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Virtual Educational Therapy presents a board-certified educational therapist’s year-long case study of clinical supports and advocacy for a student with learning disabilities who is attending school remotely during the COVID-19 pandemic. With online and blended learning, now the norm in K–12 education, educational therapists need new models of intervention, treatment, and relationship-building for their child-age clients. This book offers detailed single-case research focused on a middle-school student who is learning virtually while challenged with ADHD as well as visual and verbal memory issues, but who is nonetheless found ineligible for special education services. Across eight chapters, author and renowned educational therapist Marion E. Marshall describes the neuropsychological principles, research-based techniques, personal interactions, clinical approaches, and advocacy efforts that led to a vulnerable student’s significant gains in academic skills and outcomes.
Best Practices in Educational Therapy provides actionable strategies and solutions for novice and veteran educational therapists. Given the diverse backgrounds of educational therapists and the varieties of specialization and client types, there is no single approach for all therapists and all clients. This book is built on a foundation of individualized intensive intervention, offering generalized principles of application across many contexts. Featuring practices informed by documented experiences of educational therapists as well as research in memory and cognition, attention, speech/language, specific syndromes, and the role of emotion in learning, this well-rounded guide will serve educational therapists at all stages in their career.
This book provides an in-depth look at what a little-known clinician, the educational therapist, does and how they do it. It goes behind the clinician’s door to illustrate the unusual and broad range of interventions – both academic/vocational and social/emotional – that an educational therapist employs. This particular case study involves a young woman named Nora who had a severe but undiagnosed auditory processing disorder. She could not give meaning to the spoken language that came at her too rapidly, leaving her in a constant fog of words that she couldn’t comprehend. This case discloses the problems, their causes, and the emotional toll that had to be considered when developing an effective educational/therapeutic plan for Nora. It vividly illustrates the dynamic exchanges and mutual learning that goes on between client and therapist. Parts I and II illustrate how the psycho-educational interventions that addressed Nora’s academic and non-academic needs were gradually formulated over the first year. Part III provides a series of vignettes from subsequent years that illustrate the ongoing applications of the therapist’s work. Distinguishing Features Explanatory Sidebars – The rationale behind particular techniques and interventions is clarified through a system of explanatory sidebars that inform the reader without distracting from the story. This approach makes the book both an instructional tool well as compelling story. Organic Curriculum – The rationale for and application of an "organic (personalized) curriculum" is explained and applied throughout the book as a model for others to use in working with this population. A Longitudinal Perspective – The initial work with Nora began many years ago, so this book provides a long view of her life and tracks the influences that educational therapy exerted on her development into a fully functioning adult. Cognitive/Emotional Integration – The core of educational therapy – the interdependence of cognitive skills and emotional response – is clearly documented throughout the book. In addition to educational therapy students and practitioners, this book is appropriate for those working in related fields such as special education, school psychology, school counselling, and social work in educational settings.
"An enjoyable book that helps to bring counselling into the 21st century. Kate and DeeAnna have played a significant role in the development of online therapy and their enthusiasm for the subject matter, and experience as trainers and practitioners, comes through in this informative text." Terry Hanley, Director of MA in Counselling, University of Manchester The plethora of online services now available has led to a growing demand for practitioners to look beyond traditional face-to-face therapy and take advantage of the flexibility which email and the Internet can offer them and their clients. This guide gives up-to-the minute information and research, ethical and legal advice, on the practicalities of setting up or joining a service, and the essential therapeutic skills needed to be an effective online therapist. Writing for an international audience, the authors discuss the issues for practitioners using the Internet today, as well as in the future. Basing their study on published empirical research, they address: - text-based therapeutic interventions such as email, Internet Relay Chat and forums, from the perspective of different theoretical orientations, illustrated with a full length case study - new Ethical Framework for using Technology in Mental Health - online supervision, online research; group therapy online - the "business" of setting up in private practice or e-clinics - other therapeutic uses of technology including use of video therapy, mobile SMS, telephone therapy, Virtual Reality environments, gaming and computerised CBT. The authoritative guide to all aspects of being an online therapist, this practical text is a vital addition to any therapist′s library. It will also be valuable reading for anyone training to be a counsellor or psychotherapist in our increasingly ′electronic′ world.
Unlocked tells the stories of ten different people in therapy in various cultural and geographical contexts - from Saudi Arabia to Venice or New York. Each narrative explores a unique presenting situation and uncovers the complexities of the therapeutic experience. All therapeutic work described in this book happens online. Inspired by real client sessions, the therapist narrator and the clients' stories are fictionalized for privacy. Rather than presenting a barrier, Unlocked demonstrates how a curious and skilled therapist can make the most of the unexpected gifts that the 'screen' offers--be it the intrusion of a pet, a parent breaking into the session, or a client taking her therapist for a ride outside. Therapeutic conversations that happen on the screen have a surprising close-up quality; these stories convey the renewed intimacy and intensity of such practice and present new possibilities for the therapeutic process. They will be of interest not only to therapists who are transitioning their practice online but also to those considering therapy or curious about the therapeutic process.
The Clinical Practice of Educational Therapy is the first book to provide a comprehensive review of the interdisciplinary profession and practice of educational therapy as it exists today. It describes the scope and practice of educational therapy from its European roots to its growing presence in the United States, and provides case studies to illustrate the work of educational therapists. Key Features: Interdisciplinary Perspective – Other books focus on either educational or therapeutic interventions but rarely discuss the blend and synergy of disciplines that are the hallmark of the profession. Illustrative Cases – The text draws heavily on case studies as a means of understanding the practice of educational therapy, especially the relationship between therapist and client. Expertise – Chapter authors are either experienced educational therapists or allied professionals who have made scholarly contributions to the profession, such as Dorothy Ungerleider, Patricia Waters, Roslyn Arnold, and George McCloskey. In addition to educational therapy students and practitioners, this book is appropriate for those working in related fields including special education, school psychology, school counseling, and social work in educational settings.
A lively read from a working teacher offers practical engagement strategies for students with attention challenges If learning is a motor, student engagement is the key. But when teaching students with ADHD and other attention challenges, sometimes even the most finely tuned classroom can sputter. Teach for Attention! is your tool belt of teaching strategies for students with ADHD, low self-confidence, distraction, and other attention challenges. Dozens of true classroom stories show the strategies in action. It’s all about making simple fixes so you can reach every student without changing your approach or revamping your curriculum. Carry these ideas with you like tools on a belt—the right one will be there when you need it!
The profession of educational therapy has a detailed Code of Ethics governing standards of practice, responsibilities of members, and relationships with clients and allied professionals. Yet, there is no accompanying Practice Guide for applying these tenets to one’s own work, as there are in other “helping” professions. Applicable models of Ethical Decision Making (EDMs) have not been discussed, evaluated, or detailed in any other publication. Clear breaches of ethics may be readily apparent, but less clearcut ethical “dilemmas” can be very troublesome. Ethical Decision Making in Educational Therapy: A Practical Guide is a unique and important guidebook for professionals, instructors, and supervisors in the field. It categorizes the issues commonly experienced in an educational therapy practice while presenting engaging, real-life scenarios embedded with ethical quandaries. The book provides clear guidelines for problem-solving ethical issues with integrity. The effects of workplace context, experience, and self-reflection are reviewed. Ethical Decision Making in Educational Therapy: A Practical Guide is an essential book for those in university training programs, for practitioners new to the field, for those experiencing an ethical dilemma, for supervisors, and for those preparing to take the Association of Educational Therapist’s ethics exam to become Board Certified.
"This encyclopedia of virtual communities and technologies provides a much needed integrated overview of all the critical concepts, technologies and issues in the area of virtual communities"--Provided by publisher.
There is evidence that the global COVID-19 crisis is exacerbating existing inequalities and marginalization of vulnerable groups, including exceptional learners, stateless, street, migrant, and refugee children and youths, and the limited use of frameworks of emergency planning with and for marginalized and at-risk individuals. These challenges are multi-sectoral and intersecting, and they require multi- and interdisciplinary interventions to inform inclusive responses. These issues include being at a greater risk of excluding vulnerable learners from gaining access to equitable education (online/remote and blended education). Intersecting forms of discrimination such as gender, socioeconomic and legal status further exacerbate the problem. This has alerted us to examine the living conditions of marginalized and vulnerable populations around the globe, and to reveal their experiences, problems, and needs from an educational perspective, thus bringing insights into their vulnerabilities during the pandemic.