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This book address nine unique and overlapping special populations of students whose life circumstances put them at greater risk for poor mental health outcomes and school failure: students who are homeless, students living in foster care, students involved with the juvenile justice system, students who are LGBTQ, students who are pregnant or parenting, students who are gifted, students with incarcerated parents, students in military families, and students who are at risk for school failure and dropout. Many of these students demonstrate incredible resilience in spite of their life circumstances, but they need mental health support to manage the impact of victimization, unstable living situations, and social stigma, among other challenges. Each chapter examines relevant background information regarding one population of students, provides specific counseling strategies and techniques to address students’ needs and promote resilience, and offers resources and strategies for supporting students beyond the counseling office. Individual and group counseling are addressed, as well as advanced counseling techniques, including cognitive-behavioral therapy, solution-focused brief therapy, and motivational interviewing.Less

Designed for both researchers and practitioners, this title is a guide to bridging the gap between the knowledge generated by scientific research and application of that knowledge to educational practice. With the emphasis on evidence-based practice in the schools growing exponentially, school practitioners must learn how to understand, judge, and make use of the research being produced to full effect. Conversely, researchers must understand what is being used in "real-world" settings, and what is still needed. The editors of this volume have outlined this process as a series of steps, beginning with being a critical consumer of current research literature, followed by concepts to consider in translating research into practice: systems issues at local, district, and state levels; the role of teachers in program implementation; evaluation of implementation effectiveness, and preservice and inservice professional development of teachers and psychologists. Each chapter is written by leaders on the topic, and contributors include both researchers and school-based practitioners. With contributing authors from a variety of disciplines, this book is an invaluable treatise on current understanding of the complexities of translating research into educational practice.Less

This book provides an integrative strategy for preventing, assessing, and addressing cases with school absenteeism at multiple levels of severity and complexity. School absenteeism is a pervasive, difficult problem faced by many types of school officials, mental health professionals, and others and, even in mild forms, is a significant risk factor for social, behavioral, and academic problems in middle childhood and adolescence as well as psychiatric, economic, and occupational difficulties in adulthood. Problematic absenteeism has been examined for decades in many disciplines, which has created a considerably fractured literature. Some professionals examine anxiety-based school refusal, whereas others examine delinquent-based truancy. This has produced little consensus regarding prevention, assessment, and intervention for all cases of absenteeism. This book addresses the lack of consensus by presenting a multitiered approach concentrating on prevention (Tier 1), early intervention for emerging cases (Tier 2), and extensive intervention and systemic strategies for severe cases (Tier 3). Each tier is based upon empirically supported strategies. The framework for this multitiered approach is based on a Response to Intervention model that is based upon several tenets that parallel developments in the school absenteeism literature: (1) a proactive focus on early identification of learning and behavior problems and immediate, effective intervention; (2) universal, targeted, and intensive interventions; (3) frequent progress monitoring; (4) functional behavioral assessment; (5) empirically supported treatment procedures and protocols to reduce obstacles to academic achievement (including absenteeism); and (6) a team-based approach for implementation.Less

School Mental Health Services for Adolescents is composed of 15 chapters, written by well-known authors in the fields of psychology, education, social work, and counseling, who discuss and describe services for adolescents that can be implemented in secondary schools by school-based professionals. The authors present methods of overcoming implementation barriers through strategic service-delivery models. The volume is divided into three sections. The first chapters describe the history and need for services, explore the identity of professionals that serve as school mental health providers, and describe methods of engaging adolescents in school. The next chapters focus on issues of identification and referral for treatment in schools and provide a description of interventions. Proposed service delivery models are organized by target topics, including attention and organization, disruptive behavior, internalizing behaviors, autism spectrum disorders, substance abuse, and chronic health concerns. The final chapters describe assessment and the integration of school mental health in schools.Less

Studies of lesbian, gay, bisexual, and transgender (LGBT) youth show them to be at risk for some of the greatest difficulties experienced by adolescents: many of those problems have been traced directly to negative experiences in schooling. After more than a decade of research focused on the experiences of LGBT students in schools, a new generation of studies has begun to identify characteristics of schools that are associated with inclusion and safety for LGBT students, including practices and policies that are associated with positive school climate and student well-being. This book brings together contributions from a diverse group of researchers, policy analysts, and education practitioners from around the world to synthesize the implications for practice and policy of contemporary research on sexual orientation, gender identity, and schooling. It draws from multiple disciplinary perspectives and field vantage points and represents perspectives from around the world and from diverse sociocultural contexts. Included are syntheses of key areas of research relevant to SOGI issues in schooling, reviews and examples of new models and approaches for educational practice from around the world, case studies of innovative analyses or reflections on approaches to transformational policy and practice, specific examples of the application of research to change practice and policy, and case studies of efforts that take place at the nexus of research, practice, and policy. The fundamental goal of the book is to advance SOGI social justice through strengthening the relationship between research, practice, and policy to support LGBT students and schools.Less

Although School Psychology first became recognized as a specialty in professional psychology by CRSPPP in 1998, this area of psychology can be traced back to the late 19th century, where it can be thought to have developed alongside Clinical Psychology due to the types of cases seen in Lightner Witmer's Psychological Clinic that opened in 1896. Over the years, this psychology specialty has become to encompass the science and practice of psychology with regard to a wide range of learners, including children, youth, and families, as it impacts the schooling or educational process. In this volume, Drs. Flanagan and Miller provide a comprehensive overview of the foundational and functional competencies related to the specialty of school psychology. As the U.S. attempts to reclaim its stature as a leader in education, school psychologists are likely to play a crucial role across multiple tasks and levels. It includes information on common practice activities like assessment and intervention, as well as core knowledge areas such as ethical and legal issues, cultural diversity, and professional identification.Less

A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions highlights the consultation strategies used by the coaches on the PATHS to PAX Project with the Johns Hopkins Center for Prevention and Early Intervention working with classroom teachers in Baltimore City public schools. The PATHS to PAX Project is the integration of two of the most widely disseminated, evidence-based, universal school-based preventive interventions: the PATHS curriculum and the PAX Good Behavior Game, or PAX GBG. This book reviews the Universal Coaching Model and the Indicated Coaching Model for supporting teacher implementation, including establishing positive coach–teacher relationships as well as coaching strategies that reflect core principles of behavior change, such as modeling, reinforcement, and performance feedback. Also presented are lessons learned and real-life case examples from coaches working with classroom teachers, and strategies for addressing coaching challenges and barriers. The selection, training, and supervision of coaches are discussed, and more than 30 handouts are included in the Appendix for coaches to adapt and use in their work with classroom teachers.Less

Combining knowledge of the cognitive and behavioral effects of trauma, evidence-based interventions, educational best practices, and the experiences of veteran educators, this online resource presents a new framework for assisting students with a history of trauma. Designed specifically for busy educators who work with traumatized students daily, it brings together practitioners, researchers, and other experts with backgrounds in education, school psychology, school nursing, school social work, school counseling, school administration, clinical psychology, resilience, and trauma studies to examine the impacts of numerous traumatic experiences on school-aged children and youth. It provides practical, effective, and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students affected by trauma, and chapters offer techniques and strategies designed for all types of educational environments and in the context of multiple potential sources of trauma.Less

Given that most children will experience the death of at least one close or special person prior to high school graduation, and because the vast majority of children attend school on a regular basis, school-based mental health professionals must be prepared to effectively support bereaved students. Supporting Bereaved Students at School is a contemporary guide that provides school-based mental health professionals with the information they need to support bereaved students, with a particular emphasis on practitioners in the fields of school psychology, school counseling, school social work, and clinical child psychology. The book covers how these professionals can help children and adolescents cope with their emotional, physical, and social reactions during the period of grief, lasting months or years, following a significant death in their lives. The book is divided into two sections, the first focusing on foundational knowledge and the second offering a range of evidence-based intervention strategies. This book provides school-based professionals and graduate students with tools that can be easily integrated into their daily practice.Less