Evidence-based mental health services are lacking in many school systems, but especially in secondary schools. Adolescents who can benefit from school mental health services are those who experience disruptive behavior disorders, anxiety, depression, alcohol/drug use, sexual or physical abuse, chronic health problems, crisis situations such as suicidal ideation or attempts, natural disasters, and exposure to community or family violence that can interfere with academic success. Currently, one-half of students with emotional or behavioral disorders drop out of school prior to graduation, pointing to the need to disseminate proven strategies that strengthen effective secondary school services. School Mental Health Services for Adolescents includes a range of expert guidance on implementation of school mental health services in secondary schools. The significance of this information cannot be overstated, as only 20% of children and adolescents who need such services receive them. Schools are a logical venue for service provision because emotional and behavioral problems interfere with academic achievement, and a lack of access to mental health services is a major barrier to treatment for youth. Authors discuss services that can be implemented by school-based professionals and methods of overcoming implementation barriers. Chapters cover the history and need for services, issues of identification and referral for treatment in schools, descriptions of evidence-based interventions, proposed service delivery models, assessment strategies, and integration of mental health programs in schools. This book will be a valuable resource for researchers, trainers of school mental health professionals, school administrators and supervisors, and school-based mental health providers including psychologists, counselors, and social workers.
The challenges of providing mental health services to school children are numerous and diverse, ranging from staffing shortages to insufficient funding to family resistance to administrative indifference. Yet with the U.S. Surgeon General estimating that approximately 20% of young people display signs of psychological problems, the need for such services – particularly for interventions that not only address mental health issues but also reinforce protective factors – is considerable. Evidence-Based School Mental Health Services offers readers an innovative, best-practices approach to providing effective mental health services at school. The author draws on the widely used and effective three-tiered public health model to create a school-based system that addresses the emotional and behavioral needs of students most at risk for experiencing, or showing strong signs and symptoms of, emotional problems or disabilities. This prevention-oriented program adapts cognitive behavioral and other clinical therapies for use in primary through high school settings. In several concise, easy-to-read chapters, the author addresses such important topics as: The rationale for building a three-tier mental health system in schools. The importance of making emotion regulation training available to all students. Designing strategies for adding affect education and emotion regulation training at each tier. Providing empirical support for implementing CBT in school settings. Preparing young children to benefit from school-based CBT. Also included is an Appendix of specific group activities and exercises that can be put to use in the school setting. Evidence-Based School Mental Health Services is a must-have resource for researchers, scientist-practitioners, and graduate students in school psychology, clinical child psychology, pediatrics, psychiatry, social work, school counseling, education as well as for those who develop or influence public policy. And it is essential reading for any professional who is responsible for and interested in children’s well-being and development.
Some engage in high-risk behaviors. Others need help with emotional skills. Many are affected by mental disorders. While every school has its share of students needing comprehensive mental health services, personnel struggle to address these needs effectively in an era of scarce resources and dwindling budgets. Preventive Mental Health at School gives school-based practitioners and researchers an accessible, nuanced guide to implementing and improving real-world proactive programs and replacing outmoded service models. Based firmly in systems thinking and an ecological-public health approach, the book outlines the skills needed for choosing evidence-based interventions that are appropriate for all students, and for coordinating prevention efforts among staff, educators, and administration. As schools become more and more diverse, school-based practitioners must become knowledgeable in regard to the critical racial and cultural differences that affect students, their families, and enrich our schools. Research currently available to help meet the needs of various groups of children and their families is included as each topic is addressed. In addition, the author provides a theoretical groundwork and walks readers through the details of assessing resources and needs, applying knowledge to practice, and evaluating progress. Instructive case examples show these processes in action, and further chapters address questions of adapting programs already in place for greater developmental or cultural appropriateness. Included in the coverage: Student engagement, motivation, and active learning. Engaging families through school and family partnerships. Evidence-based prevention of internalizing disorders. Social emotional learning. Adapting programs for various racial and ethnic populations. Adapting programs for young children. Preventive Mental Health at School offers solid guidance and transformative tools to researchers, graduate students, and professionals/practitioners/clinicians in varied fields including clinical child and school psychology, social work, public health and policy, educational policy and politics, and pediatrics.
Advances in School based Mental Health Interventions
Leading experts in the field bring you the latest research, practical programming ideas and intervention strategies... * Key components in successful school-based service delivery * Evidence-based clinical services * Funding sources and strategies * How to build effective, collaborative interagency relationships * Solutions to the barriers of misunderstanding and stigma * Effective family interventions ... and show you how "real world" programs are successfully being implemented in a broad variety of service delivery systems.
A Choice Magazine Outstanding Academic Title of 2017! School-based mental health professionals intervene daily to address a variety of student mental health concerns. From challenges that arise in the educational context to those carried over from home, from managing daily care to handling emergent traumatic events, they must be prepared for an extremely varied work life. While some of the most common issues recur with such frequency that they may seem straightforward to address, others crop up with changing student populations. Each chapter in this volume addresses a different key topic, giving current and future professionals an overview of the most recent scholarship on the topic, and then outlining evidence-based interventions. With chapters on learning disabilities, substance abuse, bullying, internalizing and externalizing behaviors, trauma, LGBT youth and more, this book prepares school-based mental health professionals to face some of the most difficult, common, and politicized issues affecting students today.
Schools can play an important role in addressing the unmet mental health needs of youth by potentially increasing access to care in a cost-effective manner. This venue provides unparalleled access to youth and exemplifies a single setting through which the majority of children can be reached. This very timely issue provides a much-needed analysis of the types of situations in which schools can and must address the mental health needs of their students, and the methodology for doing so. With an eye towards current technologies (articles cover telepsychiatry and web-based interventions), authors review school-based interventions for students suffering from post-traumatic stress-syndrome, generalized anxiety, social anxiety, depression, ADHD, psychoses, substance abuse, and other disorders. Of special interest are the articles covering bullying (including internet bullying) and mobilizing a crisis team after student death.
Though recent legislation embedded with the No Child Left Behind Act and the Individuals with Disabilities Improvement Act mandates the use of evidence in school-based practice to demonstrate positive outcomes for all students, school social workers - especially those long out of school - often lack the conceptual tools to locate, evaluate, and apply evidence in order to demonstrate the effectiveness of their work. The first of its kind tailored specifically to this audience, this SSAAA Workshop title guides school professionals in infusing research throughout their daily practice. It shows school service providers a pragmatic approach to informing every major practice decision with the appropriate research so that students receive the best possible services. This includes how to use research to make reliable and valid assessments, how to use research to choose the best intervention, and how to do research to evaluate progress. Raines goes beyond creating a catalog of interventions that will soon be outdated and provides school social workers with a detailed road map of the EBP process. Chapters detail the nuts and bolts of EBP, explaining how to ask a relevant, answerable question; where to search for evidence; how to appraise the literature and avoid the pitfalls of web based information; how to adapt and apply the evidence in a developmentally and culturally sensitive way; and how to evaluate the results. Detailed examples along the way, including sample spreadsheets practitioners can easily adapt to evaluate their students' progress, bring accountability within reach for school professionals who struggle to find the time, resources, and support sufficient to apply the best evidence to their schools.
School psychologists, counselors, and social workers are under increased pressure to oversee and provide comprehensive mental health services in the schools. This book will provide a much-needed practice-oriented resource guide to the full range of these critical services.
The Springer Series on Human Exceptionality Series Editors: Donald H. Saklofske and Moshe Zeidner Handbook for School-Based Mental Health Promotion An Evidence-Informed Framework for Implementation Alan W. Leschied, Donald H. Saklofske, and Gordon L. Flett, Editors This handbook provides a comprehensive overview to implementing effective evidence-based mental health promotion in schools. It addresses issues surrounding the increasing demands on school psychologists and educational and mental health professionals to support and provide improved student well-being, learning, and academic outcomes. The volume explores factors outside the traditional framework of learning that are important in maximizing educational outcomes as well as how students learn to cope with emotional challenges that confront them both during their school years and across the lifespan. Chapters offer robust examples of successful programs and interventions, addressing a range of student issues, including depression, self-harm, social anxiety, high-achiever anxiety, and hidden distress. In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms. Topics featured in this handbook include: · A Canadian perspective to mental health literacy and teacher preparation. · The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs. · Intervention programs for reducing self-stigma in children and adolescents. · School-based suicide prevention and intervention. · Mindfulness-based programs in school settings. · Implementing emotional intelligence programs in Australian schools. The Handbook for School-Based Mental Health Promotion is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies.
Handbook of Evidence Based Therapies for Children and Adolescents
The comprehensive coverage in this hugely important and timely handbook makes it invaluable to clinical child, school, and counseling psychologists; clinical social workers; and child psychiatrists. As a textbook for advanced clinical and counseling psychology programs, and a solid reference for the researcher in child/adolescent mental health, its emphasis on flexibility and attention to emerging issues will help readers meet ongoing challenges, as well as advance the field. Its relevance cannot be overstated, as growing numbers of young people have mental health problems requiring intervention, and current policy initiatives identify evidence-based therapies as the most effective and relevant forms of treatment.