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Exam Code: CPCE Practice test 2022 by Killexams.com team
CPCE Counselor Preparation Comprehensive Examination

Human growth and development
Assessment and training
Social and cultural diversity
Career development
Research and program evaluation
Counseling and helping relationships
Professional counseling orientation and ethical practice
Group counseling and group work

Human Growth and Development - Developmental Issues
Studies that provide an understanding of the nature and needs of individuals at all developmental levels.

Social and Cultural Foundations

- Professional Counseling Orientation
Studies that provide an understanding of issues and trends in a multicultural and diverse society.

- Professional Orientation School Counseling
- Counseling Diverse Populations Helping Relationships
- Theories of Counseling and Personality

Studies that provide an understanding of counseling and consultation processes.

- Basic Techniques in Counseling
Group Work - Dynamics and Processes in Group Counseling
Studies that provide an understanding of group development, dynamics, counseling theories, group counseling methods and skills, and other group work approaches.

Career and Lifestyle Development - Career Counseling Studies that provide an understanding of career development and related life factors.
Assessment - Assessment in Counseling Studies that provide an understanding of individual and group approaches to assessment and evaluation.
Research and Program Evaluation - Research Seminar Studies that provide an understanding of types of research methods, basic statistics, and ethical and legal considerations in research.
Professional Orientation & Ethics - Advanced Counselor Ethics Studies that provide an understanding of all aspects of professional functioning including history, roles, organizational structures, ethics, standards, and credentialing.
Why the Killexams Professional Counseling Program uses the CPCE
The CPCE was selected because it evaluates the eight CACREP core content areas and is a national standardized examination. In addition, the CPCE:

Allows Masters level comprehensive exams to better meet psychometric standards.
Gives programs an objective view of the knowledge level of their students.
Allows programs to examine student functioning in various curricular areas.
Promotes longitudinal self-study.
Compares a programs results to national data.
Stimulates student integration of knowledge learned in separate courses.
Gives students comparative strength / weakness feedback.

Counselor Preparation Comprehensive Examination
Counselor Comprehensive study help
Killexams : Counselor Comprehensive study help - BingNews https://killexams.com/pass4sure/exam-detail/CPCE Search results Killexams : Counselor Comprehensive study help - BingNews https://killexams.com/pass4sure/exam-detail/CPCE https://killexams.com/exam_list/Counselor Killexams : Counseling Psychology and Counseling Course Descriptions

Courses offered specifically for Education students are listed in the Department of Education section of the bulletin; however, some Counseling Psychology courses are cross-referenced with Education.

The foundation course for all CPSY programs, this course provides a laboratory setting in which students master basic skill sets that are fundamental for effective communication, advanced counseling and therapy. Among the basic skills essential to counseling psychology are the cultivation of attention, learning to ask questions, paraphrasing and encouraging, reflecting feeling and meaning, confrontation and empathy. The course allows students the opportunity to create, discover and/or examine and expand their personal counseling style through deep investigation of both self and the professional literature. A primary focus is on being more conscious and intentional in interpersonal communication and subsequently in the counseling process. Prerequisite: None (3 units)

CPSY 200 Syllabus

This course provides information and perspective to future therapists regarding biological, developmental, behavioral, emotional, and cultural aspects of human sexuality. It is principally clinical in focus: memorizing materials, classroom experiences and discussions are used to augment students' knowledge of human sexual functioning, both potential and problematic, and to expand students' comfort with their future role as therapists to couples and individuals. Prerequisite: 200 and (212 or 216). (3 units)

CPSY 211 Syllabus 2019

This course focuses on research and clinical technique related to evidence-based practice in psychotherapy. It includes instruction on methodology, analysis, and synthesis of research on the efficacy and outcomes of psychotherapy interventions, as well as training in evidence-based counseling techniques from a variety of theoretical perspectives, including cognitive, behavioral, person-centered, and psychodynamic. Students gain an understanding of how research can inform what techniques to practice in the therapy encounter and how those techniques should be implemented with a variety of disorders and psychosocial issues. NOTE: Students who have taken this course should not enroll in CPSY 224. Prerequisites: None. (3 units)

CPSY 214 Syllabus

A comprehensive review of fundamental concepts in personality theories and their applications to counseling and psychopathology, with special focus on explicating the relationship between theory and practice. Key elements, concepts, and techniques associated with major theories of counseling are examined; identifying the strengths and limitations of each of the major theories, as well as commonalities and divergences among them. The course will help students formulate an initial personal theory of counseling from which to build as they evolve through the program. Exploration of Psychoanalytic, Humanistic, Cognitive, Behavioral, Systems and multi-cultural theory and technique are among the course foci. Prerequisite: None (3 units)

CPSY 218 Syllabus

An intensive skill-building class presenting an integrative model of individual therapy. Theory and interventions are based on process experiential (Emotion-Focused Therapy) and interpersonal (Time-Limited Dynamic, Control Mastery) approaches. The class offers students opportunities to (a) learn and practice strategies and techniques for working with process dimensions of therapy, (b) learn a wide range of therapy markers and the specific interventions recommended for each of them, (c) gain experience as counselors in supervised therapy mini-sessions, (d) practice advanced therapy skills during class, and (e) receive extensive feedback on their counseling skills. The class is particularly useful for students just before or during their practicum experience. Prerequisites: 200, 218 and 227. (3 units)

CPSY 228

The focus of this course is the development of clinical skills and interventions to work with issues presented by lesbian, gay, and bisexual clients. Therapeutic concerns of individuals, couples and families will be explored through readings, discussions, experiential exercises, and feedback on skill development. Prerequisite: 213. (3 units)

This class addresses the evaluation of the various models of psychotherapy as they relate to diverse populations and the influence of the mores and values of various ethnically and culturally diverse populations upon the counseling process. Within-group differences associated with culture, acculturation, and identity development are explored in depth. Self-exploration of racial/ethnic perceptions, attitudes, and experiences, as well as perceptions of gender, privilege, SES, class, and other issues. Review and evaluation of contemporary examples of multicultural research. Prerequisites: 200 and 218. (3 units)

CPSY 231 Syllabus

Concepts and characteristics of child and adolescent delinquency, including the effects of trauma, violence and abuse; gangs; substance abuse;teenage parenthood; and dropout, anti-social, and nonconventional behavior. Introduction to the treatment of these issues, including correctional education, special education, juvenile justice, and social welfare systems as well as effective practices for counselors, including crisis, safety, and weapons management among others. Prerequisite: None (3 units)

CPSY 243 Syllabus

Principles and procedures of correctional psychology and correctional education, including current research on best practices. Discussion of pro-social development and skills, functional assessment and curriculum, correctional psychology, criminal justice, vocational programs, aggression reduction, prejudice reduction, life skills training, comprehensive systems, and treatment planning. Examination of therapeutic approaches and model programs. Prerequisite: None (3 units)

CPSY 244 Syllabus

Program planning, treatment planning, effective transitions, and vocational planning for delinquent, at-risk, and nonconventional youth. Coordinating planning, existing processes (IEP, IFSP, ILP, ITP), and promoting future success. Functional assessment and intervention, program identification, placement, and support. Vocational education programs, training options, assessment, and instruments. Job development, recruiting, placement, and support. Impact of disability, criminality, lifestyle, and cognitive distortion. Thinking processes, distortions, and retraining. Prerequisite: None (3 units)

CPSY 245 Syllabus

An introduction to the central ideas and processes involved in the object-relations approach to psychotherapy. Critical concepts such as projective identification, transference/countertransference, the holding environment, internal objects, transitional phenomena, the therapeutic matrix, etc. are explored and practiced. Readings from the British school (Klein, Winnicott) and American (Ogden) are blended with clinical practice and discussion. Prerequisites: 200, 212, 216 and 218. (3 units)

CPSY 264 Syllabus

This course provides a "hands-on" approach to understanding the basic tenets of cognitive behavioral therapy (CBT). Beginning with a comprehensive review of the fundamental concepts and research supporting CBT, students will learn about and practice cognitive behavioral therapy through didactic lectures, experiential learning, readings, group discussion, videos, and role plays. A primary focus in this class is practical applications of CBT, including relaxation training, activity scheduling, and development of treatment plans for diverse populations. Prerequisites: 200, 218; 214 recommended. (3 units)

CPSY 265 Syllabus

Study of professional, legal, and ethical issues that emerge in marriage and family counseling, psychotherapy, and private practice; understanding values as a method of critical thinking and behavioral analysis. Students confront such issues as confidentiality, clients' rights, mediation, as well as child, spousal/partner, and elder abuse. Prerequisites: 200 and 218. (3 units)

CPSY 275

Among the major theories of psychotherapy, Existential Psychotherapy holds a place that both blends with other approaches and stands distinctly apart. Focused on the personal experience of meaning, this form of psychotherapy explores the inner world as the client creates it. Beginning with the thinking of Viktor Frankl, the course focuses primarily on the American approaches to existential therapy. Constructs employed include the centrality of choice, the tension between the fear of the unknown (freedom) and the stagnation of the status quo (security), the salience of the here-and-now experience of self and the therapist use of self. Although a theory class, significant portions of the class are clinical and pragmatic; exploring existential psychotherapy in film, demonstration and experimentation. Prerequisites: 15 units including CPSY 227. (3 units)

CPSY 288 Syllabus

Explores psychological issues and skills in counseling people coping with loss, grief, and life-threatening illness, and other traumatic circumstances. Topics include: current theory and research on coping with and resilience to grief, loss, and trauma; assessment and therapeutic interventions with individuals and families; cultural and spiritual dimensions; the evolving philosophy and practice of hospice and palliative care; stress management for the therapist. The applicability of these concepts and skills to everyday psychotherapy practice is emphasized. Prerequisite: 200. (3 units)

CPSY 291 Syllabus

Overview of the career development field, focusing on current career development and decision theory. Applications of theory across various settings (industry, clinics, schools, rehabilitation, etc.). Exploration of changing concepts of work and career. Examination of the meaning and spirituality of work, and of "calling," conscious life planning and lifestyle choices. Prerequisite: None (3 units)

CPSY 300 Syllabus

This course focuses on trauma and crisis and the therapist's role in both immediate response and longer term recovery. Emphasis is placed on an integrative framework including psychological first aid, crisis assessment and management, resourcing and stabilization, basic therapeutic principles of working with crisis and trauma, and therapist self-care. 

Prerequisites: 200 and 291 (1.5 units)

(note: MFT/LPCC dual track correctional psychology emphasis students please see instructor regarding 291)

Introduction to methods, theories, and techniques of premarital, marital, sexual, and divorce counseling. Initial focus is on normal relational development, followed by characteristic methods of intervention with relationship difficulties in a primary dyadic relationship. Couple relationships within the cultures most common in California are explored and integrated with the more generic foci. This class includes considerable media and experiential components. Prerequisites: 200, 212, 218 and 227. (3 units)

CPSY 311 Syllabus

Study of the therapeutic decision-making process in the context of psychopathology and the clinical setting. Emphasis on the recognition, classification, and understanding of abnormal behavior. Traditional DSM diagnostic categories are studied, including mood disorders, anxiety disorders, psychosis, affective disorders, psycho­physchological disorders, and other abnormal lifestyle patterns. Prerequisites: 200, 212, 216 and 218. (3 units)

CPSY 318 Syllabus

Emphasis on diagnosis and clinical judgment, including such issues as type of impairment, degree of impairment, predictability, and treatment plan, as well as sources of error judgment and how these errors are minimized. The use of individual, couple, and family assessment techniques, projective tests, personality inventories, and other instruments in a professional setting. Prerequisites: 318. (3 units)

CPSY 319 Syllabus

This is an introductory course designed for those without biological or medical training to provide a firm basis in practical neurophysiology and psychopharmacology. Course foci include the structure and functions of the nervous system, interactions of other organ systems, principles of pharmacodynamics and pharmacokinetics. The material is presented from a clinical orientation with illustrative case examples. Boundaries of practice and practical issues of assessment and referral are covered in depth. Prerequisites: 216, 218, 318. Can be taken concurrently with practicum. (3 units)

Supervised counseling experiences in community services such as juvenile probation, mental health, community colleges, etc. To be taken in the second half of the counseling program, after completion of the counseling core. Weekly seminars for consultation and discussion with a supervisor on such Topics as case management and evaluation, referral procedures, ethical practices, professional and client interaction, confidential communication, and inter-professional ethical considerations. By permission only; must begin in fall quarter. Arrangements with site must be made before the beginning of fall quarter. Enrollment of 331A is typically very small. Meetings with professor are individual and ongoing. Prerequisites: Nine core classes; 311, 315, 317, and 318. (3 units per term; 6 units required)

In this course, students will develop clinical skills to work effectively with Transgender/Gender Nonconforming, Intersex, Genderqueer clients, and with others exploring alternative expressions of gender and sexuality. Readings, discussions, experiential exercises, case studies, and feedback on skill development will be components of this class. Prerequisite: 213. (3 units)

Supervised counseling experience designed specifically to meet California MFT and LPCC licensing requirements. Weekly seminars for consultation and discussion with a licensed supervisor on such Topics as case management and evaluation, systems of care, community resources, advocacy issues, referral procedures, ethical practices, professional and client interaction, confidential communication, and documentation, among other issues. Prerequisites: Nine core classes; 311, 315, 317, 318, 319, and permission of instructor. Must begin in fall quarter. (3 units per term; 9 units required)

CPSY 333 Syllabus

The major purpose of this course is for students to learn about gender issues within the field of counseling psychology from a multicultural and feminist perspective. Students will gain essential knowledge and techniques to work with developmental gender issues in diverse setting. In building on their extant multicultural competency, students will cultivate greater knowledge, awareness, and skills to provide culture-and gender- sensitive clinical practice. This course will help students recognize the ways in which gender issues and socialization affect men, women, and non-binary experiences and identities in an evolving and multicultural society. Prerequisites: CPSY 231 (Multicultural Counseling)

Designed to enhance the knowledge and skill components of their multicultural training (CSPY 231), with a specific focus on Latino/a cultures. An overview is offered of the Latinx experience within a socio-political and psycho-social context, and implications for therapeutic interventions are explored. Topics covered include: culture and personality, acculturation and ethnic self-identification, gender role socialization, influence of family and other systems, educational achievement, religion and spirituality, traditional healing practices, immigration and diversity within the Latinx population. Prerequisite: 231. (3 units)

CPSY 360 Syllabus

Introduction to "Positive Psychology and Health," the empirical study of what leads humans to develop and flourish. Introduces theory, research and applications, exploring the implications of positive psychology for our understanding of health and illness. Topics include: What is health? Wholeness? Wellness? What makes people happy? How do you help people not merely survive, but thrive? How do we foster stress-related growth? What is the role of spirituality in health? What are positive psychological interventions? Students are encouraged to think critically about what it means to be healthy, and to reflect on personal experiences related to health and illness. Prerequisites: 200 and 218. (3 units)

CPSY 380 Syllabus

Introduction to health psychology theory, research, and practice, with a special focus on health promotion and health behavior change. Topics include: models of health and illness; biopsychosocial factors in illness; personality, health, and coping; social support and health; health assessment; models and strategies for health behavior change, including Prochaska's stage model and motivational interviewing; issues and preventions with specific health behaviors; and health promotion in the workplace and other settings. Prerequisite: None (3 units)

CPSY 381 Syllabus

Introduction to conceptual models of chronic stress in home, work, and community environments. Particular attention to methods and programs to assess, as well as alter, chronic stress. Emphasis is placed on the bio/psycho/ social factors in the etiology, maintenance, and modification of stress. Intervention methods are demonstrated and practiced. Prerequisite: None (3 units)

CPSY 385 Syllabus

This course will focus on the construct of mindfulness and its applications to psychotherapy. An experiential and academic understanding of mindfulness will be emphasized. The experiential component will involve training in meditation and mindfulness practices. The academic component will involve rigorous examination of current research on the applications of mindfulness in health care, as well as exploration of current theories of mindfulness and its applications to clinical work. The intention of the course is to help students better understand the construct of mindfulness and how it can be applied in clinical practice as a technique for clients, a theoretical frame for therapists, and as a means of enhancing therapist skills, for example, empathy and attention. A final intention is for students to explore the potential benefits of mindfulness for their own self-care and self-inquiry. Prerequisite: None (3 units)

CPSY 388 Syllabus

For students who have completed 219 and wish advanced training in group leadership procedures. This class focuses on practices of group therapy, and on the complexities of parallel process and the transference/ counter transference issues in groups. Both practical and academic approaches are taken; each student applies classroom learning to an ongoing group process situation. Extensive use of videotape, role-playing, and hands-on practice. The class includes a required one-day "marathon" group session. Recommended for students who expect to do group counseling and therapy in their post-master's employment. Prerequisites: 200, 218, 219, 221; P/NP. (3 units)

CPSY 389 Syllabus

Mon, 18 Jul 2022 15:29:00 -0500 en text/html https://www.scu.edu/ecp/programs/courseschedules/cpsy-description/
Killexams : What does a high school counselor do? The students entered the classroom with uncertainty. This is the first time for a Cincinnati Voices of Youth during Summer Scholars at Shroder High School. Journalism as advocacy has a long history, but local students were not yet acquainted. Soapbox worked with Shroder High School students to give them the opportunity to share their perspectives on issues important to them.

Over the next three weeks, students settled and began to find their voice. Following a lesson on solutions journalism, students brainstormed a list of problems that currently impact them and their peers. This included low self-esteem, bullying, lack of money, and tough family situations. They chose the overarching topic: Jobs for Teens - How to Create and/or Find Employment.

Sharing personal experiences as well as the stories of those they knew, they spoke of the independence and autonomy that a steady paycheck can bring a person. They examined the link between financial security and the self-confidence being competent at a job gives a young person.

“We all need money. Maybe for bills, maybe for food, maybe to get out of an abusive situation, but young people may not know where to go to get jobs.”
– Voices of Youth participant

One student had started a lemonade stand business the past year and saved $1,000 in a savings account. Another had begun dog-walking with her twin sister. Most of the students were more interested in entrepreneurship than traditional careers, but all of them recognized the benefits of working as a teenager. One particular question was raised at multiple times. How does a teenager find out which places will hire and pay them?

One Voices of Youth participant, Kendall Crawley, chose to interview his CPS counselor on her history and experience helping students find employment for a profile story.  

Ms. Hannah Held is a counselor at Shroder High School. She collaborates with outside partners, including Soapbox and Wordplay Cincy, to introduce new experiences to Shroder students in the Summer Scholars program. A portion of their interview follows:

Kendall: First, what made you become a counselor?
Ms. Held: I grew up with teachers and other counselors in my family, so I had some experience with them and loved working with kids. Having experience with education, plus love for working with kids, I found the beauty of that with school counseling. 

Kendall: Why did you choose to become a counselor?
Ms. Held: Well, I always wished I had a counselor—someone who was very supportive of what I wanted to do or who I wanted to be when I grow up. I didn't really have that when I was your age.  When I started school counseling in my schooling, I learned pretty quickly how important it is to be a continuous form of support for somebody. It's a great way to get to know people and work with kids, but also help them figure out who they want to be when they grow up, and along the way, help support them with any emotional needs that they have, and as well as uplift them and empower them. Just be there for them.

Kendall: What do you do as a counselor?
Ms. Held: Well, I do a lot. The biggest job and the reason why I do what I do is I work specifically with kids. Whether I'm doing groups, or I'm in the classrooms, or working individually with students, my biggest priority is always to be working face to face with a student. When we were in COVID [lockdown], we did virtual, but to be working with students is the main job. I also do scheduling, which is one of the things that’s not my favorite thing to do, but it's definitely necessary to make sure that you guys have the classes that you need to feel successful.  I'm also working with teachers, admin, and mostly everyone in this building, to make sure that we're all supporting the kids. The kids' needs come first through advocacy, through bringing in different partners and resources, and then working closely with those partners to make sure there are students that are making their emotional career and educational needs.

Kendall: Have you ever been too busy to help other people?
Ms. Held: Ooh, that's a good question. Have you been too busy to help other people? Counselors are very busy, so we are always on the go. We have had to learn pretty quickly that we have to really prioritize what's most important. And once again, for me, that's my students. So, even if I'm really, really busy, I make it a point to make it clear to somebody, whether it's a student, or maybe one of my colleagues, one of the teachers... If I'm busy, just know that doesn't mean that I am not hearing you. It just means that I am prioritizing something that maybe is a little more crucial at this moment, that doesn't mean I'm going to forget about you. It means that maybe sometimes I have to prioritize something that's maybe an emergency or something critical and then move forward. But I wouldn't say that I'm ever too busy for someone.

Kendall: How many schools have you been a counselor at?
Ms. Held: This is going to be my third school. I've been at two CPS schools, including this one, and then I was at a school in the Lakota District.

Kendall: How did you become a counselor?
Ms. Held: After high school, I went to college at University of Louisville where I studied psychology and linguistics, and knew I wanted to do something in education. I was leaning towards speech therapy, but I was able to shadow with the school counselor while I was in my undergrad. I quickly fell in love with it. That’s when I decided to get my graduate degree at University of Cincinnati for school counseling. Then, I did some internships, some shadowing, and once I graduated, I got my first job.

Kendall: Is there anything we missed or didn't cover?
Ms. Held: What I'll say about school counseling; I think it's something that maybe not everyone understands all the time. Some people call it guidance counseling, where you're just doing academic advising, but school counseling to me is something that's comprehensive, which means it's (like) holistic. So, it's focusing on the person as a whole, not just someone's academics and it's not just someone's career, but on the whole entire person. When a student comes in, how do I see the person fully? Not just the behaviors I see in a classroom or the grades that they get, but how do I see them fully? That's how I see school counseling—you see the whole entire process.

Kendall: How would you help somebody with their career goals?
Ms. Held: That's one of my favorite things to do. When a student comes in and they're like, "Hey, I'm interested in this, and want to learn more about it." Or "Hey, I don't know what I want to do at all." The fact that they're asking questions shows me that they have a desire to want to learn more about themselves. The first thing is always making sure that you're building a relationship with the student. So, building a counselor-student relationship where they feel comfortable enough to even come into my office in the first place is important.

When we start talking, I like to just get to know them more. I want to learn more about your family. Your family in the past, what have their careers been like? Is that something that you would've looked towards or are you looking towards something maybe a little different?

What are your hobbies? What are you currently interested in? What are some of the things that you have a passion for? Is it something to do with computers? Is it something to do with sports? Is it something to do with history, literature? Then, we also kind of look at what are some of maybe the soft skills or the skills that you already have and yourself that maybe you don't even know about? So, are you someone that's really good at conflict resolution? Are you someone who's good at working in teams? Are you someone who likes to work alone?

It gives you kind of a great starting point and foundation to show like, Oh, hey, I'm good at this. And I like this. There's a job that covers both of those things. That's kind of how we start from there.

Kendall Crawley
is a rising eighth grade student at Shroder High School and aspiring photographer. He is a member of the first Soapbox Voices of Youth cohort that took place this June during the 2022 Summer Scholars program.

Voices of Youth is made possible with underwriting support from Cincinnati Public Schools. The views expressed herein do not necessarily represent those of Cincinnati Public Schools.

Mon, 08 Aug 2022 16:12:00 -0500 en text/html https://www.soapboxmedia.com/features/voices-of-youth-counselor-profile.aspx
Killexams : A Paradox in the Field: Mental Health Disorders Among Psychologists Killexams : A Paradox in the Field: Mental Health Disorders Among Psychologists – Association for Psychological Science – APS

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Mon, 08 Aug 2022 08:17:00 -0500 en-US text/html https://www.psychologicalscience.org/news/mental-health-disorders-among-psychologists.html
Killexams : Primary care doctors would need more than 24 hours/day to provide recommended care

Following national recommendation guidelines for preventive, chronic disease and acute care would take a primary care physician 26.7 hours per day to see an average number of patients, a new study finds.

That breaks down to 14.1 hours/day for preventive care, 7.2 hours/day for chronic disease care, 2.2 hours/day for acute care, and 3.2 hours/day for documentation and inbox management.

The research, conducted by the University of Chicago, Johns Hopkins University, and Imperial College London, used a simulation study to compute time per patient based on data from the National Health and Nutrition Examination Survey.

“There is this sort of disconnect between the care we’ve been trained to give and the constraints of a clinic workday,” said Justin Porter, MD, Assistant Professor of Medicine at the University of Chicago and lead author of the paper. “We have an ever-increasing set of guidelines, but clinic slots have not increased proportionately.”

The study also looked at physician time as part of a team, where nurses, physician assistants, counselors and others help to deliver recommended care.

It found that team-based care reduced the time a physician needed to deliver care to 9.3 hours/day, broken into 2.0 hours/day for preventive care, 3.6 hours/day for chronic disease care, 1.1 hours/day for acute care, and 2.6 hours/day for documentation and inbox management.

“Team-based care is a movement that has been around in medicine for a while and has gathered steam more recently,” said Porter. “Doctors do not give care in a vacuum. There are other extremely important members of the healthcare team that are working together and often independently to provide care for patients. This is a huge opportunity and partial solution to the time constraints currently faced in medical care.”

The study, “Revisiting the Time Needed to Provide Adult Primary Care,” is published in the Journal of General Internal Medicine.

Adding to the evidence

This new study joins and builds on others that have found a discrepancy between guidelines and a physician’s time.

In 2003, a Duke University study estimated it would take a primary care physician 7.4 hours/day to provide preventive care for an average-sized patient population, while a 2005 study from Mount Sinai found it would take 8.6 hours/day. A complementary study from Duke in 2005 calculated an additional 10.6 hours/day to manage the Top 10 chronic diseases. Together, that indicates a doctor would need at least 18 hours/day to provide both preventive and chronic care.

The new study went one step further by including all types of care a primary care physician provides – preventive, acute, and chronic – as well as administrative tasks, and accounted for changes to the guidelines that have occurred since the earlier studies were published. It also used a different methodology, employing real patient data from an annual national survey to calculate its results. The earlier studies used hypothetical patient populations based on the U.S. population.

“When you're dealing with real people, you have more complexity to the data. A person may have multi-morbidity, or several chronic diseases at once,” said Porter. “That patient would be treated differently than a hypothetical, average patient. This leads to more comprehensive and precise calculations.”

The study’s data on team-based care also expanded the information available on time constraints for primary care physicians.

The researchers used the Comprehensive Primary Care Plus (CPC+) model to develop the estimates for team-based care. The model allows physicians to focus on advanced care and brings in specialized medical professionals to take over other areas. Dietitians, for instance, would handle nutritional counseling for patients with diabetes or obesity, a time-intensive task. Overall, the researchers determined that 65% of primary care services could be handled by other team members.

More time, better care

Moving to a team-care model would require systemic changes to the way Americans pay for care. Currently, payment for many counseling services depends on patients having a qualifying disease. Yet the benefits of team-based care make the effort worth it, the researchers say.

The time pressure that physicians face has real consequences for the delivery of healthcare. According to the researchers, time constraints are a key factor in physician burnout, one of the drivers pushing medical students from the field.

For patients, the researchers say, time pressure helps explain why improvements in outcomes have not kept pace with advances made in the field. It plays a role in inequities in health care, with vulnerable populations typically receiving care at overburdened clinics. It also has an impact on patient satisfaction.

“If you do surveys with patients about what frustrates them about their medical care, you’ll frequently hear, 'My doctor doesn’t spend time with me’ or ‘My doctor doesn’t follow up,’” said Porter. “I think a lot of times this is interpreted as a lack of empathy, or a lack of willingness to care for a patient. But the reality – for the majority of doctors – is simply a lack of time.”

Additional authors include Neda Laiteerapong, MD, MS, University of Chicago; Cynthia Boyd, MD, MPH, Johns Hopkins School of Medicine; and M. Reza Skandari, PhD, Imperial College Business School, London.

Disclaimer: AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert system.

Tue, 02 Aug 2022 12:00:00 -0500 en text/html https://www.eurekalert.org/news-releases/960786
Killexams : All women 40-60 should have weight counseling, coalition urges No result found, try new keyword!A new guideline unveiled Monday by an influential coalition calls for weight counseling for all women ages 40 to 60, ... Mon, 01 Aug 2022 09:12:24 -0500 en-us text/html https://www.msn.com/en-us/health/wellness/all-women-40-60-should-have-weight-counseling-coalition-urges/ar-AA10cd7T Killexams : OPINION: Hiring more college mental health counselors is not the only or the best answer for today’s struggling students

College students are demanding access to more mental health counselors. Even before the pandemic, students were struggling with a range of mental health issues. Covid exacerbated this mental health crisis, and colleges — in response — are devoting their limited and often-shrinking budgets to hiring more counselors.

On the one hand, counselors can save lives, and students deserve access to mental health counseling. On the other hand, there are times when it feels as if hiring more counselors is offered as a panacea, and this causes its own problems.

To start, the demand for more counselors often ignores issues of quality. Not all counselors are created equal, and not all schools can attract and retain good counselors.

I worry that students will be disappointed when they realize that although they got more counselors, things didn’t get better. This is because there aren’t enough top-quality counselors to meet the demand, and because — in many ways — looking to the counseling center to solve all our mental health problems lets colleges off the hook too easily.

When a student gets to a four-year residential college, they are often faced with an unhealthy culture. For example, there is too much binge drinking on residential college campuses. Colleges also harbor toxic hookup cultures that too often lead to sexual assaults.

Though a counselor can help an individual student get a better handle on their substance or social media use, this does very little to change the cultures and climates that negatively impact college students’ mental health to begin with.

Colleges know this, and they aren’t doing enough in response. If the normal college experience in America is defined by unhealthy behaviors, then I think we can see how hiring more counselors — though necessary —is far from sufficient to bring about the deeper changes that will lead to healthier cultures for students.

Related: Students who drop out for mental health struggles are turning to pricey programs to find their way back

Here are some steps colleges can take in addition to hiring more counselors to create a holistic response to the mental health crisis that is impacting so many students and families.

First, we need to change the narrative about what it means to have a college experience. Too many students put too much pressure on themselves to do it all and at once, even if this means engaging in the unhealthy behaviors that negatively impact their mental health and well-being.

High schools and colleges can be more intentional about preparing students for a successful transition to college. Students need to be given permission by the people they respect to fully engage in and be present to those few things that give them purpose, even if this means doing less — from a quantitative or status perspective — than other students. Having this sense of purpose will make it easier for students to say no to aspects of college culture they know to be unhealthy but have trouble resisting absent that purpose.

There are times when it feels as if hiring more counselors is offered as a panacea, and this causes its own problems.

Second, because mental health challenges are often caused by campus cultures, students should be encouraged to work together to change those cultures. Though counselors can help individuals manage how they respond to the environment they are in, groups of students can work together to change the cultures that lead so many students to seek counseling.

Colleges can offer more action research courses in which students study their campus and propose ways to make it better. Colleges can also incentivize the formation of clubs that create healthier cultures on campus and incentivize faculty to teach courses attuned to the mental health challenges students face.

Third, professors are not counselors, but good teaching has the power to offer purpose and hope. We are uniquely positioned to create learning experiences that engage the whole student and that get them excited to learn and grow as individuals.

Though this type of teaching most certainly doesn’t replace counseling, I believe that if more students were more fully engaged in their studies and found purpose in their coursework, the overall climate for mental health would improve.

Finally, though face-to-face counseling may be the best possible counseling, students need to rethink resistance to Zoom and telecounseling. Though telecounseling may not be the ideal solution, it may be the best possible option they have.

And students learning to appreciate the good-though-less-than-ideal is another way to build the resilience and resourcefulness that will contribute positively to their individual and collective mental health and well-being.

Mental health struggles are real. Mental health counselors are important. But it is also important to expand our ways of thinking about how to best respond to the crisis that is impacting so many young people.

I admire the students who are fighting to create better mental health climates on college campuses. Hiring more counselors is not the only, or even the main, way to get there. We all need to think more holistically about how to best address this most pressing issue.

Jeff Frank is an associate professor in the Education Department at St. Lawrence University in New York.

This story about college students’ mental health was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s newsletter.

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn't mean it's free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

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Sun, 31 Jul 2022 22:00:00 -0500 More by Jeff Frank en-US text/html https://hechingerreport.org/opinion-hiring-more-college-mental-health-counselors-is-not-the-only-or-the-best-answer-for-todays-struggling-students/
Killexams : MU Counseling Center provides resources for incoming students

It is important for students to find time to focus on themselves and seek help when it is needed. The MU Counseling Center is a resource where students can connect with counselors and mental health professionals to receive help with a variety of issues.

The Counseling Center’s services include crisis and emergency services, individual and group counseling, skills classes, consultation and training.

MU Counseling Center Director Christine Even cites a few challenges incoming freshmen deal with — the main one being adjusting to campus life.

However, the Counseling Center provides a variety of free resources to help students adjust to change.

Even says the best way to reach the Counseling Center is to call the office at 882-6601. After calling, students meet with a clinician to determine what services are best suited to meet their needs.

Following this process, it may be determined that individual therapy best suits a student. In this situation, the student would meet with a counselor “who is a good fit for their presenting concerns and can work with [their] schedule.”

“The average number of sessions students use is five, with some students needing fewer and some needing more,” Even said.

Some students look for someone to talk to regularly or know they need long-term support. This is not a service the Counseling Center provides. However, students may meet with a referral coordinator to connect with a provider in the Columbia area who will meet their needs.

While individual therapy is available, Even said a “thriving clinical skills and group therapy program” is a viable option for many students.

This past spring, 14 different groups focused on specific areas such as social anxiety, gender and challenges that students of color and international students face. In these groups, students learn skills needed to address the group’s topic. A full list of these groups can be found on the Counseling Center website.

It is important to note all programs were virtual through the summer, except crisis-related services. The Counseling Center plans to offer in-person services during the fall.

MU student Adam Busack contacted the Counseling Center following a visit to its website. Busack explained that mental health issues run in his family, and he used the Counseling Center’s online resources to discern what he was going through.

“There’s a lot of free quizzes to take which (are) very helpful. I think it’s wonderful that they have those available to all students,” Busack said.

If a student does not personally need help from the Counseling Center but needs advice to help a friend, the Counseling Center provides consultations to aid the student’s efforts.

Even said there are misconceptions about college life, and it is normal for students to struggle to adjust to life in a new environment. Her advice is to accept help when it is needed.

“That’s part of adjusting,” Even said. “I would say just to be patient with yourself, and to reach out to the support around you.”

Wed, 27 Jul 2022 23:00:00 -0500 en text/html https://www.columbiamissourian.com/special_section/collegetown/mu-counseling-center-provides-resources-for-incoming-students/article_967beca4-cd5f-11ec-910d-472d549f591c.html
Killexams : Intensive telephone-based cessation counseling results in improved smoking quit rates

WASHINGTON – Offering intensive, weekly telephone-based cessation counseling along with nicotine replacement for people who smoke and who were undergoing screening for lung cancer resulted in over a two-fold greater cigarette quit rate compared to people who received minimal counseling and nicotine replacement, according to results of a national, randomized trial conducted by investigators at Georgetown Lombardi Comprehensive Cancer Center and colleagues.

The findings appeared July 12, 2022, in JNCI and will be presented at the 2022 World Conference on Lung Cancer in Vienna, Austria, in August 2022.

People with a long-term smoking history are at high risk for lung cancer. Screening with computed tomography (CT) scans can potentially detect lung nodules early so that the disease can be treated in its less advanced stages. When undergoing CT screening, people are routinely offered cessation support, including counseling and nicotine replacement, to help them quit.

“Quitting smoking is very difficult and people who seek medication and support are more successful than those who try to quit on their own,” says Kathryn L. Taylor, Ph.D., professor in the Department of Oncology and a member of the Georgetown Lombardi Comprehensive Cancer Center’s Cancer Prevention and Control Program, and corresponding author of the study. “Importantly, making a quit attempt while undergoing lung screening may provide a boost to one’s motivation to stop smoking.”

The Georgetown Lung Screening, Tobacco, and Health trial randomized 818 people between 50 to 80 years of age with a 20-plus pack year smoking history (e.g., smoking two packs a day for a ten-year period equals 20 pack years). Enrollees at eight lung screening sites nationwide were randomly assigned to either intensive phone counseling of eight, 20-minute sessions along with up to eight weeks of nicotine patches, or three counseling sessions and two weeks of patches, which is similar to what many state tobacco quitlines currently offer people who call seeking assistance with quitting.

During the counseling sessions, tobacco treatment specialists discussed smoking-related goals, nicotine patch use, strategies to address triggers for smoking, readiness to quit, and confidence and motivation to quit.

“Tobacco treatment specialists met participants where they were in their readiness to quit – which ranged from not being ready to make any changes at the moment, but willing to talk about smoking, versus being very ready to quit and wanting specific ideas for making changes to their smoking habits,” notes Randi M. Williams, PhD, MPH, assistant professor in the Department of Oncology at Georgetown and second author of the study.

Self-reported 3-month quit rates were significantly higher in the intensive vs. minimal groups (14.3% vs. 7.9%). Importantly, quit rates that were Verified by saliva strips or carbon monoxide tests were lower but with similar relative differences between groups (9.1% vs. 3.9%) of about two-to-one. Compared to the minimal arm, the intensive arm was more effective at spurring cessation among people with greater nicotine dependence (about a 3½ times greater benefit), normal screening results (over a 2½ times greater benefit), high engagement in counseling (a 3 times greater benefit) and patch use (a nearly 3 times greater use). Bolstering the value of intensive counseling for smoking cessation was a companion article appearing concurrently in JNCI Cancer Spectrum and led by researchers at the University of Michigan. The researchers found that even modest cessation rates achieved with intensive telephone counseling and nicotine replacement in the study group of people currently smoking and receiving lung screening led to savings in costs and lives compared to screening alone and would therefore be considered very cost-effective.

“Although the quit rates were modest overall, when comparing 3-month and12-month outcomes, both groups maintained the quit rates over time,” says Taylor. “Our next step is a planned trial with enhanced interventions and strategies to increase enrollment and treatment engagement among people undergoing lung screening in a large healthcare system, including underserved racial and ethnic minority groups, uninsured patients, and people not ready to quit.”


In addition to Taylor and Williams, the other authors from Georgetown include Tengfei Li, George Luta, Laney Smith, Kimberly M. Davis, Tania Lobo, Jeanne Mandelblatt, Jinani Jayasekera and Eric D. Anderson. Cassandra Stanton is at Westat, Rockville, Maryland; Raymond Niaura and David Abrams are at New York University, New York; Rafael Meza, Jihyoun and Jeonand Pianpian Cao are at the University of Michigan, Ann Arbor.

This study was supported by National Cancer Institute (NCI) grants R01CA207228 and R01CA207228-S1 as part of the NCI’s Smoking Cessation at Lung Examination (SCALE) collaboration.

The authors report having no personal financial interests related to the study. 

About Georgetown Lombardi Comprehensive Cancer Center
Georgetown Lombardi Comprehensive Cancer Center is designated by the National Cancer Institute (NCI) as a comprehensive cancer center. A part of Georgetown University Medical Center, Georgetown Lombardi is the only comprehensive cancer center in the Washington D.C. area. It serves as the research engine for MedStar Health, Georgetown University’s clinical partner. Georgetown Lombardi is also an NCI recognized consortium with John Theurer Cancer Center/Hackensack Meridian Health in Bergen County, New Jersey. The consortium reflects an integrated cancer research enterprise with scientists and physician-researchers from both locations. Georgetown Lombardi seeks to Boost the diagnosis, treatment, and prevention of cancer through innovative basic, translational and clinical research, patient care, community education and outreach to service communities throughout the Washington region, while its consortium member John Theurer Cancer Center/Hackensack Meridian Health serves communities in northern New Jersey. Georgetown Lombardi is a member of the NCI Community Oncology Research Program (UG1CA239758). Georgetown Lombardi is supported in part by a National Cancer Institute Cancer Center Support Grant (P30CA051008). Connect with Georgetown Lombardi on Facebook (Facebook.com/GeorgetownLombardi) and Twitter (@LombardiCancer).

Disclaimer: AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert system.

Mon, 11 Jul 2022 16:11:00 -0500 en text/html https://www.eurekalert.org/news-releases/958433
Killexams : Educators, counselors in Ohio say schools need more mental health resources

COLUMBUS, Ohio — It's time for students in Ohio to start heading back to classrooms, but mental health experts and educators worry high anxiety levels in kids and teens could make for a difficult transition.

The COVID-19 pandemic has hit everyone hard, but Dr. Elizabeth Fedrick said it has impacted kids the most.

"There's an increase in anxiety, depressive symptoms, which all makes sense because the isolation and the quarantining for a child — their peers are their world and their extracurricular activities are their world," Fedrick said.

She is a licensed professional counselor with a Ph.D. in psychology. She has spent years working with children, teens and their parents.

"They are not only struggling with their own mental health concerns and how it's impacting them directly, but then they're also dealing with all of these additional stressors and tension in the home environment," she added.

From Feb. to March 2021, suspected suicide attempts jumped 50% for girls aged 12-17 compared to the same time frame in 2019, according to the Cleveland Clinic.

"Now with this transitioning back to school, that adds a whole different element, especially for children who struggle with social anxiety and anxieties surrounding school," the counselor said.

Not only has she seen an increase in mental illness symptoms in kids, but she has also seen a greater need for school support.

Ohio Education Association President Scott DiMauro agreed, citing discrepancies in care between children who rely on government assistance and those who do not.

"Even before the pandemic hit, we were seeing evidence of growing mental health needs for students and a gap between what those needs were and what schools were able to provide," DiMauro said. "The COVID pandemic just made that a lot worse."

Every student, regardless of their background and mental health needs, should have the support that they need to be successful in Ohio's schools, he added.

The Investing in Kids' Mental Health Now Act has been introduced by U.S. Sen. Rob Portman (R-OH) and would give pediatric mental health care providers like Fedrick more resources to better help children.

The bill would provide increased Medicaid payments for pediatric mental, emotional and behavioral health services. It would also issue guidance to states on the best practices to expand services, including telehealth, and how to help children who are in crisis.

"Those kinds of innovative approaches to access resources through Medicaid, access to resources through existing relief dollars that have already been provided to states and the schools, all of that support is welcome," he said.

However, DiMauro said the shortage of school counselors also needs to be addressed.

"One of the challenges that local school districts are having in terms of spending those dollars to hire needed staff is that there is so much uncertainty around school funding at the state level," the educator added.

He is hoping Ohio lawmakers can fully implement the Fair School Funding Plan (FSFP), which was somewhat attempted to be put into place for fiscal year 2021-22. It was supposed to change how the state delegates funding for school districts.

"Some lawmakers slipped in the poison pill of privatization, adding hundreds of millions of state dollars in both direct funding and tax credits to subsidize families sending their children to private and charter schools," a release from Sept. 2021 by Policy Matters Ohio said. "Still, it’s better than the old practice of funding charters (most of which were run by for-profit operators in 2020) and scholarships to private schools (“vouchers”) out of local district’s budgets. The FSFP put an end to that."

The major problem with the way it is written in now, the organization said, is that in future years — instead of living up to the promise of the FSFP, "they’ll continue to weaken the public system by diverting increasing shares of public funding to private and for-profit entities."

Lawmakers didn’t fully fund FSFP and have not committed to ever fully funding it.

"[By committing to fully fund it, it] will provide a lot of security moving forward," DiMauro said. "Those federal dollars can serve as a down payment on a sustainable way to meet the needs of students and educators in our schools."

He says this would reduce inequities caused by the existing and typical formula which focuses too much on local property taxes. Public school districts use a combination of state funds, local property taxes, sometimes income taxes and federal funds.

"Beyond access to care, which is, of course, the first and foremost barrier, quality of care is the even bigger concern there," Fedrick said. "We have to think about — this is being able to afford the service."

Gov. Mike DeWine also created the Student Wellness and Success Fund, but DiMauro said that kind of funding is inconsistent, and since it doesn't exist in the funding formula — schools aren't able to count on those resources being there for the long term.

It is not only students who need mental health services. Teachers are leaving by the droves, and the vast majority of the rest are suffering from burnout, the educator added.

"Too many people are looking for opportunities to leave the profession early," he said. "And we have fewer people coming into the profession."

So what does this story come down to? What every education piece for the past year has come down to: legislation that would impact educators and limit their ability to teach.

"Unfortunately, some really positive efforts get overshadowed by misguided legislation," he said, referencing Portman and DeWine's helpful mental health efforts.

"We need to make sure that educators have respect and support in order to do their jobs," he added. "We can't be loading other things onto our plates, including a responsibility that, in addition to supporting the academic success of students, that they're serving as armed security guards at the same time."

DiMauro referenced House Bill 99, legislation covered extensively by News 5 that was signed into law by DeWine in June, which would allow a local school board to arm any school staff member (teachers, administrators, janitors, cafeteria workers, coaches, etc.) with 24 hours of training.

Previously, armed teachers would have to become peace officers with more than 700 hours on average of educational courses and firearm training. H.B. 99 made it significantly easier for adults in schools to carry guns, loosening the regulations by more than 95%.

RELATED: Gov. Mike DeWine addresses arming teachers during school safety event

For context, police get 60 hours of firearm training, with 46 of those hours being at a gun range. School resource officers get the same as police, but an additional 40 hours of training both inside and at the range.

Also, News 5 discovered the Republican lawmaker who drafted the training curriculum that schools would have to follow to allow teachers in Ohio to carry guns owns a gun training business that seemingly fits all the required steps in the bill.

RELATED: Ohio lawmaker who wrote bill requiring gun training for teachers owns gun training business

While the bill was being heard in the Senate Veterans and Public Safety Committee, hundreds came to oppose the bill. Throughout the entire hearing process, more than 350 people submitted testimony against the bill, while about 19 testified in favor.

"But what [teachers] do want is for their voices to be heard as important education policy decisions are made," DiMauro said. "Unfortunately, with the gun bill, the Legislature and the governor didn't listen to the voice of teachers, and they didn't listen to the voice of police."

This is not to say that all educators think it would be a bad idea to arm staff, but the overwhelming majority have spoken out against it.

In fact, the majority of Northeast Ohio schools say this proposal isn't for them. From News 5 records, only a few schools across the state have decided or are leaning towards arming staff.

"We have new polling data from the Children's Defense Fund of Ohio (CDF) that has surveyed parents from across the state," he said. "Like 80% plus of parents in Ohio, believe that that is absolutely the right direction and those parents overwhelmingly by 90%, trust and support their children's teachers."

The study has not been released to the public yet, but CDF said it should be in the coming weeks.

At the end of the (school) day, all educators want is to take care of their students, help children succeed academically and provide them with the resources they need to be healthy — which includes providing mental health support.

Follow WEWS statehouse reporter Morgan Trau on Twitter and Facebook.

Copyright 2022 Scripps Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.

Fri, 05 Aug 2022 10:23:00 -0500 en text/html https://www.news5cleveland.com/news/politics/ohio-politics/educators-counselors-in-ohio-say-schools-need-more-mental-health-resources

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