Client after Client, Day after Day | |
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| How Common Is Stress among Helping Professionals? | |
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| Sources of Stress | |
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| The Effects of Stress | |
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| Burnout | |
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| References | |
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| Self-Care | |
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| Time Management | |
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| Closing Sessions | |
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| Cognitive Self-Care | |
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| Physical Self-Care | |
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| Emotional Self-Care | |
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| Support | |
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| Multimodal Self-Care | |
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| Personal Therapy | |
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| Positive Effects on Therapists | |
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| Financial Self-Care | |
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| References | |
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| Assault and Other Risks | |
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| The Risks of Assault | |
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| Coping with Aggression | |
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| Strange Behavior and Strange People Are Not Necessarily Dangerous | |
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| Understand Developmental Differences | |
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| Understand and Recognize Motivational Factors | |
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| Situational Factors and Violence | |
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| Recognize Potentially Dangerous Individuals | |
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| Early Prevention of Violence | |
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| Institutional Responses to Threats of Violence | |
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| Prevention of Imminent Violence with Clients | |
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| Responding to Assault | |
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| Assault Response Training | |
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| Aftereffects | |
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| References | |
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| Closing Cases | |
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| Client and Intern Response to Termination | |
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| Common Problems in Termination | |
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| Toward Successful Termination or Transfer | |
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| Issues to Address in Termination | |
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| Techniques for Termination | |
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| Transferring Clients to Other Therapists | |
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| References | |
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| Finishing the Internship | |
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| Concluding the Supervisory Relationship | |
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| Letters of Recommendation | |
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| Procedures for Those Seeking Letters of Recommendation | |
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| Concluding Relationships with Staff | |
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| Letters of Thanks | |
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| Looking Ahead | |
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| Professional and Political Involvement | |
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| References | |
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| Frustrations, Lessons, Discoveries, and Joy | |
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| Learning from Whatever Happens | |
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| Lessons We Wish Were Not True | |
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| Lessons about the Lessons | |
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| Discoveries and Joy | |
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| Closing Comments | |
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| Internship Selection Checklist | |
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| Placement Information Form | |
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| Internship Learning Agreement Record Form | |
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| Intern Evaluation: Supervisor Form | |
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| Intern Evaluation: Intern Form | |
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| Emergency Contact and Procedures Information | |
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| Ethical Guidelines | |
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| Treatment Agreement and Informed Consent | |
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| Supervisor Evaluation Form | |
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| Clinical Activities Record Sheet | |
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| Indexes | |
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| Author Index | |
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| Subject Index | |