Oct 17, 2017 | Book Reviews
Dr. Gerard Vernot addresses student behavior as an encompassing issue that many are finding difficult to manage and provides strong solutions that are applicable to all. Helping Students Eliminate Inappropriate School Behavior does not seek to blame but instead inspires readers to push forward by providing realistic activities that are appealing to middle and high school students. This book incorporates many learning styles and needs with consideration of children’s developmental processes. With consideration given to different cultures, the material presented in this book encourages readers to understand their students beyond their behavior in the classroom. This approach shifts the focus of inappropriate behavior from the individual student to a systemic perspective. Dr. Vernot advocates for educators and counselors to recognize the needs of our students and to respond effectively to their needs by engaging and increasing students’ awareness.
Dr. Vernot provides adaptable, evidence-based activities that create foundational structure. The activities included by Dr. Vernot are derived from the literature provide a foundational structure. Each activity provides detailed instructions that set up the structure of the activity, what is needed to make the activity successful, and how the facilitator can process after the activity. Clear directions and examples allow educators and counselors to efficiently and effectively decide the most appropriate activity for a student(s), meeting the demands of facilitators who use this resource on a daily basis. The activities included address a variety of behavioral concerns while helping students gain skills in areas of communication, cooperation, conflict management, and problem-solving techniques. These are crucial tools that we all aim for students to learn while in the academic setting, and these activities can provide additional support to teacher and counselors when structuring each class.
Although Dr. Vernot makes significant contributions by compiling a guidebook to address problematic behaviors, these activities alone will not change the behaviors. Crucial factors, such as familial support, environment, developmental level of the student, and systemic structures of the student’s school and culture, should be considered in addition to the intentional activities provided in the book. These considerations can holistically create the space for students to recognize their behaviors and empower change. Implementation of activities to address behaviors may not have a long-term success without initially understanding the development of the behavior.
The content addressed in this book can appeal to a variety of counseling professionals. Although the specific roles of school counselors, counselor educators, and Licensed Professional Counselors differ, each can find value in implementing the activities provided in their work with children and adolescents. These tools can be used to build foundational trust and rapport that is needed throughout the counseling profession. In addition, the activities suggested in this book can be seen as normal engagement by children and open the space for appropriate interaction with their peers, teachers, or counselors.
Vernot, G. (2016). Helping Students Eliminate Inappropriate School Behavior: A Group Activities’ Guide for Teachers and Counselors. Bloomington, IN: AuthorHouse.
Reviewed by: Jillian M. Blueford, NCC, The University of Tennessee, Knoxville
The Professional Counselor
http://tpcjournal.nbcc.org
Sep 27, 2017 | Book Reviews
Recently, Holland and Messer’s Self-Directed Search (SDS) Form R, 5th Edition was revised and published along with associating forms, formats, and materials. In response to these developments, Reardon and Lenz assembled an updated guide for “practitioners seeking to enhance their use of the SDS or (for) our graduate students learning to be career counselors or advisors” (p. iii). The Handbook that resulted contains a trove of content both applicable for practice and theoretically anchored. Notably, the authors detail a novel approach for interpreting the SDS using Holland’s theory in concert with cognitive information processing (CIP). The following review of the spiral-bound, paperback Handbook begins with a summary of its 12 chapters. Then strengths, limitations, and an overall appraisal of the text are provided.
Chapter 1 presents a candid case study of John Holland’s own RIASEC profile scores, placing his theory and the SDS into greater context. “Experienced SDS users will recognize (Holland) as a case of an undifferentiated, elevated profile” (p. 2). Following such insight into Holland’s personality, tenets of RIASEC theory are outlined (Chapters 2 and 3). In doing so, common myths are addressed, such as the misstatement that “RIASEC types are not applicable to persons of different racial and ethnic heritages” (p. 12).
After RIASEC theory, Reardon and Lenz delve into the SDS as an instrument and career intervention (Chapters 4 and 5). Here, SDS components and their applicability are detailed (e.g., Occupations Finder, Educational Opportunities Finder [EOF], You and Your Career [YYC] booklet). Highlighted too is a much needed Veterans and Military Occupations Finder (VMOF). This new instrument “allows users to better understand how the skills and abilities developed in the military relate to civilian occupations with similar requirements” (p. 67).
Chapters 7–9 explain the CIP model for improving SDS interpretability. As the authors assert, “Using all of the interpretive and diagnostic information provided by the SDS within the context of a CIP-based service delivery system can provide most, if not all, of the critical ingredients in effective career interventions” (p. 95). A career decision-making process derived from CIP, called the CASVE cycle, is explained as being especially beneficial. To further illustrate the synergy between CIP and RIASEC, four SDS case studies are reviewed in Chapter 10. Concluding the book is a discussion of career service models at the programmatic level (Chapter 11), and then future trends in SDS application (Chapter 12).
Through explaining SDS administration and interpretation, Reardon and Lenz effectively link RIASEC and CIP theories to practice. This theory-to-practice linkage was achieved with clever decisions to limit “referencing, statistics, and academic detail” to make content more palatable for practitioners and students (Preface, p. iii). According to the authors, “We were also especially mindful that counselors are primarily SAE (Social, Artistic, Enterprising) types” (Preface, p. iii). As a result, the writing style is refreshingly personable and enriching.
Additionally, a myriad of tables, figures, and case studies are presented throughout the book. There are 29 figures, 14 tables, and 13 appendices to help facilitate SDS interpretation. For instance, Table 3.2 describes career interventions for certain Holland types (p. 24). Other examples include a table for SDS indicators and diagnostic signs, and guidelines for using the SDS in conjunction with the CIP approach is found under Appendix J (p. 214).
Though containing numerous strengths, the Handbook lacks content on special populations, especially people with disabilities. Indeed, the authors discuss the SDS Form E (Easy) as an alternative to Form R (Regular) for those with limited reading skills, and an audiotape version (1990) of Form E is said to be available (p. 71). However, discussion of other testing modifications or accommodations for those with different disabilities is absent. Furthermore, the psychometric properties of Form E receive limited attention. While the authors direct readers to studies in the career literature for Form E with special populations, Reardon and Lenz did not detail the findings (p. 71).
In the book, Reardon quotes a former student who, upon learning Holland’s theory of six personality types and environments, asked cheekily, “Is that all there is to it?” (p. 21). The student’s remark reflects a common misperception that Holland’s theory is too simple. However, Reardon and Lenz perfectly illustrate the simplicity and the complexity of this theory that underpins the SDS. As a result, the Handbook will help practitioners (a) glean maximum information from SDS results, (b) gain an understanding of how RIASEC theory and CIP can inform service delivery, and (c) help improve career outcomes for clients.
Reardon, R. C., & Lenz, J. G. (2015). Handbook for using the Self-Directed Search: Integrating RIASEC and CIP theories in practice. Lutz, FL: PAR.
Reviewed by: Matthew McClanahan, East Carolina University
The Professional Counselor
http://tpcjournal.nbcc.org
Feb 24, 2017 | Book Reviews
The authors of The Psychosis Response Guide: How to Help Young People in Psychiatric Crises look at an area of mental health that is often stigmatized and confusing, but also is a problem that is affecting many people. This book attempts to demystify how young people experience a psychiatric crisis and what steps others can take to stabilize the situation and provide necessary support. Iati and Waford explain mental illness in a way that is easy to comprehend and adaptable to many situations. The book provides step-by-step guidelines for recognizing the symptoms and warning signs of a psychiatric crisis and determining when an individual should seek professional help. Detailed examples and vignettes give a real-life perspective to those seeking to support those living with psychosis.
This book is intended for those who are not in the counseling profession. Family members, friends, co-workers and peers can obtain the information needed to recognize and potentially intervene in a psychotic crisis. Iati and Waford are diligent when providing the crucial information needed to identify a psychiatric crisis, but are cautious when instructing their readers to act without the guidance of professional help. The book consistently reminds its readers that everyone is unique, and that there is value to knowing one’s limits and not jumping to conclusions based on one situation.
Readers can connect to this book through the personal vignettes shared within. These perspectives make the experiences that many people struggle with real and personable. Mental illness carries many stereotypes and myths; however, Iati and Waford provide facts to guarantee that readers finish this book with an intentional understanding of how to notice when a psychotic crisis is occurring and how to intervene. Readers are now able to comprehend and convey specific disorders, symptoms and potential treatment options. Knowledge gained from this book can allow for a stronger support system for young people experiencing a psychotic crisis, because the foundational information in the book is accessible to all.
Although the information provided is concise and valuable, and leads people to have a better understanding of mental illness, it still may be difficult to digest for readers who are not in the mental health care profession. It can be an overwhelming experience if a family is in crisis and desperately reading through this book to find answers. Iati and Waford diligently remind the reader to seek professional help, but under pressure, families may attempt to approach the person in psychotic crisis in a way that is harmful. I am concerned that readers may substitute this book for professional help, as can be the case for many books that provide mental health information.
Counseling professionals have the opportunity to use this book as a resource for the families with which they work. While the focus is often on the clients, counselors also can educate their clients’ families on mental illness and what families can expect. By reading this book, counselors can feel prepared when explaining mental illness to families, and encourage support and understanding toward young people experiencing a psychotic crisis.
Practical takeaways are available for the counseling profession, such as simple assessments and outlined criteria for disorders, along with ideas for developing a treatment plan. This is a resource that counselors can refer to throughout their career for better informing their clinical practice, how they consult with colleagues, and how they supervise counselors-in-training. Even though the book may not be directed at counselors, this can be an opportunity for counselors to review what they know about mental illness and improve how they work with young adult clients.
Iati, C. A., & Waford, R. N. (2016). The psychosis response guide: How to help young people in psychiatric crises. New York, NY: Springer.
Reviewed by: Jillian M. Blueford, The University of Tennessee, Knoxville
The Professional Counselor
http://tpcjournal.nbcc.org
Jan 24, 2017 | Book Reviews
Dr. Chad Luke’s book, Neuroscience for Counselors and Therapists: Integrating the Sciences of Mind and Brain, is an excellent addition to any student’s, professor’s, or practicing clinician’s library. The book is written as a textbook but is surprisingly readable and has utility beyond the walls of the classroom. As neuroscience seems to be a force in the field of mental health, it is important for counselors to learn to integrate new knowledge rather than feel pressured to study a completely different discipline . This book is a first step in learning the basics about the brain and how this information could be integrated into counseling practice, without promising to be a “fix” or replacement for the techniques and skills already utilized by counseling professionals.
The structure of the text lends itself well to reading the book cover to cover and using the index to read the sections most applicable to your current practice. The beginning of the book sets the foundation for principles of neuroscience that are incorporated throughout the text. The field of neuroscience can be intimidating, especially because of the jargon and complex concepts that are outside the realm of social science. The first section discusses the physical structures of the brain, including neurotransmitters and basic brain functions. Any counselor who graduated more than a year or two ago and has not pursued continuing education in neuropsychology or neuroscience would find the first two chapters very helpful. Even if you have some knowledge of the brain, these chapters provide examples of how the information translates into the counseling relationship and case conceptualization, which is helpful when trying to incorporate the information into your own practice.
The second section of the book consists of four chapters that speak directly to theoretical orientations and the integration of neuroscience principles into those orientations. Dr. Luke assumes that most counselors reading the text have a solid understanding of theory prior to reading the book. He works from this assumption to pull major tenets from each theory and explain them in the context of neuroscience. These sections are well organized and full of client in session vignettes to bring the information to life.
The third and final section of the book is trans-theoretical and addresses commonly diagnosed or sub-clinical symptomology in the field of counseling through the lens of neuroscience. For counselors who identify more with an eclectic theoretical orientation, this section will hold special appeal. Dr. Luke examines anxiety, depression, stress and stress disorders, and substance abuse through the lens of neuroscience. He speaks to what these commonly diagnosed disorders look like in the brain and how neuroscience could be integrated into treatment options.
I appreciate that Dr. Luke isn’t claiming to be a neuroscientist but rather is a counselor educator interested in the clinical implications that neuroscience can have for his clients and students. This book is written by a counselor, for counselors, which makes it unique among the neuroscience literature. He has taken the time to read, digest and translate the information for counselors.
One of the few limitations I see in this text is the lack of information concerning how trauma affects the brain. Some sections left me feeling that I needed more information or that the author could have gone more in depth; more on multicultural issues and poverty would be a helpful addition. Trauma and poverty can have significant effects on the brain, and the symptomology can be seen within the counseling relationship. More on these topics could have been useful, especially for counselors working in community mental health settings or with underserved populations. The book itself is relatively short and thus a manageable read for a busy student or an equally as busy clinician or professor. The possible downside to having a manageable book is that it isn’t comprehensive; but then again, it could be argued that it should not be comprehensive. After all, we are counselors, not neuroscientists. We need to know enough information about neuroscience to support our clients on their path to wellness, which I believe this book fulfills.
Luke, C. (2016). Neuroscience for Counselors and Therapists: Integrating the Sciences of Mind and Brain. Thousand Oaks, CA: Sage.
Reviewed by: Charmayne R. Adams, The University of Tennessee, Knoxville
The Professional Counselor
http://tpcjournal.nbcc.org
Sep 19, 2016 | Book Reviews
As part of ethical practice, counselors must integrate the process of assessment and evaluation into their work as an essential, guiding tool. Joshua C. Watson and Brandé Flamez weave this theme throughout their book, Counseling Assessment and Evaluation: Fundamentals of Applied Practice. The book offers the basic fundamentals of counseling assessment and evaluation while providing the steps to translate the base of knowledge into sound research and clinical practice.
The book is organized into three sections. In the first section, the authors begin with the principles and foundations of counseling assessment, including an introduction; the basic statistical concepts; reliability; validity; selecting, administering, scoring and reporting assessment results; and how to integrate assessment into counseling practice. Within the chapters, the authors include brief sections for self-reflection or application, referred to as guided practice exercises, that facilitate a deeper understanding of the information and the application of assessment and evaluation into practice.
In section two, the authors provide an overview of the most common assessment areas. The authors selected six assessment areas to cover for readers: intelligence and general ability assessment; achievement and aptitude assessment; standardized methods of personality assessment; projective methods of personality assessment; behavioral assessment; and career and vocational assessment. These chapters are arranged with case illustrations to provide concrete examples and with tables and figures to display information and break up the text appropriately.
Lastly, the third section includes information about the application of and common issues with assessment and evaluation. This information was scattered throughout the previous sections; however, the four chapters in section three provide more detail and space for application. The chapters specifically consist of details about clinical assessment (including decision-making models, DSM-V), outcome assessment and program evaluation, assessment issues with diverse populations, and ethical and legal issues.
Counseling Assessment and Evaluation: Fundamentals of Applied Practice is a well thought out, inclusive resource for counselors. The book did not present glaring issues or deficiencies in terms of content or design. Given the scientific and mathematical nature of the material, the authors could possibly explore ways to cover a more broad range of learning styles of readers in future text editions. Overall, the authors provide in-depth information about each topic area and devote critical attention to the application of assessment and evaluation into practice, making this a strong resource for counselors.
Watson, J. C., & Flamez, B. (2015). Counseling assessment and evaluation: Fundamentals of applied practice. Thousand Oaks, CA: Sage.
Reviewed by: Traci Collins, NCC
The Professional Counselor
http://tpcjournal.nbcc.org
Mar 11, 2016 | Book Reviews
Depression 101 by Emily Durbin is a thorough resource for counselors of all skill levels interested in learning or refreshing themselves on the diagnostic and syntonic features of depression. This text covers Major Depressive Disorder (MDD), Dysthymic Disorder (DD), and Bipolar Disorder (BD) in such depth that it could be utilized as a reference text. The author indicates that the aim of the book is to emphasize and bring clarity to the different ways scientific disciplines have approached depression. Dr. Durbin explores how this has affected our understanding of depression spectrum disorders and in turn has resulted in how the field of counseling identifies individuals with depressive mood and structures treatment models.
The text begins by operationalizing and describing the characteristics used to diagnose MDD, DD and BD. Dr. Durbin then explains how these symptoms manifest, who is likely to be diagnosed, and how mood disturbance effects functioning. She concludes with treatment models and recommendations on how to integrate the presented information into practice. The text presents information about depression in a concise manner and consistently includes a variety of references for the topics discussed. It is evident that Dr. Durbin synthesized information from an assortment of sources to give the reader a comprehensive view of the described disorders.
The most applicable section of the text for counselors is the section on integrating the information into practice. Academic books often present a plethora of new information, but it is difficult to figure out how to incorporate it into already established therapeutic practice. This text not only presents an extensive amount of information and research, but summarizes a plan for integration at the end of the book. My only suggestion would be to lengthen this section to further examine the practical implications for the research presented in the subsequent chapters.
Overall, this text is a phenomenal resource for counselors, counselor educators and graduate students alike. I would not consider Dr. Durbin’s book a light read, but she does an excellent job of presenting a vast amount of information in a relatively short text. I have no doubt that I will be referencing this book in the future and utilizing its wide-ranging reference list. After all, depression is considered the “common cold” of psychological disorders. It would be a great disservice to many of our clients to not have a thorough understanding of the disorder that is most frequently reported. Dr. Durbin’s text is an excellent desk reference to serve that purpose.
Durbin, C. E. (2015). Depression 101. New York, NY: Springer.
Reviewed by: Charmayne R. Adams, Wake Forest University
The Professional Counselor
http://tpcjournal.nbcc.org
