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Psychological Rehabilitation of COVID-19
Published in Wenguang Xia, Xiaolin Huang, Rehabilitation from COVID-19, 2021
There are various forms of psychological rehabilitation counseling applicable to all kinds of people to ensure that people at all levels can get effective psychological support. According to the number of counseling subjects, it can be divided into individual counseling and group counseling.According to psychological consultation, it can be divided into outpatient consultation, on-site consultation, telephone consultation, letter consultation, thematic consultation, internet consultation, online outpatient service, etc.
The Life Care Planning Expert
Published in Julie Dickinson, Anne Meyer, Karen J. Huff, Deborah A. Wipf, Elizabeth K. Zorn, Kathy G. Ferrell, Lisa Mancuso, Marjorie Berg Pugatch, Joanne Walker, Karen Wilkinson, Legal Nurse Consulting Principles and Practices, 2019
Tracy Albee, Mariann F. Cosby, Martha Heath Beach
The field of rehabilitation counseling utilized the life care planning process to better manage the trajectory of recovery experienced with catastrophic disability. The injured individual, family, and medical professionals discovered immense value for its use and application to streamline care and ensure critical aspects of medical and rehabilitation were addressed in a timely manner. Today, life care planning has burgeoned into a sub-specialty highly sought after for its multiple applications; providing individualized, researched blueprints of current and future medical and rehabilitation needs for persons with disabilities (Weed & Berens, 2018).
The Role of the Vocational Rehabilitation Counselor in Life Care Planning
Published in Roger O. Weed, Debra E. Berens, Life Care Planning and Case Management Handbook, 2018
Debra E. Berens, Roger O. Weed
Vocational rehabilitation counselors who work within the life care planning arena generally are rehabilitation professionals who have a minimum of a master's degree in rehabilitation counseling, hold one or more national certifications in the field of rehabilitation, and have extensive training and experience in the areas of evaluation and assessment, catastrophic case management, transferable work skills, earnings capacity analysis, and job placement (Weed & Field, 2012). Vocational rehabilitation counselors can be credentialed in a number of areas, most notably CRC (Certified Rehabilitation Counselor), CDMS (Certified Disability Management Specialist), CCM (Certified Case Manager), CVE (Certified Vocational Evaluator), and ABVE (American Board of Vocational Experts). Credentials can also be obtained from other organizations that, on the surface, appear to be based more on profit-making than on advancing the role and function of the rehabilitation professional. While some of these credentials may be valuable, the authors strongly encourage those professionals interested in pursuing further credentials to thoroughly research the history of the organization, assure the credential is founded upon published role and function research, and scrutinize the validity of the offer.
Social participation interventions targeting relational outcomes for young people with physical and developmental disabilities: an umbrella review and narrative synthesis
Published in Disability and Rehabilitation, 2023
Gillian King, Eric Smart, Laura Bowman, Madhu Pinto
The reviews indicated positive effects on a variety of relational outcomes for interventions varying in format (group, individually tailored, online) and content (arts-based, family-centred, and social communication oriented). There is therefore a diverse set of potentially effective social participation intervention approaches for practitioners to use to enhance the relational outcomes of young people with disabilities, as has been reported by others conducting systematic reviews of interventions [72]. For example, a 30-year review of social effectiveness interventions in rehabilitation counselling and rehabilitation psychology indicated the importance of both direct methods (e.g., group, one-to-one, a combination) and indirect methods (e.g., group immersion and assistive technology) [73].
Rehabilitation engineers, technologists, and technicians: Vital members of the assistive technology team
Published in Assistive Technology, 2023
Carmen P. DiGiovine, Meghan Donahue, Patricia Bahr, Mark Bresler, Joseph Klaesner, Raj Pagadala, Brian Burkhardt, Ray Grott
A common pathway towards becoming a rehabilitation technologist/assistive technologist is through an associate, undergraduate, or graduate degree in health and rehabilitation sciences (e.g. Occupational Therapy, Physical Therapy, Speech and Language Pathology, Rehabilitation Counseling), engineering technology or special education with a focus on assistive technology (examples of common pathways are illustrated in Figure 2b). The health and rehabilitation sciences or education degrees provide a foundation, then students specialize in technology sciences through post graduate credentials, such as academic specializations (e.g. minor or certificate programs) and/or certifications (e.g. ATP, SMS, RET). Similarly, the technology degree provides a technology foundation and then students acquire knowledge of health and rehabilitation science and assistive technology through post-graduate education.
Integrating Behavioral Health into Primary Care: The Role of Psychiatric Nursing in the Development of the Interprofessional Team
Published in Issues in Mental Health Nursing, 2021
Barbara Ann Caldwell, Edward J. Alessi, Mary DiGiulio, Patricia Findley, Janice Oursler, Mary Wagner
Each of the disciplines had students in clinical practicums but for different number of clinical hours, which meant that the faculty had to locate clinical agencies that were willing to not only have student teams two days per week but also have social work students come on their for an additional day of training. Further, because the roles and responsibilities are quite different for the psychiatric nurse practitioner students, they required having a clinical preceptor who was either a psychiatrist or psychiatric nurse practitioner. In addition, there needed to be licensed social worker who could supervise the social work and rehabilitation counseling students. In addition to having actual supervisors at the agencies, we relied on a mixture of clinical faculty who were psychiatric nurse practitioners, social workers, and doctoral level rehabilitation counselors to provide close supervision of students who were dealing with varied agency dynamics. Learning together as a team of behavioral care practitioners in the primary care setting allowed students to witness how each member of the team can use their skills to lead therapeutic encounters with patients experiencing psychosocial and mental health problems.