Resources on COVID

April 10, 2020

As part of our response to the ongoing COVID-19 pandemic across the world, Oxford University Press has made content from online resources freely accessible to assist clinicians, practitioners, and researchers who are working to address this health crisis.

Supporting Tele-therapy and Clinician Self-Care

Managing Real-Time Telepsychology Practice
Outlines the management of real-time telepsychology practice, referral and scheduling, pre- and post-session suggestions, and the telepsychology session itself.

Using different communication channels to support internet interventions
Discusses different ways of providing clinician guidance and support, and covers different channels to communicate with clients including face-to-face, live groups, email, SMS, online discussion groups and telephone support.

Training clinicians online to be e-therapists
Describes an online clinician training program for online low intensity practitioners (‘etherapists’) to work ‘in’ the Anxiety Online virtual clinic, and the challenges and solutions involved.

Technology Applications in Delivering Mental Health Services
Currently available technology examples, considerations in the clinical decision to use a technology, and key relevant ethical issues are discussed.

Ethical and Legal Aspects of the Practice of Teletherapy
Offers guidance to mental health practitioners using telecommunications technologies or teletherapy to deliver or augment mental health services

Delivering Mental Health Assistance in the Wake of Natural and Manmade Disasters
Reviews the major psychological aspects of disasters and disaster mental health (DMH) and highlights the importance of psychosocial assistance to survivors, responders, and others.

Myths of Private Practice: As a Professional, I Don’t Need to Worry about Self-Care
Explains the challenges and risks as well as the role ongoing self-care can play for mental health professionals.

Clinician stance
Describes the ways in which the clinician can monitor his/her own state, and the techniques available to the clinician to help maintain his/her mentalizing stance.

Supporting Resilience and Coping in Patients

Resilience, Transcendence, and Spirituality
Includes ways to promote resilience, spirituality and personal growth, psychospiritual exploration and spiritual growth, and recommends activities for clients to continue making progress independently following the termination of the program.

Resilience and coping
Provides examples from research of the individual differences which facilitate coping, both in and of themselves, and win interaction with other influences.

Finding Benefits in Adversity
Shows findings that distinguish benefit-related cognitions as adaptive beliefs—benefit-finding—from active efforts to recall benefits as coping strategies during difficult times—benefit-reminding.

Self-Focused Attention and Coping
Presents definitions of self-focused attention, theories incorporating attentional variables (schemas and automatic thinking, differential activation processes, associative network models, ruminative response styles, self-regulatory perseveration, and self-statement specificity in emotional distress), self-focus and coping with distress, distraction, and mindfulness.

Parenting Support in the Context of Natural Disaster
A new, universal parenting intervention—Disaster Recovery Triple P (DRTP)—offers critical support for the parenting and parent-child relationship.

Teaching Students How to Cope With Adversity
Discusses the independent-self and the interdependent-self, the ‘Three Cs’ programme, which emphasizes cooperative community (social interdependence, interpersonal relationships, group skills), constructive conflict (the benefits of controversy, problem-solving training, peer mediation), and civic values.

Supporting Students Following Crises and Natural Disasters
Supporting school safety and recovery from crisis events is an all-school responsibility and contributes to the broad outcomes of the students and the school. Having structures and interventions available, including comprehensive safety plans and the establishment of a safe and supportive school environment, can help mitigate the trauma consequences and assist with whole-student recovery.

Addressing Secondary Traumatic Stress in Trauma-Informed Schools
The ABCs identified in this chapter offer strategies for identifying and addressing STS on all three levels of the public education system (district, building, individual). By intentionally developing systems to include all adults involved in public education, we can shift mindsets to recognize the importance of this issue and get tangible strategies into the hands of those who need them.

*Access forms and worksheets in both the TreatmentsThatWork and ProgramsThatWork series here

Supporting Mindfulness and Relaxation in Clients

Mindfulness-based therapies
First defining mindfulness, this chapter explores mindfulness-based interventions (MBIs), mindfulness-based stress reduction (MBSR), mindfulness-based cognitive therapy (MBCT), mindfulness-integrated CBT (MiCBT), acceptance and commitment therapy, compassion focused therapy, and potential benefits of MBIs to trauma treatments.

Relax Your Body
This chapter outlines the second step towards mastering stress – body relaxation. It discusses identification of muscle tension, reduction of tension, the process of deep muscle relaxation, common problems, and keeping relaxation practice records.

Relaxation
Describing an optional treatment module on relaxation, this chapter discusses how the body creates and reduces the experience of stress, the basics of relaxation (chest breathing, abdominal breathing), types of relaxation, learning to relax, relaxation exercises (immune-focused relaxation strategy), and finding the support for relaxation.

Breathing Skills
Discusses education and diaphragmatic breathing, slowed breathing, using breathing skills as a coping technique, and a review of breathing skills.

Mindfulness, Relaxation, and Cognitive Tools
The second and third sessions of cue-centered therapy continue with the introduction of tools and the development of a skill set for the management of pervasive negative thoughts.

Take Control
Outlines the seventh step towards mastering stress through the acceptance of things that cannot be changed, and processes to alter things that can change (thoughts, attention, and behavior).

Exercise for Stress, Worry, and Panic
As a way to enhance outcome expectancies and increase motivation for the intervention, initial discussion with patients who suffer from anxiety or panic should focus on the effectiveness of the exercise prescription for achieving their goals.

*Access forms and worksheets in both the TreatmentsThatWork and ProgramsThatWork series here

For more information about OUP’s full list of accessible materials, you can find a comprehensive list of links to our relevant resources here.