Knowns and Unknowns about Students with Disabilities Who Also Happen to Be Intellectually Gifted

2018 ◽  
Author(s):  
Steven I. Pfeiffer ◽  
Megan Foley Nicpon
Keyword(s):  
Mental Health ◽  
Students With Disabilities ◽  
Mental Health Professionals ◽  
Twice Exceptional ◽  
Multiple Issues ◽  
Growth Promoting ◽  
Supervision And Training ◽  
High Ability Students ◽  
Training Opportunities ◽  
And Training

High-ability students with coexisting disabilities (i.e., twice exceptional) are challenging to diagnose and treat due to multiple issues, including variable definitions of what it means to be “gifted,” the influence of high intellectual or creative ability on mental health diagnostic presentation and intervention, time of onset of both the abilities and disabilities, and symptom-masking effects. While the child psychiatry and child clinical psychology fields offer several empirically validated intervention options, few have examined efficacy or effectiveness among twice exceptional youth. Also, extant studies are often fraught with methodological weaknesses. This chapter advocates that best clinical practice include implementing empirically validated interventions with attention to the child’s profile of abilities and talent domain, focusing on resilience and wellness/growth-promoting strategies, and providing advocacy, professional development, supervision, and training opportunities to educators and mental health professionals about this unique populations’ needs.

Ethics Issues Regarding Supervision and Consultation in Private Practice

2017 ◽  
pp. 443-458
Author(s):  
Rodney K. Goodyear ◽  
Carol A. Falender ◽  
Tony Rousmaniere
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Private Practice ◽  
Conflicts Of Interest ◽  
Ethical Dilemmas ◽  
Multiple Relationships ◽  
Ethical Challenges ◽  
Supervision And Training ◽  
And Training

This chapter describes key ethical challenges confronting mental health professionals who provide supervision and consultation in private practice settings. Essential features of supervision and consultation are explained. The value and content of a supervision or consultation contract are discussed. Demands and challenges of the gatekeeping role for supervisors are considered. Types of competence and implications for supervision and consultation are presented. Guidance is provided in managing multiple relationships in supervision and consultation and in avoiding conflicts of interest. Competence, security, and confidentiality in using technology for supervision and training are considered. The chapter concludes with a discussion of nine common ethical dilemmas for supervisors and consultants in private practice settings.

In Graduate School, I Learned What I Need to Know About Running a Successful Practice

2019 ◽  
pp. 3-6
Author(s):  
Jeffrey E. Barnett ◽  
Jeffrey Zimmerman
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Graduate School ◽  
Health Professionals ◽  
Private Practice ◽  
Clinical Skills ◽  
Early Career ◽  
Key Issues ◽  
Financial Issues ◽  
And Training

Although most mental health professionals receive excellent education and training that helps them to become competent and highly effective clinicians, graduate school tends not to provide training in the business side of practice that is needed for success in private practice. Many trainees and early-career clinicians may think they learned in graduate school all they need to know to be successful in the business of practice. Unfortunately, this is generally not true and many of those who enter private practice are poorly prepared for planning, establishing, and running a successful private practice. This chapter addresses the key issues every mental health clinician should know about when contemplating opening a private practice. Business and financial issues are addressed, including developing a business plan and utilizing various consultants. This chapter addresses the myth that excellent clinical skills are sufficient for success in the business of private mental health practice.

Leaving Lake Wobegon: firearm-related education and training for medical and mental health professionals is an essential competence

2019 ◽  
Vol 11 (2) ◽  
pp. 78-87 ◽  
Author(s):  
Gianni Pirelli ◽  
Liza Gold
Keyword(s):  
Mental Health ◽  
Cultural Competence ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Education And Training ◽  
Gun Violence ◽  
Self Report ◽  
Average Effect ◽  
Content Type ◽  
And Training

Purpose Firearm-involved violence and suicide in the USA, often collectively referred to as “gun violence,” has been labeled a public health problem and an epidemic, and even an endemic by some. Many lawmakers, community groups, mainstream media outlets and professional organizations regularly address gun-related issues and frequently associate firearm violence with mental health. As a result, these groups often set forth positions, engage in discussions and promote policies that are at least partially based on the widely held but incorrect assumption that medical and mental health professionals are either inherently equipped or professionally trained to intervene with their patients and reduce gun deaths. The paper aims to discuss this issue. Design/methodology/approach Furthermore, notable proportions of medical and mental health professionals self-report a level of comfort engaging in firearm-specific interventions that is often disproportionate to their actual education and training in the area. This type of overconfidence bias has been referred to as the Lake Wobegon Effect, illusory superiority, the above average effect, the better-than average effect or the false uniqueness bias. While medical and mental health professionals need to serve on the front line of firearm-involved violence and suicide prevention initiatives, the vast majority have not actually received systematic, formal training on firearm-specific issues. Findings Therefore, many lack the professional and cultural competence to meet current and potential future in regard to addressing gun violence. In this paper, the authors discuss empirical studies that illustrate this reality and a novel model (i.e. the Know, Ask, Do framework) that medical and mental health professionals can use when firearm-related issues arise. In addition, the authors set forth considerations for clinicians to develop and maintain their professional and cultural competence related to firearms and firearm-related subcultures. Originality/value This paper provides empirical and conceptual support for medical and mental health programs to develop formal education and training related to guns, gun safety and gun culture. A framework is provided that can also assist medical and mental health professionals to develop and maintain their own professional and cultural competence.

scholarly journals The Manchester advanced course in liaison psychiatry

1996 ◽  
Vol 20 (12) ◽  
pp. 736-737
Author(s):  
Alison Puffett ◽  
Bill Williams
Keyword(s):  
Training Programme ◽  
Management Skills ◽  
Case Discussion ◽  
Liaison Psychiatry ◽  
Hospital Patients ◽  
Specialist Knowledge ◽  
The Uk ◽  
Supervision And Training ◽  
Training Opportunities ◽  
And Training

Liaison psychiatry is a relatively new and expanding speciality in the UK. A survey conducted in 1990 revealed widespread inadequacies in the training opportunities and resources in consultation liaison services (Mayou et al, 1990). In spite of a growing recognition of the need for more consultants with designated responsibility for general hospital patients, there is currently no formal training programme and many psychiatric schemes fail to provide satisfactory supervision and training opportunities in liaison psychiatry (House & Creed, 1993). The Manchester University liaison psychiatry course was developed in 1993 and is currently the only advanced liaison training course in the UK. Lasting five days, it provides an opportunity for senior psychiatric trainees to improve their specialist knowledge and to develop clinical, research and management skills in liaison psychiatry. The course does not give a comprehensive review of all aspects of liaison psychiatry but aims to generate ideas and discussion through skills based seminars, case discussion and workshop exercises.

From lived experience to experiential knowledge: a working model

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shimri Hadas Grundman ◽  
Neta Edri ◽  
Renana Stanger Elran
Keyword(s):  
Mental Health ◽  
Lived Experience ◽  
Mental Health Professionals ◽  
Life Experiences ◽  
Experiential Knowledge ◽  
Content Type ◽  
Working Model ◽  
Peer Specialists ◽  
Health Field ◽  
And Training

Purpose This paper aims to present a working model for using experiential knowledge in the work of lived experience practitioners within the mental health field. Design/methodology/approach The working model is constructed from three key elements, namely, components of lived experience, the Library of Life Experiences and the NISE technique for sharing experiential knowledge (NISE: need identification; inner identification; sharing experiential knowledge and interpersonal encounter). Findings The model will be described, followed by central themes that emerged from a pilot course that was taught in Israel in 2019 to a group of peers working in the mental health system. The central themes were: developing peer identity; sharing peer language; internalizing the working model; understanding the peer role; and awakening social consciousness. Originality/value The original working model and training course were co-produced and co-conducted by peer specialists and mental health professionals, for the use of lived experience practitioners.

scholarly journals Support workers in community mental health teams for older people: roles, boundaries, supervision and training

2017 ◽  
Vol 73 (7) ◽  
pp. 1657-1666 ◽  
Author(s):  
Mark Wilberforce ◽  
Michele Abendstern ◽  
Sue Tucker ◽  
Saima Ahmed ◽  
Rowan Jasper ◽  
...  
Keyword(s):  
Mental Health ◽  
Community Mental Health ◽  
Older People ◽  
Supervision And Training ◽  
And Training

Examination of Family Counseling Coursework and Scope of Practice for Professional Mental Health Counselors

2020 ◽  
pp. 106648072097853
Author(s):  
Amy E. Williams ◽  
Olivia L. Weinzatl ◽  
B. L. Varga
Keyword(s):  
Mental Health ◽  
Family Counseling ◽  
Scope Of Practice ◽  
Future Research ◽  
Mental Health Counselors ◽  
Washington Dc ◽  
Health Counseling ◽  
Professional Mental Health ◽  
Training Opportunities ◽  
And Training

This study examined couple and family counseling coursework in the Council for the Accreditation of Counseling and Related Educational Programs (CACREP)–accredited clinical mental health counseling (CMHC) programs and scope of practice related to couple and family counseling based on each state’s licensure regulations for mental health counselors (MHCs). Required and offered courses in couple/family-related content areas for 331 CACREP-accredited CMHC programs were analyzed. In addition, state licensure regulations for all 50 states and Washington, DC, were examined to determine whether MHCs can conduct couple and family counseling based upon licensure regulations. The results of this study indicated a mean of 1.1 couple/family-related courses required and a mean of 2.3 of these courses offered within CMHC programs. All but one of the 51 licensure regulations analyzed either permits or does not specify whether couple/family counseling falls within the scope of practice of MHCs; these 50 state/territory regulations also lack concrete guidelines related to required training or supervised experience in couple and family counseling to provide this service competently as an MHC. Limitations and areas for future research and training opportunities are discussed in light of these results.

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