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Mental health professionals training

There are specific symptoms that family members, friends, coworkers and professionals can look for to help determine whether there are other problems besides drug use. Identifying other mental or physical health concerns can help a person advocate for specialized services for a client or his or her loved one, friend, or coworker in order to provide for the best care possible. However, identification of these signs or symptoms only warns there may be another problem — it does not tell you what the problem may be. If signs of other problems are noted, you should recommend a comprehensive evaluation by a professional trained in this type of assessment (e.g., a clinical psychologist, psychiatrist, or mental health professional with similar skills) if you do not feel ready to make that assessment yourself. That way you will know for sure what your client needs help with. [Pg.59]

A fourth way to conceive of a drug problem is to consider it as a behavioral disorder. Many psychologists and other mental health professionals operate within this model. The typical treatment within this model involves individualized therapy with a psychotherapist. Three common avenues for treating a drug problem as a behavior disorder include behavior modification, cognitive modification, and skills training these techniques have been described previously, so I will not describe them again here. [Pg.214]

Psychotherapy consists of talking to a trained mental health professional such as a psychiatrist, social worker, or clinical psychologist. In many cases, talking to a professional enables the patient to learn how to cope with anxiety. In fact, it has been shown that psychotherapy can be as effective as medication in alleviating the symptoms of most anxiety disorders. [Pg.96]

Psychologists are highly trained mental health professionals. Their professional activities overlap by more than 90% with those of psychiatrists, except for the prescription of medication. In the interest of public mental... [Pg.321]

Who are the qualified mental health professionals in my agency or community that can be called upon in the event of a local disaster Do they have a clinical specialty or language proficiency Who authorizes them and what training do they have/need ... [Pg.84]

Cohen, R. E. (1992). Training mental health professions to work with families in diverse cultural contexts. In L. A. Austin (Ed.), Responding to disaster A guide for mental health professionals (pp. 69-80). New York American Psychiatric Press. [Pg.93]

Because of the tremendous scope of the Twin Towers disaster, and the fact that there were so few of the physically injured to care for, 9/11 turned out to be primarily a mental health disaster. Experience with such disasters has served only to emphasize the importance of recruiting, screening, and training mental health professionals, paraprofessionals, and volunteers in order to have the personnel necessary to respond to the specific short- and long-term needs of those exposed to the disaster. [Pg.256]

This vision of the treatment system in a new NDCS involves multiservice treatment facUities that can provide for the diverse needs of the public-sector treatment population. This means that a variety of levels of service would be available (long- and short-term residential, outpatient, and intensive outpatient), a multidisciplinary professional staff (e.g., addiction counselors, medical personnel, mental health professionals) would be provided, and a seamless method to provide ancillary services such as vocational training, financial management, and self-care skills would be in place. Services such as child care would be provided to remove barriers to treatment. There must be provisions for regular follow-up contact with treatment professionals and/or attendance at some kind of support group. AU of this requires an infusion of resources to upgrade the public-sector treatment system. [Pg.174]

Identify resource material on chemical/biological agents and enlist the help of mental health professional societies in developing a training program for mental health professionals... [Pg.10]

The committee is concerned about several areas of the psychological response to chemical or biological terrorism. Among these areas of concern are the training of mental health professionals, methods for screening victims, and communication to the general public. Therefore, the committee has identified the following research and... [Pg.172]

Identify resource material on chemical/biological agents, stress reduction after other traumas, and disaster response services, and enlist the help of mental health professional societies in developing a training program for mental health professionals. The key to success in this attempt will be offering continuing education credits and certification for mental health providers trained in chem/bio attack response. [Pg.173]

In addition to the importance of staffing trained mental health professionals within schools, teachers and staff also need to have training to be able to respond to the mental health needs of their students, from basic classroom management and discipline strategies to working with troubled youth and responding to disruptive behavior, as well as suicide risk identification and intervention. At any time, a... [Pg.121]

Because of the complexity and involvanent of suicide risk assessment, trained mental health professionals should lead this type of assessment. Contacting parents and connecting with mental health resources are uecessary components of suicide risk assessmeut. Furthermore, suicide risk assessment is ongoing (Granello, 2010). Therefore, follow-up is necessary from trained mental health professionals for students that are a suicide risk. [Pg.125]

School crisis prevention efforts have been strengthened throughout recent years with a new model and curriculum developed through collaborative efforts of workgroups sponsored by the National Association of School Psychologists (NASP). The PREPaRE curriculum was developed for educators and school-based mental health professionals to provide training on how best to fill the roles and responsibilities generated by their membership on school crisis teams (Brock et al 2009, p. viii). The PREPaRE acronym represents interventions in a sequential and hierarchical order, specifically (Brock et al., 2009, p. ix) ... [Pg.126]

Mental health professionals with specific conpetencies and AC training... [Pg.187]

In the community mental health paradigm, mental health professionals were envisioned as consultants who would teach and train others to carry out therapeutic interventions, thereby extending their effectiveness. The goal of mental health consultation to schools shifted from that of assessment and treatment of individual students, along with helping teachers understand and deal with individual... [Pg.17]

Providers need to value interdisciplinary diversity and recognize how multidisciplinary resources enhance their ability to respond to the complex needs of students. Mental health professionals benefit from opportunities within the collaborative process to conduct self-assessment. The process of self-assessment allows providers to reflect upon their own discipline and how their training and practice knowledge may lead them to interpret and respond to situations in a certain predictable way. [Pg.109]

Each of the core mental health disciplines of psychology, social work, and psychiatry offers unique and significant contributions (alone and in conjunction with one another) in the school context. The following sections provide a brief overview of their respective functions and the ways in which they collaborate with other school- and community-based mental health professionals. For a more detailed description of the roles, as well as education and training, of each of the school mental health disciplines (including counseling and nursing), see the article on this topic by Flaherty et al. (1998). [Pg.110]

Child and adolescent psychiatrists may consult in school settings and with other mental health professionals and school staff. They also participate in diagnostic evaluations and make treatment recommendations. Because psychiatrists are relatively few in number, compared to the other mental health professionals, their role as consultant allows for maximal use of their expertise. In keeping with their genearal training emphasis on the more severe psychiatric disorders, child and adolescent psychiatrists tend to be more involved with students in mental health and special education fecilities as well as with public school students eligible for special education services. [Pg.111]

Mental health professionals typically deliver indicated preventive interventions, often in conjunction with another school staff. To expand the reach and sustainability of indicated preventive interventions, however, school-based mental health clinicians can play an important role by training other school staff in these interventions. In high-risk neighborhoods the number of children who need interventions to address disruptive and aggressive classroom behaviors typically extends beyond a single clinician s capacity to deliver services. In these situations multiple school staff, with facilitation by a mental health professional, need to learn to deliver indicated preventive interventions. [Pg.247]

School mental health professionals need to understand the paradigm shift in mental health service delivery and the impact that this has had on children and families from diverse backgrounds. They need training to take advantage of new opportunities that have been created in the conmumity in primary care, school, and faith-based centers, and they need to understand and be prepared to address the barriers that continue to exist, particularly for children from low-income and ethnic minority groups. [Pg.261]

Given the rapid growth of school mental health programs since 1990, standards for the preparation of school mental health professionals across multiple disciplines are needed. Also, research regarding the implementation of training standards and outcomes derived from programs that utilize these standards should be conducted to direct training efforts in the future. [Pg.270]


See other pages where Mental health professionals training is mentioned: [Pg.257]    [Pg.322]    [Pg.649]    [Pg.199]    [Pg.257]    [Pg.270]    [Pg.496]    [Pg.3]    [Pg.168]    [Pg.168]    [Pg.222]    [Pg.121]    [Pg.124]    [Pg.126]    [Pg.100]    [Pg.104]    [Pg.117]    [Pg.251]    [Pg.257]    [Pg.257]    [Pg.259]    [Pg.261]    [Pg.263]    [Pg.264]    [Pg.265]    [Pg.265]    [Pg.267]    [Pg.269]   


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