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Series Preface | p. xi |
Acknowledgments and Dedication | p. xiii |
Introduction: Developing Psychosocial Skills and Life-Affirming Stories | p. xvii |
A Really Good Story | p. xvii |
Who Are the Clients This Book Addresses? | p. xviii |
Theoretical Orientation | p. xxii |
Plan of the Book | p. xxvi |
The Wisdom of the Good Witch | p. xxix |
Language and Learning Challenges in the Deaf Psychiatric Population | p. 1 |
Traditionally Underserved Deaf People | p. 3 |
Research on Deaf Psychiatric Inpatients | p. 9 |
New York Psychiatric Institute, 1960s | p. 9 |
Michael Reese Hospital in Chicago, 1969 | p. 12 |
St. Elizabeth Hospital, 1978 | p. 14 |
U.S. Public Psychiatric Hospitals Survey, 1983 | p. 15 |
Springfield Maryland Hospital Unit for the Deaf, 1994 | p. 17 |
Rochester, New York | p. 18 |
Whittingham Hospital, Great Britain | p. 19 |
Key Points From Previous Studies | p. 20 |
Method | p. 22 |
Participants and Procedures | p. 22 |
Assessment Tools | p. 24 |
Results | p. 29 |
DSM-IV-TR Diagnostic Results | p. 29 |
Cognitive Functioning | p. 31 |
Communication Scores of Deaf Patients | p. 33 |
Discussion and Conclusions | p. 36 |
CERF-R Rating Scale | p. 42 |
CERF-R Rating Scale | p. 43 |
Do You Hear Voices? Problems in Assessment of Mental Status in Deaf Persons With Severe Language Deprivation | p. 47 |
Introduction | p. 47 |
Example: A Psychiatric Patient With Severe Language Problems | p. 47 |
Selected Literature Review | p. 49 |
Language Dysfluency in "Traditionally Underserved" Deaf Persons | p. 51 |
What Is a Thought Disorder? | p. 53 |
Hallucinations | p. 54 |
Delusions | p. 60 |
Disorganized Thinking, Language, and Behavior | p. 64 |
Other Language Examples | p. 68 |
Language Dysfluency: Language Deprivation Versus Thought Disorder | p. 72 |
Interpreting for Language Dysfluent Persons | p. 75 |
Conclusions: Look for Redundancy in Evidence | p. 77 |
Acknowledgments | p. 78 |
Language and Learning Challenges in Adolescent Hearing Psychiatric Inpatients | p. 79 |
Overview of Our Adolescent Hearing Population | p. 80 |
The Neuropsychological Evaluation | p. 80 |
Intelligence | p. 81 |
Vocabulary | p. 81 |
Verbal Reasoning | p. 83 |
Visual-Spatial Skills | p. 83 |
Nonverbal Learning Disabilities | p. 84 |
Attention and Working Memory | p. 86 |
Speed of Information Processing | p. 87 |
Academic Abilities | p. 88 |
Learning and Memory | p. 89 |
Executive (Advanced Thinking) Skills | p. 90 |
The Interface of Language and Learning Problems With Major Mental Illnesses | p. 94 |
Data on Language and Learning Challenges in Our Population | p. 96 |
Summary and Implications for Counseling | p. 98 |
Conclusions | p. 101 |
Pretreatment Strategies to Engage and Motivate Clients | p. 103 |
Why Do So Many of Our Clients Appear Unmotivated for Mental Health Treatment? | p. 103 |
Our Clients Frequently Do Not Understand or Embrace Insight-Oriented Treatment Models | p. 107 |
Our Clients' Language and Cognitive Impairments Make Verbal Counseling Strategies Difficult | p. 109 |
Our Clients Resist the Disempowered Client Role and Story | p. 113 |
Pretreatment Strategies | p. 117 |
Presenting a Clear and Compelling Map of Treatment by Defining Recovery in Terms of Skills | p. 121 |
Noticing and Labeling the Skills That Clients Already Use | p. 123 |
Demonstrating Empathic Understanding | p. 129 |
Working Skillfully From One-Down and Collaborative Stances | p. 133 |
Collaborative Problem Solving | p. 141 |
Promoting Client Self-Evaluation Through Skillful Questioning | p. 142 |
Making Treatment Interesting and Fun | p. 149 |
Put Clients in the Helper, Teacher, or Consultant Role | p. 153 |
Developing the Client's Story of Strength, Resiliency, Recovery, and Resourcefulness | p. 157 |
Conclusions | p. 160 |
Coping Skills | p. 161 |
What Are Coping Skills? | p. 161 |
Meichenbaum's Early Work on Coping Skills | p. 162 |
Cognitive Therapy With Language and Learning Challenged Clients | p. 165 |
A Complementary Approach: Linehan's Dialectical Behavior Therapy | p. 170 |
Coping Through Distraction and Pleasurable Activities | p. 173 |
Coping Through the Senses | p. 174 |
Coping Through Problem Solving | p. 181 |
Meichenbaum's Later Work and the Development of Narrative Strategies to Assist With Coping | p. 184 |
The Art of Questioning | p. 185 |
Using Metaphors | p. 187 |
Using Stories | p. 192 |
Using Games | p. 196 |
Using Clients as Teachers | p. 198 |
Summary: A Framework for Developing Coping Skills in Language and Learning Challenged Clients | p. 199 |
Conflict Resolution Skills | p. 203 |
A Client Refusing to Collaborate | p. 205 |
Marshall Rosenberg: Nonviolent Communication | p. 214 |
Dudley Weeks: Conflict Partnership | p. 220 |
Bernard Mayer: Attitude Is Everything | p. 223 |
Fisher and Ury: Getting to Yes | p. 224 |
Conflict Resolution Skills in Dialectical Behavior Therapy | p. 224 |
Conflict Resolution With Children | p. 226 |
Foundation Conflict Resolution Microskills | p. 230 |
Discover the Conflict Resolution Microskills That Clients Already Have | p. 232 |
Collaborative Problem Solving | p. 235 |
Formal Conflict Resolution Skills Training | p. 238 |
Conclusions | p. 243 |
Relapse Prevention and Crisis Management Skills | p. 245 |
Introduction | p. 245 |
What Is Relapse Prevention? | p. 246 |
Sample Relapse Prevention Books | p. 248 |
Language and Translation Issues | p. 253 |
Warning Signs and Triggers | p. 256 |
Risk Factors | p. 262 |
Seemingly Unimportant Decisions | p. 265 |
Using Coping Skills and Social Supports | p. 267 |
Behavior Analysis Made Relatively Simple | p. 268 |
Self-Monitoring and Relapse Prevention | p. 277 |
Using Relapse Prevention Games and Stories | p. 279 |
What Use Are Relapse Prevention Skills With Very Low Functioning Clients? | p. 284 |
Crisis Intervention Work With Incompetent, Noncompliant, and Antisocial Clients | p. 288 |
Staff and Program Development | p. 295 |
Introduction: The Program Director's Role | p. 295 |
Five Great Challenges | p. 298 |
Communication | p. 298 |
Cross-Cultural Dynamics | p. 300 |
Violence | p. 302 |
Adapting Treatment | p. 303 |
Pretreatment | p. 304 |
Meichenbaum, Linehan, and Greene on the Role of Direct Care Staff | p. 304 |
The Parallel Process Between Staff and Clients | p. 307 |
Cross-Cultural Conflict Resolution Skills | p. 312 |
If the Problem Is Not Communication, What Is the Problem? | p. 320 |
Summary and Conclusions | p. 323 |
Summary of Main Points | p. 323 |
Conclusions | p. 331 |
A Unique Clinical Syndrome | p. 331 |
"Deaf-Friendly" Teaching and Counseling | p. 337 |
What Does It Take to Provide Appropriate Mental Health Care to Deaf People? | p. 343 |
How to Use the CD-ROM | p. 347 |
Skill Card Menu | p. 355 |
References | p. 379 |
Index | p. 391 |
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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.