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| Preface | p. viii |
| Foreword | p. x |
| Preparation | p. 1 |
| Theory into Practice | p. 1 |
| Terminology | p. 1 |
| Meeting with Your Instructor | p. 1 |
| Finding and Selecting a Placement | p. 3 |
| Peers and Campus Resources for Locating Internships | p. 3 |
| Community Resources | p. 4 |
| Choosing a Placement | p. 4 |
| Portfolios, In... MORE | p. 8 |
| The Rights of Applicants | p. 9 |
| Internship Agreements | p. 9 |
| Evaluation | p. 11 |
| Making the Most of Your Internship | p. 11 |
| Using This Book | p. 13 |
| Introduction to Journal Work | p. 14 |
| References | p. 16 |
| Getting Started | p. 18 |
| First Impressions | p. 18 |
| Enthusiasm Meets Experience | p. 19 |
| The Role of the Intern | p. 20 |
| The Role of the Professional | p. 20 |
| Meeting Clients | p. 21 |
| Age and Experience Issues with Clients and Supervisors | p. 21 |
| Time Limits | p. 22 |
| Fees for Service | p. 23 |
| Is Treatment Effective? | p. 23 |
| Altruism versus Money | p. 24 |
| Clinical and Ethical Issues Pertaining to Fees | p. 25 |
| Inoculation: What Not to Learn | p. 26 |
| References | p. 27 |
| Ethical And Legal Issues | p. 29 |
| Ethical Guidelines of the Helping Professions | p. 29 |
| The Health Insurance Portability and Accountability Act (HIPAA) | p. 30 |
| Competence | p. 32 |
| Informed Consent | p. 33 |
| Confidentiality | p. 35 |
| Exceptions to Confidentiality | p. 38 |
| Insurance Company Inquiries, Managed Care, and Ethical Practice | p. 42 |
| Confidentiality with Minors | p. 44 |
| Dual Relationships | p. 44 |
| Liability and Insurance | p. 50 |
| Technology and Ethics | p. 52 |
| Research Ethics | p. 52 |
| Summary | p. 53 |
| References | p. 53 |
| Internship Classes And Peer Groups | p. 58 |
| Forming Internship Peer Groups | p. 58 |
| Models of Peer Group Learning | p. 58 |
| Elements of Successful Classes and Groups | p. 59 |
| Video or Audio Recordings of Sessions | p. 61 |
| Role Plays | p. 62 |
| Ethics in Classes and Groups | p. 63 |
| References | p. 65 |
| Supervision | p. 66 |
| What is Supervision? 66 | |
| Hopes and Fears | p. 66 |
| Clarifying Expectations | p. 68 |
| Frequency and Timing of Supervision | p. 68 |
| Content of Supervision | p. 69 |
| Didactic Supervision | p. 70 |
| Case Notes and Discussions | p. 70 |
| Tapes and Role Plays | p. 72 |
| Live Supervision | p. 72 |
| Observing the Supervisor in Therapy | p. 73 |
| Remote Supervision Internet, Telephone, and Other Technologies | p. 73 |
| Theoretical Orientation | p. 74 |
| Supervision and Therapy Differences and Similarities | p. 75 |
| Transference and Countertransference | p. 79 |
| Suggested Guidelines for Therapy and Supervision | p. 79 |
| Conflict in Supervision | p. 80 |
| Evaluation | p. 82 |
| Planning for Future Supervision | p. 84 |
| References | p. 84 |
| Working With Diversity | p. 87 |
| Reasons for and Resistance to Diversity Training | p. 87 |
| Steps toward Working with Differences | p. 89 |
| Knowing the Diversity within Us | p. 90 |
| Confronting Our Biases and Acknowledging Our Ignorance | p. 91 |
| The Historical Context Must Be Acknowledged | p. 92 |
| The Current Context Must Be Acknowledged | p. 93 |
| Strengths Must Be Recognized along with Problems | p. 93 |
| Ethnic Identity Development | p. 94 |
| Ones Own Prejudices and Biases Must Be Acknowledged | p. 94 |
| A Model of White Identity Development | p. 95 |
| Assumptions, Models, and Techniques of Treatment | p. 96 |
| The Culturally Sensitive Counselor | p. 97 |
| Culturally Sensitive Intervention Approaches | p. 98 |
| Additional Resources | p. 98 |
| Summary | p. 99 |
| References | p. 99 |
| Clinical Writing, Treatment Records, And Case Notes | p. 101 |
| Writing Skills | p. 101 |
| Writing Can Be Learned | p. 101 |
| Focusing Reading to Learn Writing | p. 102 |
| Practice and Feedback | p. 102 |
| Rewriting | p. 103 |
| Common Writing Problems | p. 104 |
| Keys to Good Wri<$$$> | |
| Table of Contents provided by Publisher. All Rights Reserved. |