Dec 12, 2017 | Book Reviews
by Cassandra Vieten and Shelley Scammell
The authors of this text have given mental health professionals a useful guide to navigate the coming of age of spirituality in clinical practice. While not the first of such books, the authors are in good company with other healing professionals (Council for Accreditation of Counseling & Related Educational Programs, 2009; Wiggins Frame, 2003; Young, Cashwell, Wiggins Frame, & Belaire, 2002) who have already developed competencies for addressing spiritual and religious issues in counseling. What sets this volume apart as an excellent addition to the literature is the research-based competencies upon which the book is structured.
The book is organized in three parts: Attitudes (three competencies), Knowledge (seven competencies), and Skills (six competencies), under which each chapter elucidates the 16 spiritual and religious competencies the authors purport. Through a rigorous quantitative and qualitative analysis, the authors identify “the basic attitudes, knowledge, and skills that all psychologists and other mental health professionals should possess to be able to work at a baseline level of competence with their clients’ religious and spiritual diversity issues” (p. XIII).
While noting that extant research recognizes the importance of religion and spirituality as aspects of human diversity and multicultural competencies, their inclusion into the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 1994, 2013) established that religious and spiritual issues are worth paying attention to in clinical practice.
The book’s strengths are many in that the text focuses on the clinical acumen and competency of mental health professionals. By delving deeper into each competency (one per chapter), the authors provide exercises for practice and an inclusive appendix of resources, including books, websites, articles, videos, and training guidelines. All of these can supplement a practitioner’s professional and personal development or be used as an adjunct for teaching and curriculum in counselor education. Each competency and its activities are geared toward challenging the practitioner to become more aware of his or her own biases and assumptions as they relate to these issues; achieve greater tolerance for other religious and spiritual systems without judgment; and implement relevant and sensitive interventions strategies.
Though not a comprehensive text on religion and spirituality, the authors’ focus is on delineating between competency and proficiency, and the book deals with developing the practitioner’s ability to do certain tasks in an appropriate and effective manner as qualified by his or her training. From an ethical perspective, the distinction is helpful, as counselors are not to practice outside of their area of competence. At the same time, this distinction can be debilitating, excluding a counselor (especially a new counselor) from working with any client, and confusing, unless the difference between competence and proficiency is clearly defined. In this book, the authors have engaged in this important dialogue as it applies to the context of religious and spiritual issues.
The applications for counseling professionals are replete and the competencies explained in the book complement the values and standards espoused in the American Counseling Association Code of Ethics (2014), the Association for Spiritual, Ethical, and Religious Values in Counseling competencies (2009), and the Association for Multicultural Counseling and Development competencies (Arredondo et al., 1996), making this an excellent resource for professional counselors who want to gain greater competency to work with clients’ religious and spiritual issues.
Vieten, C., & Scammell, S. (2015). Spiritual and religious competencies in clinical practice: Guidelines for psychotherapists and mental health professionals. Oakland, CA: New Harbinger.
Reviewed by: Miles Matise, NCC, Troy University
The Professional Counselor
tpcjournal.nbcc.org
References
American Counseling Association. (2014). Code of ethics. Retrieved from https://www.counseling.org/Resources/aca-code-of-ethics.pdf
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental
disorders (4th ed.). Washington, DC: Author.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, DC: Author.
Arredondo, P., Toporek, M. Brown, S., Jones, J., Locke, D., Sanchez, J. and Stadler, H. (1996). Operationalization of the Multicultural Counseling Competencies. AMCD: Alexandria, VA.
Association for Spiritual, Ethical, and Religious Values in Counseling. (2009).
Competencies for addressing spiritual and religious issues in counseling.
Retrieved from https://www.counseling.org/docs/default-source/competencies/competencies-for-addressing-spiritual-and-religious-issues-in-counseling.pdf?sfvrsn=8
Council for Accreditation of Counseling & Related Educational Programs. (2009). 2009 standards. Retrieved from http://www.cacrep.org/wp-content/uploads/2017/07/2009-Standards.pdf
Wiggins Frame, M. (2003). Integrating religion and spirituality into counseling. Belmont, CA: Brooks/Cole.
Young, J., Cashwell, C., Wiggins Frame, M., & Belaire, C. (2002). Spiritual and religious competencies: A national survey of CACREP-accredited programs. Counseling and Values, 47(1), 22–33.
Dec 11, 2017 | Book Reviews
Niklas Törneke, in his book, Metaphor in Practice, provides a very helpful guide to understanding and using metaphors in mental health counseling. The book is divided into two primary sections. The first section reviews research on metaphors and establishes support for metaphors being appropriate for counseling. The second section describes how metaphors are structured and can be used to support the counseling goals of acceptance and commitment therapy (ACT). For those only interested in the practical use of metaphors, it is possible to skip section one. However, both sections contain valuable information.
In part one of the book, Törneke delves into linguistic and psychological research into metaphors, connecting those findings to the theory underlying ACT, namely, relational frame theory (RFT). RFT puts forward the view that the process of developing language and the ability to function in the world involves perceiving and internalizing relationships. ACT was developed from RFT and contains a foundational belief that the internalized, maladaptive relating of thoughts, emotions, behaviors, and events is the basis for most mental illness. The therapeutic approach in ACT is to change those internalized and maladaptive relationships. Metaphors are highlighted as a particularly helpful way of shifting those relationships because the function of metaphors is to expand understanding by relating something that needs to be better understood, the target, to something else more easily understood, the source. Metaphors are presented as a tool to guide the transformation of maladaptive relationships into adaptive ones. This first section, in addition to expanding understanding of metaphors, provides an informative introduction to RFT and the therapeutic approach that grew out of it, ACT.
In part two of Metaphor in Practice, the book shifts from theoretical to practical. It highlights three stages in the behavioral change process of ACT: establishing the relationship between behaviors (with thoughts and emotions understood as behaviors) and their problematic consequences; developing an internal ability to observe one’s own internal processes (e.g., thoughts, emotions, physical sensations); and helping the client clarify what is important in life and making steps toward what is important. For each of those stages, examples are given of how metaphors can support the goals of the stage. In each of the examples, the structure of the metaphor is dissected to reinforce an understanding of its constituent parts along with its purpose. In addition to verbal metaphors, experiential metaphors, metaphors in which the source is demonstrated through physical exercises, are described with examples, further expanding the reader’s understanding of what may be possible with metaphoric interventions. The organization of metaphor structure and the connection of metaphors to ACT stages and creative interventions provide a clear guide to using metaphors in practice, especially as presented through many well-written and detailed examples.
Metaphor in Practice is a book that is approachable and user-friendly. It provides excellent examples of metaphor usage that may be easily incorporated into readers’ professional practice. It also provides a foundational understanding of metaphors that will allow readers to adaptively use metaphors for specific therapeutic purposes. From a critical lens, the review of literature support for metaphors in section one is helpful, though simplistic. It creates an awareness of research support but does not deeply explore the breadth of literature or address some research findings, such as those of Bohrn, Altmann, and Jacobs (2012), Citron and Goldberg (2014), Citron, Güsten, Michaelis, and Goldberg (2016), and Fetterman, Bair, Werth, Landkammer, and Robinson (2016), that connect metaphor usage to increased emotional processing and emotional experiencing. The connection to emotion has a direct relevance to metaphors in counseling practice and may have strengthened and expanded the foundation for using metaphors in counseling. Though the research review could be strengthened, it does accomplish its goal of being informative and extracting core information that is beneficial for counselors to know. There is also a strong agenda within the book to connect metaphor findings to RFT and ACT, which may not be of interest to those with different theoretical orientations. The practice portion of the book is well-developed and explained, but it must be noted again that the descriptions of metaphor use are all related to stages in ACT. For those not interested in ACT, this may be a barrier. However, even for those not interested in ACT, the clear descriptions of metaphors make their use adaptable to other theoretical purposes. Therefore, and in summation, I recommend this book for counselors and believe the information contained will be interesting and clinically valuable.
References
Bohrn, I. C., Altmann, U., & Jacobs, A. M. (2012). Looking at the brains behind figurative language—A quantitative meta-analysis of neuroimaging studies on metaphor, idiom, and irony processing. Neuropsychologia, 50, 2669–2683. doi:10.1016/j.neuropsychologia.2012.07.021
Citron, F. M. M., Güsten, J., Michaelis, N., & Goldberg, A. E. (2016). Conventional metaphors in longer passages evoke affective brain response. NeuroImage, 139, 218–230. doi:10.1016/j.neuroimage.2016.06.020
Citron, F. M. M., & Goldberg, A. E. (2014). Metaphorical sentences are more emotionally engaging than their literal counterparts. Journal of Cognitive Neuroscience, 26, 2585–2595. doi:10.1162/jocn
Fetterman, A. K., Bair, J. L., Werth, M., Landkammer, F., & Robinson, M. D. (2016). The scope and consequences of metaphoric thinking: Using individual differences in metaphor usage to understand how metaphor functions. Journal of Personality and Social Psychology, 110, 458–476. doi:10.1037/pspp0000067
Törneke, N. (2017). Metaphor in practice: A professional’s guide to using the science of language in psychotherapy. Oakland, CA: Context Press.
Reviewed by: Alwin Wagener, NCC, The University of North Carolina at Greensboro
The Professional Counselor
tpcjournal.nbcc.org
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
