Ebook PDF Treating Those With Mental Disorders A Comprehensive Approac 2nd Edition PDF
Ebook PDF Treating Those With Mental Disorders A Comprehensive Approac 2nd Edition PDF
Ebook PDF Treating Those With Mental Disorders A Comprehensive Approac 2nd Edition PDF
IV
About the Authors v
Kelly Bhatnagar, Ph.D., is the director of Research-Practice Integration at The Emily Program. In her role,
she oversees quality improvement/program development projects and research protocols for the organiza-
tion. Dr. Bhatnagar holds clinical expertise in the treatment of chi ld and adolescent eating disorders and is
certified by the Training Institute for Child & Adolescent Eating Disorders to deliver Family-Based Treat-
ment (FBT; "The Maudsley Approach"). Dr. Bhatnagar also holds the appointment of adjunct assistant
professor in the Department of Psychological Sciences at Case Western Reserve University. She has worked
and trained in various settings across the United States, including pediatric hospitals, academic institutions,
community mental health centers, private practices, and college counsel ing centers. She has published
numerous j ournal articles and book chapters and has presented nationally and internationally on the topics
of eating disorders and body image.
LaSh auna M. Dean holds a Ph.D. in counselor education and supervision, M.A. in counseling, and B.A. in
psychology. Additionally, Dr. Dean is a licensed professional counselor in New Jersey, nationally certified
counselor, approved clinical supervisor, and master addiction counselor. Dr. Dean curre ntly serves as an
assistant professor at University New Jersey. Dr. Dean has worked in the field of mental health counseling
for over 8 years in a variety of roles, including specializing in substance abuse. She has worked with clients
diagnosed with Axis I and a disorders as a counselor, substance abuse clinician, case manager, crisis inter-
vention worker, and intake/assessment c linician. Dr. Dean works from a cognitive behavioral therapy frame-
work with an integration of solution-focused brief counseling strategies.
Brandy L . Gilea, Ph.D., PC C-S, NCC, is a core faculty member at Walden University in the Master's in
Mental Health Counseling Program and co-owner of O' Nei ll & Gilea Mental Health Consultants, LLC. She
has over 16 years of clinical, supervisory, and administrative experience in behavioral health organizations.
In her role as the clinical director of a behavioral health counseling center, she has supervised crisis interven-
tion services, behavioral health counseling, community psychiatric support treatment, inpatient psychiatric
stabi lization, and pharmacological management services. Dr. Gilea has numerous publications and profes-
sional presentations on the topics related to behavioral health counseling.
Mich elle Gimen ez Hinkle, P h.D., is an associate professor in the Professional Counseling Program at Wil-
liam Paterson University. She has counseled individuals across the life span in community mental health centers
and college counseling centers. The majority of her clinical focus has been working with children, adolescents,
and families. She has published book chapters and journal articles on a variety of clinical counseling topics.
Caitlin Martin -Wagar, M.A., is the Research-Practice Integration Manager at The Emily Program. In her
role, she manages research protocols and program evaluation projects aimed at assessing efficiency and
improving existing eating disorder treatment approaches. Caitlin is certified by The Centre for Research on
Dissemination at Oxford (CREDO) to deliver enhanced cognitive behavioral therapy and has experience in
program development and implementation. She has been clinically active in a variety of settings and popula-
tions, including specialty clinics, community mental health agencies, and hospitals.
VI About the A uthors
Lisa P. Meyer, Ph.D., works as a licensed psychologist in the Ohio Valley Medical Center. She works with
adu lts in outpatient, intensive outpatient, and crisis stabilization programs. Her primary areas of focus
include anxiety and mood disorders, health issues, and grief and trauma. She has worked with chi ldren ,
adolescents, older adults, and families in community mental health centers. She also has experience conduct-
ing psychological and neuropsychological assessments in outpatient and hospital settings. Her most recent
research focuses on body image and eating disorders.
Casey A. Barrio Minton , PhD, NCC, is a professor of counselor education at the University of Tennessee,
Knoxville. She served as president (2013-2014) and secretary (2010-2012) for the Association for Assess-
ment and Research in Counseling (AARC). Casey has authored over two dozen journal articles in profes-
s ional counseling venues and authored or argued four books, including DSM-5 learning Co,npanion for
Counselors. She presents regularly at local, state, and national conferences and serves the profession through
her editorship of the Journal for Counselor leadership and Advocacy and her presence on editorial boards,
including Counselor Education & Supervision.
Holly J. Harh vig Moorhea d, Ph.D., is the chief executive officer of Chi Sigma Iota Counseling Academic
and Professional Honor Society International. Her clinical background includes crisis assessment and coun-
seling chi ldren, adolescents, and adults in various settings, including in patient psychiatric hospitalization,
residential treatment, school, and community agency milieus. As a counselor educator, she has taught in both
face-to-face and online counselor education programs. Formerly, she served as the ethics officer for a profes-
sional counseling organization.
Rachel M. O 'Neill, Ph.D., LPCC-S, is a core faculty member at Walden Un iversity in the Master' s in
Clinical Mental Health Counseling Program and co-owner of O'Neill & Gilea Mental Health Consultants,
LLC. Dr. O'Neill has also worked as a c linical director at behavioral health organization, specializing in
addiction and mental health issues. She has over 15 years of experience working in a variety of settings,
including addictions treatment, community-based mental health, inpatient psychiatric services, and college
counseling. She has published a number of articles and book chapters on topics related to mental health and
addictions counseling.
Eliza beth A. Prosek, Ph.D., is an associate professor of counseling at the University of North Texas. Her
clinical experience includes community in-home counseling, community outpatient counseling, and an in-
school mental health program. She has counseled individuals with intellectual disabi lities, serious and per-
sistent mental health disorders, adults with wellness concerns, and at-risk adolescents. She has published
journal articles on topics related to diagnosis and assessment, clinical decision making, co-occurring disor-
ders, and treatment access for the military population.
Meredith A. Rausch, Ph.D., is the vice president of a non profit organization that focuses on female victims
of abuse; she is passionate about advocacy and empowerment for this population. She also works as an assis-
tant professor at Augusta University. She has over a decade of clinical experience in a variety of settings and
has a special interest in mind-body holistic counseling, and the impact of abuse on mental health and well-
ness. She has engaged in neuropsychological research, studying the various effects of traumatic brain inju-
ries, as well as alcohol-use disorders in the veterans population. Currently, she is researching the impact of
a ketogenic diet within the mi litary population and received an honorary rank of second lieutenant in the
United States Army for her work and training in these areas.
Nicole A. Stargell, Ph.D., LP CA, LSC, NCC, is an assistant professor in the Department of Educational
Leadership and Counseling at the University of North Carolina at Pembroke. She serves as the field place-
ment and testing coordinator for the UNCP counseling programs and as the faculty advisor of the Phi Sigma
Chapter of Chi Sigma Iota. She is a licensed professional counselor and licensed school counselor, as well
as a national certified counselor. Her counseling specialty is children and adolescents, and she also works
with grief and loss issues.
About the Authors VII
Amy E. Williams, Ph.D., is an assistant professor in the Department of Counseling, Special Education, and
School Psychology at Youngstown State University. Her research focuses on substance use disorders (SUDs)
and their treatment, SUDs and family systems, and SUD counselor training and supervision. She also
engages in research related to assessment development for problematic substance use patterns. Her clinical
experience includes individual, group, couple, and family counseling in residential and outpatient settings
with a focus on substance-related concerns and SUDs.
Chelsey A. Zoldan, M .S.Ed., is a counselor working in the Medication Assisted Treatment Department at
Meridian HealthCare in Youngstown, Ohio, with clients presenting with co-occurring opioid use and men-
tal health disorders. She holds Licensed Professional Clinical Counselor, Licensed Independent Chemical
Dependency Counselor, and National Certified Counselor credentials. Her clinical experience includes
working with children, adolescents, and adults in outpatient university and community mental health and
addiction treatment facilities. She has published peer-reviewed articles and presented on topics related to
the diagnosis and treatment of mental health disorders. She also serves on the editorial board of The Pmfes-
siona/ Counselor.
PREFACE
When we were students in graduate school, we learned information that was foundational to counseling,
such as various counseling theories and basic techniques for use with clients. With regard to clinical issues,
we learned about the DSM system of diagnosis as well as treatments that could be used to address different
disorders and problems in living. However, when faced with our first clients, we struggled to know how to
proceed. As we first start out, most counselors-in-training feel flooded with information that they need to
digest and figure out how to apply. As new counselors, we are challenged to apply years of acquired infor-
mation to the conceptualization of the client, knowing this information will inform how we proceed in treat-
ment planning, and in the implementation of treatment approaches and interventions. But how do you take
years of formal education and apply al l of that information to counseling someone and to helping that person
to make the changes that he or she needs to live optimally? In writing this text, our aim was to develop a
resource that would help counselors feel empowered to thoughtfully and deliberately assist their c lients in
tackling their complex issues and difficulties.
Throughout our careers, we have repeatedly heard that counselors value strength-based, contextually
and culturally sensitive approaches to counseling, yet no one taught us how to integrate this way of thinking
with the reality of clinical practice-a reality that requires counselors espouse, to some extent, to a medical-
model approach and diagnose and "treat'' mental disorders. Of fundamental importance to us in developing
this text was our desire to create a treatment-planning model that incorporated a strength-based and contex-
tually sensitive approach to counseling and treatment planning. What resulted was the formation of our
conceptual framework model (i.e., I CAN START), which consists of essential case conceptualization com-
ponents and addresses treatment planning from a strength-based, contextually sensitive perspective. This
conceptual model is detailed in Chapter I and is utilized in conceptualizing each of the case studies pre-
sented throughout the text.
Our clients deserve to receive the most efficacious treatments avai lable. As such, this text will provide
readers with information on evidence-based treatment approaches that can be used in treating a variety of
mental disorders. There is a paucity of research on treating some of the mental disorders described in this
text. In these situations, we have made every attempt to provide the reader with the most comprehensive,
rigorous assimilation of all of the current treatment literature, along with a summary of any emerging
approaches that may warrant further consideration and research.
Multiple interventions are associated with the evidence-based approaches discussed in this text. There
are also hundreds of different ways these interventions can be applied, illustrated, and woven into the fabric
of counseling. We frequently hear our students and supervisees comment that they want to better understand
what it "looks" like to apply various theories and/or treatments. To illustrate the varied means for applying
treatment interventions, each chapter includes two creative applications of treatment interventions. These
creative interventions are intended to illuminate treatment interventions and help readers understand the
variety of vehicles that can be used in applying interventions (e.g., art, play, movement).
To support our effort to create a treatment planning textbook that is practical, Chapter 1 focuses on
information that is foundational to real-world treatment planning practices. This chapter addresses the foun-
dations of "good" treatment planning. Factors that influence counseling and treatment outcomes, and infor-
mation related to the practical realities of treatment planning, are addressed. Additionally, the I CAN START
case conceptualization and treatment planning model is presented in Chapter 1.
In Chapter 2, practical considerations that counselors must face when diagnosing and treating are
provided. First, a discussion of third-party payers and how this relates to treatment planning is provided.
Next, there is a discussion of cultural and ethical matters and how they relate to treatment planning.
Chapter 3 includes a discussion of select safety-related clinical issues that must be addressed as a part
of effective treatment planning. An emphasis is placed on practical steps counselors can take to promote and
support their clients ' safety. The clinical issues selected are those that counselors encounter with the greatest
frequency, as well as those that invite the most serious potential for risk to clients, counselors, and/or mem-
bers of the community. These clinical issues include suicide, homicide, and interpersonal partner violence.
V III
Preface IX
In Chapters 4 through 15, brief discussions of the mental disorders (as defi ned by the DSM-5) are
presented, along with a discussion of counseling considerations and treatment approaches. Each of these
chapters has a unified structure, with chapters beginning with a case and ending with a treatment application
(to the case) using the I CAN START treatment model. Each chapter also begins with an overview of infor-
mation related to the category of disorders and then funnels to more detai led information about the specific
disorders, their associated counseling considerations, treatments, and prognoses.
ACKNOWLEDGMENTS
First, thank you to our chapter contributors. We are so grateful for the time you invested in sharing your
expertise and in ensuring this was a quality project. Thanks also go out to the many people who contributed
their voices and clinical ski lls to this text and to the electronic enhancement features.
We would also like to thank our publishing team at Pearson. Thank you Kevin Davis and Rebecca
Fox-Gieg for believing in our vision for this project and for your endless support.
Stephanie Sedall and Matthew Walker, thank you for your dedication and assistance. Your support and
hard work allowed us to meet our deadlines for this second edition.
Thank you to Dr. Renee Sherrell for providing he lpful suggestions that served to develop the text.
Last, thank you to the following reviewers who added insights and suggestions for this rev ision:
Susannah Coaston, Northern Kentucky University; Michael Rutter, Canisius College; Carol M. Smith,
Marshal l University; Shon D. Smith, University of Florida; and Genevieve Weber, Hofstra University.
VK Acknowledgments
Writing a book necessarily requires sacrifice, not only from the authors but also from the people who sur-
rou nd them. My profound thanks go out to my husband, Rob, and my children, Ava and Isaac, who did
without my presence for many days as I sat clicking away at my computer.
Matt, thank you for being such a wonderful co-author! There is no one else in the world with whom I
would have rather journeyed. Kate, Hudson, Kennedy, Weston, Genevieve, and Blaise, thank you for your
many sacrifices!
I also want to acknowledge those who have taught me the most about problems in living and how to
overcome them, or what we necessarily had to refer to in this book as mental disorders and their treatment:
my clients. When I became a counselor, personal transformation as a result of my work was not something I
anticipated. My clients have taught me about the resilience inherent in the human spirit. Their abi lity to not
only endure but to thrive even in the face of adversity, barriers, and injustices has forever changed me and
how I see the world. No book can teach what they have taught me, but I hope that some of the strength-based
perspectives and contextually sensitive practices I have developed because of what my clients have taught
me translate in this text.
M P A cknowledgments
The process of completing a book is time consumi ng and filled with sacrifice, challenges, and intense dead-
lines. It is also full of highs and lows, and I would not have survived these if it were not for a number of
people who would never al low me to quit or second-guess my abi lities; to them, I am forever grateful.
x Preface
I want to thank my co-author, Vicki. I appreciate you more than I can ever put into words. You have
taught me so much about being a counselor, an educator, a writer, and a person. I am indebted to you
for your supervision, patience, guidance, warmth , and mentorship. I would gladly take this journey again
with you!
I want to thank my children, Hudson, Kennedy, Weston, Genevieve, and Blaise, for tolerating al l those
early mornings and late nights when I was less than available. You are my joy and inspiration!
Last, but definitely not least, I want to thank my supportive, loving wife. Katie, what can I say that I
have not already said? All of this would never have been possible without you. You kindle a part of me that
is authentic, optimistic, driven, confident, and hopeful. You challenged me to envision bigger dreams than I
ever thought were possible! I appreciate and delight in you!
BRIEF CONTENTS
XI
CONTENTS
XII
Contents x 111
Prognosis 356
Anorexia Nervosa 357
Description of the Disorder and Typical Client
Characteristics 357
Counselor Considerations 357
Treatment Models and Interventions 358
Prognosis 363
Bulimia N ervosa 363
Description of the Disorder and Typical Client
Characteristics 363
Counselor Considerations 364
Treatment Models and Interventions 364
Prognosis 371
Binge-Eating Disorder 371
Description of the Disorder and Typical Client
Characteristics 371
Counselor Considerations 372
Treatment Models and Interventions 373
Prognosis 375
Description of the Feeding Disorders 375
Counselor Considerations 376
Prognosis 376
Pica 376
Description of the Disorder and Typical Client
Characteristics 376
Counselor Considerations 377
Treatment Models and Interventions 377
Prognosis 378
Rumination Disorder 378
Description of the Disorder and Typical Client
Characteristics 378
Counselor Considerations 378
Treatment Models and Interventions 379
Prognosis 380
Avoidant/Restrictive Food Intake Disorder 380
Description of the Disorder and Typical Client
Characteristics 380
Counselor Considerations 380
Treatment Models and Interventions 381
Prognosis 382
I CAN START Treatment Plan: Alicia 382
I CAN START Practice Case 384
Summary 384
Contents xx,