| |
| |
| |
| The Evolving Role of the Counselor | |
| |
| |
| The Evolution of the Counseling Profession | |
| |
| |
| Definitions of Counseling | |
| |
| |
| Early History of the Counseling Profession | |
| |
| |
| Counseling in the 1940s, 1950s, and 1960s | |
| |
| |
| Counseling in the 1970s | |
| |
| |
| Counseling in the 1980s | |
| |
| |
| Counseling in the 1990s | |
| |
| |
| The Orlando Model Project | |
| |
| |
| Impact of Managed Care | |
| |
| |
| The Mental Health Counselor of the 21st Century | |
| |
| |
| Changes in Theory and Practice | |
| |
| |
| Legislation Affecting the Counselor of the 21st Century | |
| |
| |
| Profile of the Counselor of the 21st Century | |
| |
| |
| Credentialing for Counselors | |
| |
| |
| National Certification for Counselors | |
| |
| |
| Other Certifications for Counselors | |
| |
| |
| State Licensure and Certification for Counselors | |
| |
| |
| Accreditation of Counselor Education Programs | |
| |
| |
| The Education of the Mental Health Counselor | |
| |
| |
| The Master's Degree in Counseling | |
| |
| |
| The Doctoral Degree in Counseling | |
| |
| |
| Professional Associations for Counselors | |
| |
| |
| The American Counseling Association | |
| |
| |
| The American Mental Health Counselors Association | |
| |
| |
| Competencies of the Mental Health Counselor | |
| |
| |
| |
| Opportunities for the Mental Health Counselor | |
| |
| |
| Overview of the Roles of the Mental Health Counselor | |
| |
| |
| Client Issues of Special Interest to Mental Health Counselors | |
| |
| |
| Age- and Stage-related Issues | |
| |
| |
| Multicultural Counseling | |
| |
| |
| Family Issues | |
| |
| |
| Trauma and Crisis | |
| |
| |
| Harmful Use of Substances | |
| |
| |
| Sexual and Other Addictions | |
| |
| |
| Chronic and Severe Mental Disorders | |
| |
| |
| Counseling Related to Medical Conditions, Health, and Wellness | |
| |
| |
| Career Concerns | |
| |
| |
| Other Issues | |
| |
| |
| Employment Settings for Mental Health Counselors | |
| |
| |
| Community Mental Health Centers | |
| |
| |
| Couples and Family Counseling Agencies | |
| |
| |
| Rehabilitation Counseling Agencies | |
| |
| |
| Residential Facilities | |
| |
| |
| Day Treatment Programs | |
| |
| |
| Crisis Intervention Settings | |
| |
| |
| Career Counseling and Employment Agencies | |
| |
| |
| Employee Assistance Programs and other Opportunities in Business and Industry | |
| |
| |
| Counseling in Schools and Colleges | |
| |
| |
| Military and Government Settings | |
| |
| |
| Religious/Spiritual Counseling Settings | |
| |
| |
| Wellness and Prevention Settings | |
| |
| |
| Specific Focus Agencies | |
| |
| |
| Consulting and Coaching | |
| |
| |
| Private Practice | |
| |
| |
| Cybercounseling | |
| |
| |
| Overview of Opportunities | |
| |
| |
| The Mental Health Service Providers | |
| |
| |
| The Mental Health Treatment Team | |
| |
| |
| The Mental Health Treatment Specialists | |
| |
| |
| |
| Diagnostic Systems and Their Use | |
| |
| |
| The Importance of Diagnosis | |
| |
| |
| Benefits of Diagnosis | |
| |
| |
| Controversies and Limitations | |
| |
| |
| Maximizing the Benefits of Diagnoses | |
| |
| |
| Diagnostic Systems | |
| |
| |
| Development of the DSM | |
| |
| |
| Definition of a Mental Disorder | |
| |
| |
| Multiaxial Assessment | |
| |
| |
| Example of a Multiaxial Assessment | |
| |
| |
| The 17 Diagnostic Categories | |
| |
| |
| Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence | |
| |
| |
| Delirium, Dementia, Amnestic, and Other Cognitive Disorders | |
| |
| |
| Mental Disorders Due to a General Medical Condition | |
| |
| |
| Substance-Related Disorders | |
| |
| |
| Schizophrenia and Other Psychotic Disorders | |
| |
| |
| Mood Disorders | |
| |
| |
| Anxiety Disorders | |
| |
| |
| Somatoform Disorders | |
| |
| |
| Factitious Disorders | |
| |
| |
| Dissociative Disorders | |
| |
| |
| Sexual and Gender Identity Disorders | |
| |
| |
| Eating Disorders | |
| |
| |
| Sleep Disorders | |
| |
| |
| Impulse-Control Disorders Not Elsewhere Classified | |
| |
| |
| Adjustment Disorders | |
| |
| |
| Personality Disorders | |
| |
| |
| Other Conditions That May Be A Focus of Clinical Attention | |
| |
| |
| Additional Codes | |
| |
| |
| Making a Diagnosis | |
| |
| |
| Decision Trees | |
| |
| |
| Key Questions for Diagnosis | |
| |
| |
| Supplements to the DSM | |
| |
| |
| Cases for Diagnosis | |
| |
| |
| Diagnosis of Cases | |
| |
| |
| |
| The Use of Assessment in Diagnosis and Treatment Planning | |
| |
| |
| Overview of the Assessment Process | |
| |
| |
| Historical Overview of Assessment | |
| |
| |
| Conducting an Effective Assessment | |
| |
| |
| Benefits of Assessment | |
| |
| |
| Areas of Assessment | |
| |
| |
| Setting the Stage for Assessment | |
| |
| |
| Planning the Assessment | |
| |
| |
| Formulating Assessment Questions | |
| |
| |
| Selection of Inventories | |
| |
| |
| Preparing People for an Assessment | |
| |
| |
| Tools of Assessment | |
| |
| |
| Qualitative Approaches | |
| |
| |
| Nonstandardized Quantitative Approaches | |
| |
| |
| Standardized Quantitative Approaches | |
| |
| |
| Types of Inventories | |
| |
| |
| Measures of Ability | |
| |
| |
| Interest Inventories | |
| |
| |
| Personality Inventories | |
| |
| |
| Projective Personality Tests | |
| |
| |
| Other Sources of Assessment | |
| |
| |
| Frameworks for Understanding People | |
| |
| |
| Developmental Framework | |
| |
| |
| Multicultural Frameworks | |
| |
| |
| Psychological Frameworks: Strengths and Difficulties | |
| |
| |
| Medical and Neurological Frameworks | |
| |
| |
| Individualized Frameworks | |
| |
| |
| Process of Analysis and Interpretation | |
| |
| |
| Questions to Guide the Process | |
| |
| |
| Guidelines for Interpretation | |
| |
| |
| Examples of Frameworks for Interpretation | |
| |
| |
| Testing Framework | |
| |
| |
| Multicultural Framework | |
| |
| |
| Developmental Framework | |
| |
| |
| Diagnostic Framework | |
| |
| |
| Defensiveness Framework | |
| |
| |
| Discussion | |
| |
| |
| |
| Intake Interviews and Their Role in Diagnosis and Treatment Planning | |
| |
| |
| Purpose of the Intake Interview | |
| |
| |
| Overview of the Intake Process | |
| |
| |
| Intake Personnel | |
| |
| |
| Information Gathering | |
| |
| |
| Depth and Duration of Intake Process | |
| |
| |
| Nature of Client | |
| |
| |
| Relationship of Intake Process to Treatment | |
| |
| |
| Conducting an Intake Interview | |
| |
| |
| Interventions | |
| |
| |
| Sequence of Topics in an Initial Interview | |
| |
| |
| Recording Information | |
| |
| |
| Concluding the Intake Interview | |
| |
| |
| The Comprehensive Intake Interview | |
| |
| |
| Mental Status Examination | |
| |
| |
| Outline of an Extended Intake Interview | |
| |
| |
| Transcript of Extended Interview | |
| |
| |
| Nature of an Intake Report | |
| |
| |
| Report of Intake Interview | |
| |
| |
| The Brief Intake Interview | |
| |
| |
| Examples of Brief Intake Interview Reports and Information Forms | |
| |
| |
| Making the Transition from Intake to Treatment | |
| |
| |
| |
| The Nature and Importance of Treatment Planning | |
| |
| |
| Importance of Treatment Planning | |
| |
| |
| Suitability for Counseling | |
| |
| |
| Motivation | |
| |
| |
| Characteristics of the Client | |
| |
| |
| Nature of the Problem | |
| |
| |
| Model for Treatment Planning | |
| |
| |
| Diagnosis | |
| |
| |
| Objectives of Treatment | |
| |
| |
| Assessment | |
| |
| |
| Clinician | |
| |
| |
| Location | |
| |
| |
| Interventions | |
| |
| |
| Emphasis | |
| |
| |
| Number of People | |
| |
| |
| Individual Counseling | |
| |
| |
| Group Counseling | |
| |
| |
| Family Counseling | |
| |
| |
| Timing | |
| |
| |
| Length of Sessions | |
| |
| |
| Frequency of Counseling | |
| |
| |
| Duration of Counseling | |
| |
| |
| Pacing and Sequencing | |
| |
| |
| Medication | |
| |
| |
| Deciding Whether to Refer for Medication | |
| |
| |
| Adjunct Services | |
| |
| |
| Prognosis | |
| |
| |
| |
| Theories and Strategies of Individual Counseling | |
| |
| |
| Effectiveness of Counseling | |
| |
| |
| Psychodynamic Psychotherapy | |
| |
| |
| Description of Approach | |
| |
| |
| Application to Clients | |
| |
| |
| Individual Psychology/Adlerian Counseling | |
| |
| |
| Description of Approach | |
| |
| |
| Application to Clients | |
| |
| |
| Person-Centered Counseling | |
| |
| |
| Description of Approach | |
| |
| |
| Application to Clients | |
| |
| |
| Gestalt Counseling | |
| |
| |
| Description of Approach | |
| |
| |
| Application to Clients | |
| |
| |
| Rational Emotive Behavior Therapy | |
| |
| |
| Description of Approach | |
| |
| |
| Application to Clients | |
| |
| |
| Cognitive Therapy | |
| |
| |
| Description of Approach | |
| |
| |
| Application to Clients | |
| |
| |
| Behavior Therapy | |
| |
| |
| Description of Approach | |
| |
| |
| Application to Clients | |
| |
| |
| Reality Therapy/Choice Therapy | |
| |
| |
| Description of Approach | |
| |
| |
| Application to Clients | |
| |
| |
| Solution-Focused Brief Therapy | |
| |
| |
| Description of Approach | |
| |
| |
| Application to Clients | |
| |
| |
| Eclectic and Integrated Models of Counseling | |
| |
| |
| Multimodal Behavior Therapy | |
| |
| |
| Developmental Counseling and Therapy | |
| |
| |
| Thinking-Feeling-Acting Model | |
| |
| |
| Adaptive Counseling and Therapy/Readiness Model | |
| |
| |
| Stages-of-Change Models | |
| |
| |
| Other Models of Treatment | |
| |
| |
| Existential Therapy | |
| |
| |
| Transpersonal Counseling | |
| |
| |
| Postmodern, Constructivist, and Multicultural Approaches to Counseling | |
| |
| |
| Motivational Interviewing | |
| |
| |
| Power and Energy Therapies | |
| |
| |
| Additional Models | |
| |
| |
| Sample Treatment Plans | |
| |
| |
| |
| Maria Sanchez | |
| |
| |
| |
| Marty Leone | |
| |
| |
| Sample Cases | |
| |
| |
| |
| Diagnosis and Treatment Planning for Families | |
| |
| |
| Importance of Family Counseling | |
| |
| |
| Historical Development | |
| |
| |
| Assessment of Family Functioning | |
| |
| |
| Presenting Problem | |
| |
| |
| Transgenerational Family History | |
| |
| |
| Family Life Cycle | |
| |
| |
| Family Structure | |
| |
| |
| Communication and Interaction Styles | |
| |
| |
| Family Rules, Roles, and Values | |
| |
| |
| Ethnic, Cultural, Spiritual, and Socioeconomic Background | |
| |
| |
| Differentiation of Self | |
| |
| |
| Significant Physical and Mental Conditions | |
| |
| |
| External Sources of Stress and Support | |
| |
| |
| Dynamics of Symptom Maintenance | |
| |
| |
| Strengths | |
| |
| |
| Special Circumstances | |
| |
| |
| Structured Assessment of Couples and Families | |
| |
| |
| Treatment Planning for Families | |
| |
| |
| Theories of Family Counseling | |
| |
| |
| Transgenerational/Systems Family Therapy | |
| |
| |
| Experiential/Humanistic/Communications Approach | |
| |
| |
| Structural Family Therapy | |
| |
| |
| Cognitive Behavioral Family Counseling | |
| |
| |
| Adlerian Family Counseling | |
| |
| |
| Strategic Family Therapy | |
| |
| |
| Solution-Focused Brief Family Therapy | |
| |
| |
| Constructivist and Narrative Approaches to Family Counseling | |
| |
| |
| Other Models of Family Counseling | |
| |
| |
| Milan Systemic Family Therapy | |
| |
| |
| Psychodynamic Family Counseling | |
| |
| |
| Examples of Treatment Plans for Families | |
| |
| |
| Treatment Plan for the Schwartz Family | |
| |
| |
| Cases for Treatment Planning | |
| |
| |
| |
| Assessment and Treatment Planning for Groups | |
| |
| |
| The Use of Groups in Counseling | |
| |
| |
| Historical Development of Group Counseling | |
| |
| |
| Skills of the Group Counselor | |
| |
| |
| Initiating the Counseling Group | |
| |
| |
| Illustrative Case Study | |
| |
| |
| Importance of Motivation | |
| |
| |
| Group Environment | |
| |
| |
| Group Development | |
| |
| |
| Group Dynamics | |
| |
| |
| Planning the Treatment | |
| |
| |
| Diagnosis | |
| |
| |
| Objectives | |
| |
| |
| Assessment | |
| |
| |
| Clinician | |
| |
| |
| Location | |
| |
| |
| Interventions | |
| |
| |
| Emphasis | |
| |
| |
| Numbers | |
| |
| |
| Timing | |
| |
| |
| Medication | |
| |
| |
| Adjunct Services | |
| |
| |
| Prognosis | |
| |
| |
| Evaluation | |
| |
| |
| Treatment Models for Group Counseling | |
| |
| |
| Models Commonly Used in Both Individual and Group Counseling | |
| |
| |
| Models Used Primarily in Group Settings | |
| |
| |
| Group Counseling in Context | |
| |
| |
| Roles and Styles of the Group Counselor | |
| |
| |
| The Counselor as Fund-Raiser | |
| |
| |
| The Counselor as Mediator | |
| |
| |
| The Counselor as Teacher/Trainer | |
| |
| |
| The Counselor as Human Resource Specialist | |
| |
| |
| The Counselor as Supervisor | |
| |
| |
| Overview of Group Counseling | |
| |
| |
| Cases for Diagnosis and Treatment Planning | |
| |
| |
| |
| Counseling For Career and Organizational Development | |
| |
| |
| |
| Overview of Chapter | |
| |
| |
| Introduction to Career Development Counseling | |
| |
| |
| Introduction to Organizational Development | |
| |
| |
| Career Development | |
| |
| |
| History of Career Development Research, Theory, and Practice | |
| |
| |
| Factors Enhancing Development of the Field | |
| |
| |
| Career Development and Context | |
| |
| |
| Career Concerns and Context | |
| |
| |
| Career Counseling Skills | |
| |
| |
| Theories of Career Counseling and Development | |
| |
| |
| Trait and Factor Theory | |
| |
| |
| Personal Environment Correspondence Theory | |
| |
| |
| Holland's Typology | |
| |
| |
| Life-Span Life-Space Theory | |
| |
| |
| Circumscription and Compromise Theory | |
| |
| |
| Decision-Making Theory | |
| |
| |
| Theoretical Concepts of the Process of Career Decision-Making | |
| |
| |
| Hansen's Integrative Life Planning | |
| |
| |
| Cognitive Information Processing Perspective | |
| |
| |
| Values-Based Theory | |
| |
| |
| Learning Theory of Career Counseling | |
| |
| |
| Social-Cognitive Theories | |
| |
| |
| Other Relevant Theories | |
| |
| |
| Career Counseling with Diverse Clients | |
| |
| |
| Professional Development and Settings for Career Counseling | |
| |
| |
| Organizational Development | |
| |
| |
| History of Organizational Development | |
| |
| |
| Theories of Organizational Development | |
| |
| |
| Organizational Development and Counseling | |
| |
| |
| The Organizational Development Process | |
| |
| |
| The Intervention Process | |
| |
| |
| Evaluation | |
| |
| |
| Case Illustration in Organizational Development | |
| |
| |
| Kick-Off and Assessment | |
| |
| |
| Intervention | |
| |
| |
| Evaluation and Follow-up | |
| |
| |
| Conclusion | |
| |
| |
| Case Illustration of Career Development Counseling | |
| |
| |
| Planning the Treatment | |
| |
| |
| |
| Documentation, Report Writing, and Record Keeping in Counseling | |
| |
| |
| Importance of Written Records | |
| |
| |
| Assessment Referrals and Reports | |
| |
| |
| Referral for Assessment | |
| |
| |
| The Assessment Process | |
| |
| |
| Psychological Assessment by a Counselor | |
| |
| |
| Consent to Treatment Form | |
| |
| |
| Sample Consent to Treatment Form | |
| |
| |
| Intake Questionnaires | |
| |
| |
| Safe-Keeping Contracts | |
| |
| |
| Sample Safe-Keeping Contract | |
| |
| |
| Release of Information | |
| |
| |
| Example of Release of Information | |
| |
| |
| Progress Notes | |
| |
| |
| Evaluation of Counseling Effectiveness | |
| |
| |
| Informal Evaluations | |
| |
| |
| Structured Interim Progress Reports | |
| |
| |
| Transfer Summary | |
| |
| |
| Case Conferences | |
| |
| |
| Closing Reports | |
| |
| |
| Follow-Up Evaluations | |
| |
| |
| |
| Ethical and Professional Development for Counselors | |
| |
| |
| The Importance of Ethical and Professional Development | |
| |
| |
| The Importance of Ethical Standards and Practice | |
| |
| |
| General Ethical Principles | |
| |
| |
| Overview of ACA Code of Ethics and Standards of Practice | |
| |
| |
| The Counseling Relationship | |
| |
| |
| Confidentiality | |
| |
| |
| Professional Responsibility | |
| |
| |
| Relationships with Other Professionals | |
| |
| |
| Evaluation, Assessment, and Interpretation | |
| |
| |
| Teaching, Training, and Supervision | |
| |
| |
| Research and Publication | |
| |
| |
| Resolving Ethical Issues | |
| |
| |
| Ethical Decision-Making | |
| |
| |
| Application of Ethical Decision-Making Model | |
| |
| |
| Cases for Ethical Decision-Making | |
| |
| |
| Professional Development | |
| |
| |
| Developing Awareness of Your Strengths and Limitations | |
| |
| |
| Clarifying Your Professional Interests and Goals | |
| |
| |
| Expanding Your Knowledge Base and Conceptual Skills | |
| |
| |
| Earning Professional Degrees and Certifications | |
| |
| |
| Joining and Participating in Professional Associations | |
| |
| |
| Obtaining Employment as a Counselor | |
| |
| |
| Criteria for Rewarding Internships and Employment | |
| |
| |
| Selecting Supervisors and Obtaining Supervision | |
| |
| |
| Becoming Credentialed in Your Profession | |
| |
| |
| Credentialing Examinations | |
| |
| |
| Preparing for Credentialing Examinations | |
| |
| |
| Continuing Your Education and Development as a Counselor | |
| |
| |
| Your Personal Professional Development Plan | |
| |
| |
| |
| Future Trends and Predictions in Counseling | |
| |
| |
| Three Editions of Predictions | |
| |
| |
| 1986 Predictions | |
| |
| |
| 1996 Predictions | |
| |
| |
| Current Predictions | |
| |
| |
| The Evolving Role of the Counselor | |
| |
| |
| Opportunities for the Mental Health Counselor | |
| |
| |
| Diagnostic Systems and Their Use | |
| |
| |
| The Use of Assessment in Diagnosis and Treatment Planning | |
| |
| |
| Intake Interviews and Their Role in Diagnosis and Treatment Planning | |
| |
| |
| The Nature and Importance of Treatment Planning | |
| |
| |
| Theories and Strategies of Individual Counseling | |
| |
| |
| Assessment, Diagnosis, and Treatment Planning for Families | |
| |
| |
| Assessment and Treatment Planning for Groups | |
| |
| |
| Counseling for Career and Organizational Development | |
| |
| |
| Documentation, Report Writing, and Record Keeping in Counseling | |
| |
| |
| The Importance of Ethical and Professional Development | |
| |
| |
| Conclusion | |
| |
| |
| References | |
| |
| |
| Appendix | |
| |
| |
| |
| Overview of Key Questions Applied to DSM-IV-TR Categories | |
| |
| |
| |
| Guide to Using the Tables to Make Diagnoses | |
| |
| |
| |
| Using the Key Questions to Make a Diagnosis | |
| |
| |
| |
| Disorders Characterized by Depressed or Elevated Mood | |
| |
| |
| |
| Disorders Characterized by Maladaptive Behavior, Impulsivity | |
| |
| |
| |
| Disorders First Evident in Early Years | |
| |
| |
| |
| Sexual Problems | |
| |
| |
| |
| Eating Problems | |
| |
| |
| |
| Sleeping Problems | |
| |
| |
| |
| Problems of Impulse Control | |
| |
| |
| |
| Disorders Characterized by Anxiety, not Primarily in Response to Physical Complaints | |
| |
| |
| |
| Disorders Generally Characterized by Medically Unverified Physical Complaints | |
| |
| |
| |
| Disorders Characterized by Psychosis | |
| |
| |
| |
| Disorders Characterized by Long-Standing, Pervasive Dysfunction | |
| |
| |
| |
| Disorders Characterized by Cognitive/Memory Impairment or Dissociation | |
| |
| |
| Index | |