Interpreting and the Mental Status Exam

2020 ◽  
pp. 260-275
Author(s):  
Meghan L. Fox ◽  
Robert Q Pollard Jr.
Keyword(s):  
Mental Health ◽  
Mental Status ◽  
Limited English Proficiency ◽  
Mental Health Clinicians ◽  
Current State ◽  
Patient Health ◽  
Mental Status Exam ◽  
Mental Status Examination ◽  
Training Opportunities ◽  
And Training

The necessity of engaging qualified interpreters to work in partnership with mental health clinicians when serving patients with a limited English proficiency (LEP) is gaining widespread support. Numerous research studies have documented improved patient health and satisfaction outcomes in this regard. Psychiatric practice often involves complexities of thought, language, and communication that clinicians and interpreters must appreciate. One such topic is engaging LEP patients in the mental status examination (MSE). This chapter describes the nature of the MSE, challenges when interpreting for the MSE, strategies for handling such challenges, and approaches for effective collaboration between interpreters and mental health clinicians regarding the MSE and cross-linguistic mental health care more broadly. The current state of scholarship in the field of mental health interpreting and training opportunities for interpreters who seek to improve their knowledge and skills in the mental health arena also are discussed.

Interpreting and the Mental Status Exam

2021 ◽  
pp. 533-548
Author(s):  
Meghan L. Fox ◽  
Robert Q Pollard Jr.
Keyword(s):  
Mental Health ◽  
Mental Status ◽  
Limited English Proficiency ◽  
Mental Health Clinicians ◽  
Current State ◽  
Patient Health ◽  
Mental Status Exam ◽  
Mental Status Examination ◽  
Training Opportunities ◽  
And Training

The necessity of engaging qualified interpreters to work in partnership with mental health clinicians when serving patients with a limited English proficiency (LEP) is gaining widespread support. Numerous research studies have documented improved patient health and satisfaction outcomes in this regard. Psychiatric practice often involves complexities of thought, language, and communication that clinicians and interpreters must appreciate. One such topic is engaging LEP patients in the mental status examination (MSE). This chapter describes the nature of the MSE, challenges when interpreting for the MSE, strategies for handling such challenges, and approaches for effective collaboration between interpreters and mental health clinicians regarding the MSE and cross-linguistic mental health care more broadly. The current state of scholarship in the field of mental health interpreting and training opportunities for interpreters who seek to improve their knowledge and skills in the mental health arena also are discussed.

Becoming Licensed Means That I Am Now Competent

2019 ◽  
pp. 7-11
Author(s):  
Jeffrey E. Barnett ◽  
Jeffrey Zimmerman
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Clinical Competence ◽  
Education And Training ◽  
Hard Work ◽  
Mental Health Clinicians ◽  
Clinical Experiences ◽  
Graduate Coursework ◽  
And Training ◽  
Over Time

Mental health clinicians invest in many years of hard work to develop their clinical competence through graduate coursework and through supervised clinical experiences. All this is done with the ultimate goal of becoming independently licensed to practice in one’s profession. Because licensure is such an important event, signifying the culmination of so much education and training, it may be natural to believe that becoming licensed means that one is now clinically competent. This chapter addresses how clinical competence and licensure should be viewed and understood. Licensure assesses one’s competence to enter the profession, but it cannot guarantee competence in all areas of clinical practice at the time of licensure or in the future. How to maintain, update, and expand one’s competence over time is addressed. Risks and threats to competence are discussed, and recommendations are provided for ensuring one’s ongoing competence over time.

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.

There Is No Need to Have a Budget or Business Plan

2019 ◽  
pp. 76-80
Author(s):  
Jeffrey E. Barnett ◽  
Jeffrey Zimmerman
Keyword(s):  
Mental Health ◽  
Private Practice ◽  
Business Plan ◽  
Essential Elements ◽  
Mental Health Practitioners ◽  
Mental Health Clinicians ◽  
Health Practitioners ◽  
The Many ◽  
And Training

The business of mental health practice may be quite complex and for those without education and training in the business of practice, it may seem quite daunting. Failure to approach the private practice of mental health from a business perspective may doom one’s practice to failure. This chapter addresses the role of a business plan, explains how it is used, and describes the essential elements that guide practitioners in making decisions relevant to the structuring and running of their practice. The importance of preparation and a detailed business plan, as well as an accompanying budget, is explained. The ways in which such tools can assist mental health clinicians to appropriately plan for and address the many structural, financial, and other challenges that commonly arise in the course of running a business are discussed. Practical strategies and concrete suggestions are offered to help mental health practitioners develop and maintain a financially viable private practice.

Personal Injury Evaluations

2017 ◽  
pp. 641-646
Author(s):  
William E. Foote
Keyword(s):  
Mental Health ◽  
Education And Training ◽  
Personal Injury ◽  
Mental Health Clinicians ◽  
Legal Process ◽  
Comprehensive Evaluations ◽  
And Training

Often, personal injury claims are settled through the legal process in the courts. Appropriately trained mental health clinicians may play an important role in this process by providing comprehensive evaluations that assist the judge or jury to determine if the defendant in the case has caused injury or harm through his or her action or inaction by breaching his or her duty to the defendant. This chapter provides information on how to develop a niche practice involving providing personal injury evaluations. It reviews the education and training needed, describes the joys and challenges of this type of work, and offers guidance on the business aspects of this niche practice. Resources are shared to assist those with an interest in developing expertise in this area of practice.

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.

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