Catalogue


The school services sourcebook /
editors, Cynthia Franklin, Mary Beth Harris, Paula Allen-Meares.
edition
2nd ed.
imprint
Oxford ; New York : Oxford University Press, c2013.
description
xix, 987 p.
ISBN
0199861757 (hardcover : alk. paper), 9780199861750 (hardcover : alk. paper)
format(s)
Book
Holdings
More Details
imprint
Oxford ; New York : Oxford University Press, c2013.
isbn
0199861757 (hardcover : alk. paper)
9780199861750 (hardcover : alk. paper)
catalogue key
8729151
 
Includes bibliographical references and index.
A Look Inside
Full Text Reviews
Appeared in Choice on 2013-07-01:
The second edition of this sourcebook aims to provide "best practices to social workers, counselors and mental health professionals who work in schools or whose practices involve interventions in school systems." This comprehensive work offers expanded and updated coverage beyond the 2006 first edition. It addresses school-based services for high-risk students, whether for psychological, mental health, neurological, or physical disorders requiring interventions in keeping with IDEA (Individuals with Disabilities Education Act) and NCLB (No Child Left Behind) guidelines. The 15 chapters new to this edition are based on feedback from practitioners in the field who wanted to know how interventions are used within an RTI (Response to Intervention) framework. Chapters feature an article by an authority in the field; practice examples (in some cases); a summary of "key points to remember"; links to websites for "further learning"; and a list of references. A companion website includes several online-only chapters and a video . Most impressive is the way in which articles link research to practice. This is a more current alternative to the pre-RTI, four-volume work titled The Crisis in Youth Mental Health: Critical Issues and Effective Programs, edited by H. E. Fitzgerald, R. Zucker, and K. Freeark (CH, Oct'06, 44-1230). Summing Up: Highly recommended. Upper-level undergraduates through professionals/practitioners. S. A. Ariew University of South Florida
Reviews
Review Quotes
"The second edition of this sourcebook aims to provide 'best practices to social workers, counselors and mental health professionals who work in schools or whose practices involve interventions in school systems.' This comprehensive work offers expanded and updated coverage beyond the 2006 first edition... Most impressive is the way in which articles link research to practice... Summing up: Highly recommended." -- CHOICE
This item was reviewed in:
Choice, July 2013
To find out how to look for other reviews, please see our guides to finding book reviews in the Sciences or Social Sciences and Humanities.
Summaries
Main Description
Thoroughly updated to reflect research developments since 2006, ensuring that the evidence-based practices and programs outlined in each chapter remain current. Now includes a section on integrating content into the federally mandated Response-to-intervention service delivery framework. Ten new chapters on topics such as functional behavioral assessments, providing services to students from military families, data management and outcomes assessment, and sexual assault. Significantly revised with a new structure including 73 chapters divided into five parts across thirteen sections, with an additional six chapters included in an online section found at http://www.oup.com/us/schoolsourcebook Book jacket.
Main Description
The School Services Sourcebook covers every aspect of school service delivery, arming practitioners with the nuts and bolts of evidence-based practice. The second edition has been significantly revised with a new structure including 73 chapters divided into five Parts across thirteen Sections, with an additional six chapters included in an online section found on the book's companion website. Fifteen new chapters cover key topics such as implementing an RTI framework, positive behavioral supports, school climate, functional behavioral assessment, the integration of ethics, Autism and suicide, school engagement, military families, Latino immigrant families, classroom management, transition planning and several chapters that speak to assessment and accountability. Each chapter serves as a detailed intervention map, quickly summarizing the problem area before presenting step-by-step instructions on how to implement an evidence-based program with clear goals in mind and methods to measure the outcome. The concise, user-friendly format from the first edition has been retained, orienting readers to each issue with a Getting Started section, then moves smoothly into What We Know, What We Can Do, Tools and Practice Examples, and Key Points to Remember. A new section, Applying Interventions within Response-to-Intervention Framework, has been added to each chapter to facilitate the implementation of an RTI model. Quick-reference tables and charts highlight the most important information needed for daily reference, and annotated lists of further reading and Web resources guide readers in gathering additional information to tailor their practice to suit their students' needs. Each chapter has been specifically crafted by leaders in their fields with the ultimate goal of giving school-based practitioners the tools they need to deliver the best mental health and social services possible to students, families, and communities. This sourcebook is an invaluable reference for all school-based social workers, psychologists, counselors, mental health professionals, educators, and administrators. Visit the companion website for more information and to access additional book content: [URL]
Bowker Data Service Summary
This is a state-of-the-art revision of the school serivces sourcebook that is a must-have for all school-based social workers, counsellors, and mental health professionals. The second edition has been revised with a new structure including 73 chapters divided into five parts across 14 sections, with an additional six chapters included in an online section found on the book's companion website.
Table of Contents
Prefacep. ix
Acknowledgmentsp. xiii
Contributorsp. xv
Resources for Improving Student Support Services
Methods and Frameworks for Improving School Servicesp. 3
Implementing Evidence-Based Practices within a Response to Intervention Frameworkp. 3
Effective Methods for Improving School Climatep. 13
Functional Behavioral Assessment in a Three-Tiered Prevention Modelp. 25
Ethical Decision Making in School Mental Healthp. 37
Resources for Helping Students with Diagnosed Mental Health, Developmental, and Physical Disorders
Effective Services for Students with Mental Health Diagnosesp. 53
Psychopharmacological Treatment for Child and Adolescent Mental Disordersp. 53
Effective Interventions for Students with Conduct Disorderp. 73
Effective Interventions for Youth with Oppositional Defiant Disorderp. 91
Effective Interventions for Students with Separation Anxiety Disorderp. 105
Effective Interventions for Students with Obsessive-Compulsive Disorderp. 125
Effective Interventions for Adolescents with Depressionp. 149
Collaborative Strengths-Based Brief Therapy with Self-Harming Studentsp. 159
Positive Behavior Supports for Children with Major Mental Illness: Working with Teachers and Parentsp. 169
Effective Interventions for Students with Eating Disordersp. 179
Effective Interventions for Students with Neurodevelopmental, Learning, and Physical Disordersp. 191
Effective Interventions for Students with ADHDp. 191
Effective Interventions for Students with Autism and Asperger's Syndromep. 207
Working with Students with Intellectual Disabilities Who Exhibit Severe Challenging Behaviorp. 229
Improving the Self-Esteem and Social Skills of Students with Learning Disabilitiesp. 237
Effective Classroom Interventions for Students with Physical Disabilitiesp. 251
Suicide and Suicidal Ideation among Individuals Diagnosed with an Autism Spectrum Disorderp. 261
Resources for Students with Substance Abuse, Health, and Interpersonal and Social Problems
Effective Ways to Help Students with Substance Abuse, STDs, and Obesityp. 275
Substance Abuse at Elementary Age: Effective Interventionsp. 275
Screening Substance Use/Abuse of Middle and High School Studentsp. 293
Best Practices for Prevention of STDs and HIV in Schoolsp. 311
Effective Management of Obesity for School Childrenp. 323
Effective Approaches for Students Experiencing Abuse, Foster Care, and Juvenile Justice Issuesp. 339
Identifying Child Abuse or Neglect Strategies in a School Settingp. 339
Helping Students Who Have Been Physically or Sexually Abused: Strategies and Interventionsp. 349
Helping Children in Foster Care and Other Residential Placements Succeed in Schoolp. 357
Connecting School-Based Practices and Juvenile Justicep. 369
Improving School Engagement, Attendance, and Dropout Preventionp. 381
Effective Approaches to Increase Student Engagementp. 381
Increasing School Attendance: Effective Strategies and Interventionsp. 395
Guides for Designing and Establishing Alternative School Programs for Dropout Preventionp. 405
Solution-Focused, Brief Therapy Interventions for Students at Risk to Drop Outp. 419
Primary Prevention of Pregnancy: Effective School-Based Programsp. 433
Best School-Based Practices with Adolescent Parentsp. 443
Effective Approaches for Violence, Bullying and Conflict Resolution, Sexual Assault, and Gangsp. 453
Evidence-Based Violence Prevention Programs and Best Implementation Practicesp. 453
Bullying: Best Practices for Prevention and Intervention in Schoolsp. 473
Effective Peer Conflict Resolutionp. 481
Improving Classroom Conflict Management through Positive Behavior Interventions and Supportsp. 491
Acquaintance Sexual Assault and Sexual Harassment: Treatment and Prevention among Teensp. 507
Effective Interventions with Dating Violence and Domestic Violencep. 517
Effective Intervention with Gangs and Gang Membersp. 529
Crisis Intervention, Group Work, and Parental and Family Resources
Effective Crisis Intervention Methodsp. 553
School-Based, Adolescent Suicidality: Lethality Assessments and Crisis Intervention Protocolsp. 553
Developing School-Wide and District-Wide Crisis Prevention/Intervention Protocols for Natural Disastersp. 569
Immediate School-Based Intervention Following Violent Crisesp. 579
Best Practice Grief Work with Students in the Schoolsp. 591
Improving Group Work and Training Resources
Designing and Facilitating Support Groups and Therapy Groups with Adolescents: Importance of the Topic for Schoolsp. 601
Designing and Facilitating Groups with Childrenp. 611
Design and Utility of Social Skills Groups in Schoolsp. 619
Conducting In-Service Training and Continuing Education for Staff and Teachersp. 625
Enhancing Parental Involvement and Family Resourcesp. 633
Effective Strategies for Involving Parents in Schoolsp. 633
What Parents and Teachers Should Know: Effective Treatments for Youth with ADHDp. 645
Effective Intervening with Students from Single-Parent Families and Their Parentsp. 655
Working with Families from Religious Fundamentalist Backgroundsp. 671
Intervening with Students and Families Who Frequently Relocate or Are Homelessp. 687
Children and Youth Impacted by Military Service: A School-Based Resilience Building and Behavioral Health Perspectivep. 695
Effectively Working with Latino Immigrant Families in the Schoolsp. 707
Home Visiting: Essential Guidelines for Home Visits and Engaging with Familiesp. 719
Improving Multicultural and Community Relationships, School Accountability, and Resource Development
Resources for Multicultural Groups and Diverse Relationships in the Schoolp. 733
Working with Culturally/Racially Diverse Students to Improve Connection to School and Academic Performancep. 733
Mental Health Interventions with Latino Students in Multicultural School Environments: A Framework for Assessing Biases and Developing Cultural Competencep. 747
Engaging with Culturally and Racially Diverse Familiesp. 765
Working with First Nations Students and Familiesp. 775
Multiple Hispanic Cultures: Considerations for Working with Students and Familiesp. 785
Working Collaboratively with African American Students, Their Families, Cultural Networks, and School Environmentsp. 793
Working with Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning Studentsp. 821
Resources for Linking the School and Communityp. 837
Mapping a School's Resources to Improve Their Use in Preventing and Ameliorating Problemsp. 837
Writing a Contract with a Community Agency for a School-Based Servicep. 853
Best Practices for Designing and Developing School-Based Health Centersp. 865
Transition Planning for Students with Autism and Other Intellectual Disabilitiesp. 875
Accountability and Resource Developmentp. 889
Using Data to Communicate with School Stakeholdersp. 889
Constructing Data Management Systems for Tracking Accountabilityp. 903
Using the School Success Profile to Assess Outcomesp. 915
How to Write a Successful Grant and Obtain Business and Foundation Supportp. 925
Understanding the Current Environment of Public School Funding: How Student Support Services Are Fundedp. 935
Where Do We Go from Here? Mental Health Workers and the Implementation of an Evidence-Based Practicep. 951
Indexp. 959
Table of Contents provided by Ingram. All Rights Reserved.

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