The School Services Sourcebook
Oxford University Press Inc (Verlag)
978-0-19-760341-3 (ISBN)
The School Services Source Book, Third Edition is filled with evidence informing practices for school mental health professionals--social workers, counsellors, psychologists, and other student support professionals. This practical and comprehensive book is designed purposefully to communicate the nuts and bolts of delivering effective behavioral health interventions while at the same time integrating information on how to be responsive to diversity, equity and inclusion in practice. Ready access to knowledge and skills needed for how to practice effectively with behavioral health and neurodevelopmental conditions, traumatized populations, school safety issues; dropout prevention, crisis intervention, how to use groupwork, and parental and family interventions are covered along with other essential topics.
Readers will learn proven practices for helping students with depression and anxiety, trauma, suicide prevention and assessments, substance use, child abuse, school violence and safety threats, psychopharmacology, ethics and legal issues, work with BIPOC populations, and important policy and macro issues in easy-to -read chapters. A concise, user friendly format orients readers to each issue with a Getting Started Section, then moves smoothy to What We Know, What We Can Do, Tools and Practice Examples, and Key Points to Remember. Several Case studies and original videos demonstrate practice approaches. Quick reference tables, charts, web, and further learning resources make it easy to continue to improve knowledge and skills. Each chapter has been crafted by experts in the field with the ultimate goal of giving school-based practitioners the information they need to deliver effective services in schools.
Dr Cynthia Franklin, LCSW-S is the Stiernberg/Spencer Family Professor in Mental Health in the Steve Hicks School of Social Work at the University of Texas at Austin. Dr. Franklin is an international expert on solution focused brief therapy (SFBT) and school social work and school mental health services. Her career has been devoted to advances in practice and research on SFBT with the aim of preparing school social workers and other school mental health professionals for practice in schools. She was named one of the 100 most influential contemporary social work faculty (Journal of Social Service Research, 2019) and received the Gary Lee Shaffer award for academic contributions to the field of school social work. Dr. Mary Beth Harris is retired from the Suzanne Dworak-Peck School of Social Work at the University of Southern California where she directed campus-based and virtual programs in School Social Work. Prior to entering social work education in 2000, Harris was a family therapist, clinical director, and program administrator in the U.S.-Mexico border region for more than 20 years. Dr. Harris designed numerous courses across school social work and family practice curriculum. Her research and published works centered primarily around school social work and adolescent pregnancy. She developed Taking Charge, a widely implemented school-based life skills program for pregnant and parenting mothers. She subsequently co-authored a training manual with Dr. Cynthia Franklin for that program, Taking Charge: A School-Based Life Skills Group Curriculum for Adolescent Mothers, published by Oxford University Press. Dr. Paula Allen-Meares is an international expert on human services in educational settings, physical and mental health in under-resourced communities, and educational access and success. She served as Chancellor of University of Illinois at Chicago and Vice President of University of Illinois. Currently, she is John Corbally Presidential Professor Emerita and Professor of Medicine, College of Medicine, at the University of Illinois at Chicago. She also serves as Dean and Professor Emerita and the Norma Radin Collegiate Professor at the University of Michigan and previously served as Dean of the School Social Work at the University of Illinois at Urbana-Champaign.
Preface
Acknowledgments
Contributors
Part I: Roles and Context for Specialized Instructional Support Personnel
Section I: Frameworks and Ethics for Improving School Services
1. Roles of Different Professionals Within a Multitiered System of Supports Framework
Michael S. Kelly
2. Functional Behavioral Assessment
Kevin J. Filter, Michelle E. Alvarez, and Kimberly A. Zammitt
3.Establishing an Ethical Practice in School Mental Health
Nic Dibble and James Raines
4. Reflections on Implicit Bias
G. Lawrence Farmer and Kandra Knowles
5. Social-Emotional Learning
Aaron M. Thompson, Anna M. Kim, and Tanya Weigand
6. Collaboration With Teachers and Other School Professionals
Annahita Ball
7. Promoting Mental Health and Well-Being
Maria Hu and Stephen Hydon
Part II: Trauma, Behavioral Health, and Neurodevelopmental Interventions
Section II: Trauma Practices and TraumaInformed Schools
8. Trauma-Responsive Practice in Schools
Tory Cox and Meg A. Walkley
9. Students With Adverse Childhood Experiences
Tara Powell and Jenna Muller
10. Students Who Have Experienced Trauma
Cheryl Lanktree
11. Students Who Have Experienced Physical or Sexual Abuse
Robert M. Ortega
Section III: Behavioral Health and Neurodevelopmental Interventions
12. Mediating Mental Health Diagnoses in Schools Settings
Susan Stone
13. Students With Disruptive Behavior Disorders
Katherine L. Montgomery and Tammy Linseisen
14. Students With Anxiety Disorders
Kristina Conroy, Christopher Georgiadis, and Jonathan S. Comer
15. Effective Interventions for Adolescents With Depression
Jacqueline Corcoran
16. Suicide Assessment
Hannah S. Szlyk and Courtney Hutchison
17. Suicide Prevention
Jonathan B. Singer and Jessica Chock-Goldman
18. Students With Eating Disorders
Sarah Mermelstein
19. Students With ADHD
Martell L. Teasley and Bonita R. Teasley
20. Students With Autism Spectrum Disorder
Michelle Ballan and Sarah Grosser
21. Substance Use Prevention and Intervention
Audrey Hang Hai and Ai Bo
22. Contemporary Issues in Psychopharmacological Treatment for Child and Adolescent Mental and Emotional Challenges
Kia J. Bentley, Kathryn S. Collins, and Molly Chinoy
Part III: School Engagement, Safety, and Dropout Prevention
Section IV: School Engagement, Attendance, and Dropout Prevention
23. Expansive Ecological Model for Attendance and Engagement Interventions
Samantha Guz and Sireen Irsheid
24. Solution-Focused Brief Therapy for Students Who Are at Risk
Cynthia Franklin, Katharine Sucher, Johnny Kim, and Stephen Tripodi
25. Resources and Programs for Pregnant and Parenting Students
Mary Beth Harris
Section V: Developing and Sustaining Safe Schools
26. School Safety and Climate in Evolving Contexts
Rami Benbenishty and Ron Avi Astor
27. Current Approaches to School Safety: Integrating Resources, Capacity, and Programs
Heather M. Reynolds, Ron Avi Astor, Kate R. Watson, and Roxana Marachi
28. Improving School Climate
Gordon Capp and Ron Avi Astor
29. Multi-Tiered Trauma Focused Interventions for Safer Schools
Marleen Wong, Vivien Villaverde, and Pamela Vona
30. School Disciplinary Practices and Staff-Student Relationships
David R. Dupper
31. School Threat Assessment
Dewey G. Cornell and Emily Warren
32. Gang-Involved Youth in Schools: A Comprehensive Approach to Support
Robert A. Hernandez, Lauren M. Garcia, and Margaret Y. W. Tam
33. Addressing and Preventing Bullying and Sexual Harassment in K-12 Schools
Dorothy L. Espelage and Jun Sung Hong
Part IV: Crisis Intervention, Group Work, and Parental and Family Resources
Section VI: Crisis Intervention Methods and Resources
34. A Solution-Focused Approach to Crisis Intervention
Xiao Ding, Weiwen Zeng, Cynthia Franklin, and Jack Nowicki
35. Natural Disasters, Pandemics, and Other Crises
Tara Powell and Karen Knox
36. School-Based Interventions Following Violent Crises
Jun Sung Hong, Isak Kim, Jungup Lee, and Dorothy L. Espelage
37. Best Practice Grief Work With Students in the Schools
Linda Goldman
Section VII: Designing and Facilitating Groups in Schools
38. Groups With Adolescents
Ondine Gros
39. Groups With Children: Promoting Social Competence
Craig Winston LeCroy
40. Social Skills Groups: Helping Vulnerable Students With Communication Skills
Joan D. Landguth and Mary Beth Harris
Section VIII: Parental Involvement and Family Resources
41. Strategies to Promote and Support Parent and Guardian Involvement in Schools
Hilary D. Joyce, Amber Lasseigne, Hilary Ward, Karen Sterling, and Dawn Anderson-Butcher
42. Family Services in Schools: A Solution-Focused Approach
Linda Metcalf
43. Supporting Students Experiencing Homelessness and Their Families
Hadass Moore
44. Welcoming Crisis Migrants to School Communities
Kerri Evans and Andrew Reynolds
45. Home Visits With Families
Tiffany Gholson
Part V: Best Practices for Race, Ethnicity, and Culture
Section IX: Practice With Students and Families of Color and Other Marginalized Groups
46. Defying the Legacy of Racialized Oppression in K-12 Education in the 21st Century
Terence D. Fitzgerald
47. Research and Intervention Practice on School-Based Mental Health Services for Black Male Students
James Green and Waldo E. Johnson Jr.
48. Working With First Nations Students and Families
Dorie J. Gilbert and Jennifer L. Hopson
49. Latinx Students and Families and Refugees
Jorge Delva, Dawn Belkin Martinez, and Rocio Calvo
50. Asian Students and Families
Mo Yee Lee, Yitong Xin, Chang Liu, and Yao Wang
51. Working With Students of Diverse Sexual Orientations, Gender Identities, and Gender Expressions
Diane E. Elze
Part VI: Accountability and Macro Practices in Schools
Section X: Policy and Macro Interventions
52. Advocating for Evidence Informed Change With School Stakeholders
Stacy A. Gherardi and Erica Warshawer
53. Evaluating Intervention and Program Effectiveness
Beth Gerlach, Monica Faulkner, and Xiao Ding
54. Implementation Science in Schools
Katherine L. Montgomery and Elizabeth Connors
55. Understanding and Accessing Public School Funding for Student Support Services in the Post-Covid Context
David Osher, Kelly Wells, Sophia Arredondo, and Melissa M. Chavez
56. Every Student Succeeds and Other Federal Policies
Sarah Anne Eckert and John W. Sipple
57. Where Do We Go From Here? Mental Health and Evidence-Based Practice
Paula Allen-Meares and Katherine L. Montgomery
Index
| Erscheinungsdatum | 29.02.2024 |
|---|---|
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 175 x 241 mm |
| Gewicht | 1746 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Didaktik |
| Sozialwissenschaften ► Pädagogik ► Sozialpädagogik | |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 0-19-760341-6 / 0197603416 |
| ISBN-13 | 978-0-19-760341-3 / 9780197603413 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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