Explore the vast range of titles available.

As long as clinicians write “increase self-esteem” on treatment plans without knowing precisely what that means, there is a need for information on the construct of self-esteem and how its many components can have an effect on outcomes. This text defines self-esteem, describes its history and evolution, discusses its controversies, and presents information on intervention strategies that can make a difference when it receives clinical attention. Principles and concepts are applied to various clinical concerns faced by clients in each of the five developmental life stages: childhood, adolescence, young adulthood, midlife, and late life. Book chapters discuss a variety of specific issues– such as child trauma and abuse, ADHD, body image and eating disorders, at-risk adolescents, African American youth, sexuality in young adulthood, alcohol and other drugs issues, lesbians and gay men at midlife, career development, intergenerational conflict in Asian Americans, and loss in late life – and offer detailed strategies for the development and enhancement of self-esteem. Also included is an example of an 8-week self-esteem enhancement program. \"Self-esteem luminary Mary Guindon and her all-star cast of experts deliver the definitive guide to understanding and enhancing self-esteem across the lifespan. Theoretically comprehensive yet clinically focused, this is instantly the seminal guidebook for researchers, educators, and practitioners interested in the essential role of self-esteem in mental health. This remarkable resource will clearly guide the work of practitioners who are serious about self-esteem interventions in diverse clients from childhood through late-life. It is the first and only book to offer comprehensive self-esteem interventions for clients impacted by problems as wide-ranging as parental mental illness, body image, ADHD, and trauma. Each chapter is concise, theoretically grounded, and chock-full of illustrative case examples.\" - W. Brad Johnson, PhD, Professor of Psychology, United States Naval Academy, USA \"Positive self-esteem is considered a sine qua non of healthy personality in the trajectory of human development. Dr. Mary Guindon has assembled an elite group of nationally and internationally known leading scholars to produce a definitive and monumental textbook on self esteem that is certain to become a classic resource for both the novice and the experienced counselor. It covers a wide range of topics with special focus on the self-esteem issues of special populations. A remarkable blending of didactic and experiential exercises with current research findings, case examples, and enhancement strategies makes this book a shining star in the galaxy of counseling literature.\" - Daya Singh Sandhu, Department of Educational & Counseling Psychology, University of Louisville, USA \"Self-Esteem is a core psychological concept whose meaning and importance have been sometimes misunderstood or ill-understood by psychology students, counselors, and therapists, as well as the general public. That's why Self-Esteem Across the Lifespan: Issues and Interventions, knowledgeably compiled and deftly edited by Mary Guindon is such a germane and timely body of work. Beginning with Mary Guindon's two-part introduction defining self-esteem and self-esteem interventions, the expert contributors go on to address self-esteem issues associated with childhood, adolescence, young adulthood, mid-life, and late life with respect to the elderly. An informed and informative body of work that is enhanced with the addition of an extensive list of resources and an example of a 'Group Self-Esteem Intervention Program', as well as an author index and a subject index, Self-Esteem Across the Lifespan: Issues and Interventions is a seminal contribution to the field and a highly recommended addition for professional and academic library Counseling, Psychology, and Psychiatry reference collections and supplemental reading lists.\" - The Midwest Book Review Part I: Introduction Guindon , What is Self-Esteem? Guindon , What Do We Know About Self-Esteem Interventions? Part II: Childhood: Introduction. Green, Kolos , Facilitating Self-Esteem in Elementary School-aged Children: A Child-centered Play Therapy Approach. Burke, Pilecki , The Effects of Intrafamilial Trauma on Self-Esteem Development. Mellin , Children of Families Affected by a Parental Mental Illness. Muratori , Fostering Healthy Self-Esteem in Gifted and Talented Children. Part III: Adolescence: Introduction. Richman , Hope, Mihalas , Assessment and Treatment of Self-Esteem in Adolescents with ADHD. Smith , Body Image, Eating Disorders and Self-Esteem Problems During Adolescence. Crenshaw, Lee , At-risk Adolescents: Self-Esteem, Youth Violence, and Teen Pregnancy. Bailey, Bradbury-Bailey , Promoting the Self-Esteem of African American Adolescent Boys. Herlihy, Watson , Issues of African American Girls. Part IV: Early Adulthood: Introduction. Hunt , Young Women and Self-Esteem. Giordano, Rush , Self-Esteem and Sexuality: An Exploration of Differentiation and Attachment. Hunt, Guindon , Alcohol and Other Drug Abuse and Addiction in Young Adults. Part V: Midlife: Introduction. Whitman , Lesbians and Gay Men at Midlife. Niles, Jacob, Nichols , Career Development Issues in Midlife. Brickwedde , Chronic Health Issues. Part VI: Late Life: Introduction. Richmond, Guindon , Self-Esteem and the Third Phase of Life. Kim, Park , Asian American Elders in the US Culture. Gladding, Martin, Creativity and Self-Esteem Later in Life. Part VII: Conclusion. Guindon , Summary and Implications for the Future. Appendix A: Resources. Appendix B: Example of a Group Self-Esteem Intervention Program.

This article reviews professional literature published in 2004 related to career counseling and career development. The literature is divided into 4 broad areas: professional issues, career theory and concepts, career interventions and practice, and career assessment and technology. The authors summarize and discuss the implications of the findings for career counseling practice and research.

Self‐esteem is a common target of intervention, and the proliferation of research on self‐esteem attests to the widely held belief of its significance as a personality variable. Despite its popularity, there is limited consistency in the use of its definition, and little evidence suggests that counselors routinely assess levels of self‐esteem. This indicates a lack of attention to accountability in the quality of counselor services. This article provides a step toward accountability by presenting a review of the evolution of self‐esteem as a construct, offering definitions grounded in the professional literature, and discussing a compendium of self‐esteem assessments. Working toward consistency and responsibility in defining and assessing self‐esteem can positively influence effective self‐esteem interventions.

Oppression is defined and identified as the basis of a considerable range of psychopathology. An exploratory transcultural model of counseling based on oppression is introduced with the goal of serving both oppressed and oppressive clients. Perception, as perspicacity, is the key to this exploratory model. The authors suggest that oppressed persons generally possess a considerable degree of perception of their oppressors even though they may be unaware of it. Research from the literature on depressive realism is used to infer support. Counseling approaches to oppressed persons are introduced including a new approach to cognitive therapy and an emphasis on liberation rather than adjustment. Counseling approaches to oppressors are also discussed based on the rehabilitation of empathy and perception.

Many counselors are aware that synchronicity—unpredictable instances of meaningful coincidence—can play a significant role in career opportunities, yet the phenomenon of synchronicity in the career literature is underrepresented. The purpose of this article is to discuss the occurrence of synchronicity in the career development process. A philosophical context is presented and provides a framework for understanding synchronicity. Through the presentation of 3 case studies, synchronistic themes are explored. Using various career counseling processes, each client developed an authentic identity and found meaningful work through an experience with synchronicity. Implications for counselors are discussed.

The results of this preliminary study of 94 healthcare providers show that they had high hope levels when working with patients infected with HIV. The providers named imparting hope during the counseling process as the most important intervention for increasing patients' treatment adherence. Although half of the respondents had uncertain expectations for the future of their patients, more than one third had hopeful expectations, with only a small minority having hopeless expectations. An overwhelming majority reported they did not have negative attitudes toward or uncomfortable feelings when working with patients who were infected with HIV, regardless of method of acquiring HIV, gender, or sexual orientation. Moreover, respondents seemed to have a balanced emotional state, with the majority reporting that they experienced more positive emotions than negative emotions when working with their patients over time. Implications for healthcare providers are discussed.