The School Services Sourcebook

The School Services Sourcebook : A Guide for Social Workers, Counselors, and Mental Health Professionals

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This comprehensive sourcebook covers every aspect of school service delivery, arming practitioners with the nuts and bolts of evidence-based practice. Each of the 114 chapters serves as a detailed intervention map, beginning with a summary of the problem area and moving directly into step-by-step instructions on how to implement an evidence-based program with distinct goals in mind and methods to measure the outcome. School-based professionals in need of ready access to information on mental health disorders, developmental disabilities, health promotion, child abuse, dropout prevention, conflict resolution, crisis intervention, group work, family interventions, culturally competent practice, policy, ethics, legal issues, community involvement, accountability, and funding can now find high-quality and easy-to-implement strategies at their fingertips. LA concise, user-friendly format orients 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 Points to Remember. Quick-reference tables and charts highlight the most important information needed for daily reference, and 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.show more

Product details

  • Hardback | 1104 pages
  • 193.04 x 256.54 x 71.12mm | 1,111.3g
  • Oxford University Press Inc
  • New York, United States
  • English
  • Numerous tables and line drawings
  • 0195175239
  • 9780195175233

Review quote

"This volume presents school social workers with a comprehensive array of best practices for the difficult issues faced in today's schools, such as overcoming obstacles to good mental health, crisis intervention, bullying, and responding to the mandates of IDEIA 2004 and NCLB. As school mental health professionals, school social workers will find the evidence-based practices described in terms that are understandable and applicable to actual everyday school challenges. Seldom has a book promised so much and carried through so completely. It is a privilege to be able to recommend this sourcebook to today's school social work practitioners and those to come."--Judith Kullas Shine, President, School Social Work Association of America"This is an impressive volume, containing some 114 chapters about best practices for students with emotional, behavioral, and other mental health issues--written in clear, compelling, and down-to-earth language. It fills an important niche by reviewing the research base behind a comprehensive range of specific school practices, but when research evidence does not exist, the chapters provide practical and well-grounded suggestions for practitioners to follow. This book takes a big step forward in grounding school mental health practice in empirical evidence."--Kimberly Eaton Hoagwood, Ph.D., Professor of Clinical Psychology in Psychiatry, Columbia University"The School Services Sourcebook should be required reading for social workers, counselors, mental health workers, and anyone else who is interested in providing services in schools. This massive volume tells it all, interpreting evidence-based research for practical use, replete with examples, tables, charts, and forms...all you need to know if you want to help children and their families deal with the broad spectrum of mental health issues."--Joy Dryfoos, co-editor, Community Schools in Action "This volume presents school social workers with a comprehensive array of best practices for the difficult issues faced in today's schools, such as overcoming obstacles to good mental health, crisis intervention, bullying, and responding to the mandates of IDEIA 2004 and NCLB. As school mental health professionals, school social workers will find the evidence-based practices described in terms that are understandable and applicable to actual everyday school challenges. Seldom has a book promised so much and carried through so completely. It is a privilege to be able to recommend this sourcebook to today's school social work practitioners and those to come."--Judith Kullas Shine, President, School Social Work Association of America "This is an impressive volume, containing some 114 chapters about best practices for students with emotional, behavioral, and other mental health issues--written in clear, compelling, and down-to-earth language. It fills an important niche by reviewing the research base behind a comprehensive range of specific school practices, but when research evidence does not exist, the chapters provide practical and well-grounded suggestions for practitioners to follow. This book takes a big step forward in grounding school mental health practice in empirical evidence."--Kimberly Eaton Hoagwood, Ph.D., Professor of Clinical Psychology in Psychiatry, Columbia University "The School Services Sourcebook should be required reading for social workers, counselors, mental health workers, and anyone else who is interested in providing services in schools. This massive volume tells it all, interpreting evidence-based research for practical use, replete with examples, tables, charts, and forms...all you need to know if you want to help children and their families deal with the broad spectrum of mental health issues."--Joy Dryfoos, co-editor, Community Schools in Action "This volume presents school social workers with a comprehensive array of best practices for the difficult issues faced in today's schools, such as overcoming obstacles to good mental health, crisis intervention, bullying, and responding to the mandates of IDEIA 2004 and NCLB. As school mental health professionals, school social workers will find the evidence-based practices described in terms that are understandable and applicable to actual everyday school challenges. Seldom has a book promised so much and carried through so completely. It is a privilege to be able to recommend this sourcebook to today's school social work practitioners and those to come."--Judith Kullas Shine, President, School Social Work Association of America "This is an impressive volume, containing some 114 chapters about best practices for students with emotional, behavioral, and other mental health issues--written in clear, compelling, and down-to-earth language. It fills an important niche by reviewing the research base behind a comprehensive range of specific school practices, but when research evidence does not exist, the chapters provide practical and well-grounded suggestions for practitioners to follow. This book takes a big step forward in grounding school mental health practice in empirical evidence."--Kimberly Eaton Hoagwood, Ph.D., Professor of Clinical Psychology in Psychiatry, Columbia University "The School Services Sourcebook should be required reading for social workers, counselors, mental health workers, and anyone else who is interested in providing services in schools. This massive volume tells it all, interpreting evidence-basedresearch for practical use, replete with examples, tables, charts, and forms...all you need to know if you want to help children and their families deal with the broad spectrum of mental health issues."--Joy Dryfoos, co-editor, Community Schools in Action "This volume presents school social workers with a comprehensive array of best practices for the difficult issues faced in today's schools, such as overcoming obstacles to good mental health, crisis intervention, bullying, and responding to the mandates of IDEIA 2004 and NCLB. As school mentalhealth professionals, school social workers will find the evidence-based practices described in terms that are understandable and applicable to actual everyday school challenges. Seldom has a book promised so much and carried through so completely. It is a privilege to be able to recommend thissourcebook to today's school social work practitioners and those to come."--Judith Kullas Shine, President, School Social Work Association of America"This is an impressive volume, containing some 114 chapters about best practices for students with emotional, behavioral, and other mental health issues--written in clear, compelling, and down-to-earth language. It fills an important niche by reviewing the research base behind a comprehensive rangeof specific school practices, but when research evidence does not exist, the chapters provide practical and well-grounded suggestions for practitioners to follow. This book takes a big step forward in grounding school mental health practice in empirical evidence."--Kimberly Eaton Hoagwood, Ph.D., Professor of Clinical Psychology in Psychiatry, Columbia University"The School Services Sourcebook should be required reading for social workers, counselors, mental health workers, and anyone else who is interested in providing services in schools. This massive volume tells it all, interpreting evidence-based research for practical use, replete withexamples, tables, charts, and forms...all you need to know if you want to help children and their families deal with the broad spectrum of mental health issues."--Joy Dryfoos, co-editor, Community Schools in Actionshow more

About Cynthia Franklin

Cynthia Franklin, Ph.D., is Professor and Stiernberg/Spencer Family Professor in Mental Health at The University of Texas at Austin School of Social Work, where she is Coordinator of the clinical concentration. Dr. Franklin is an internationally known leader in school social work and school mental health practice and has published widely on topics such as dropout prevention, clinical assessment, the effectiveness of solution-focused therapy in school settings, and adolescent pregnancy prevention. She served as the past Editor-in-Chief of The National Association of Social Workers' journal Children in Schools. She is co-principal investigator of a solution-focused, alternative high school project for dropout prevention funded by The Hogg Foundation for Mental Health. Mary Beth Harris, Ph.D., is Associate Professor of Social Work at the University of Central Florida. As a social work practitioner in the U.S.-Mexico border region for twenty years before entering social work education, she brings a bicultural perspective to her work. Her research and writing continue to reflect a strong bond with Mexican culture and with the needs and concerns of Hispanic populations. Dr. Harris teaches across the social work practice curriculum. Much of her research and writing centers on school social work. Her current clinical research is on Taking Charge, a school-based life skills intervention that she developed for adolescent mothers, promoting high school graduation and financial self-sufficiency. Paula Allen-Meares, Ph.D., is Dean, Norma Radin Collegiate Professor of Social Work, and Professor of Education at the University of Michigan. Her research interests include the tasks and functions of social workers employed in educational settings; psychopathology in children, adolescents, and families; adolescent sexuality; premature parenthood; and various aspects of social work practice. She is the principal investigator of the School's Global Program on Youth, an initiative supported by the W.K. Kellogg Foundation; co-principal investigator of the NIMH Social Work Research Center on Poverty, Risk, and Mental Health; and a co-investigator on an NIMH research grant.show more

Table of contents

PART I: BEST DIRECT PRACTICE INTERVENTIONS WITH STUDENT POPULATIONS; EFFECTIVE INTERVENTIONS AND RESOURCES FOR WORKING WITH STUDENTS WITH MENTAL HEALTH DIAGNOSIS; 1. School-Based, Adolescent Suicidality: Lethality Assessments and Crisis Intervention Protocols; 2. Psychopharmacological Treatment for Child and Adolescent Mental Disorders; 3. Effective Interventions for Students with Conduct Disorder; 4. Effective Interventions for Students with ADHD; 5. Effective Interventions with Oppositional Defiant Disorder; 6. Effective Interventions for Students with Separation Anxiety Disorder; 7. Effective Interventions for Students with Obsessive-Compulsive Disorder; 8. Effective Interventions for Adolescents with Depression; 9. Effect Interventions for Students with Bipolar Disorder; 10. Effective Interventions for Students with Eating Disorder; 11. Effective Interventions for Students with Schizophroenia and Other Psychotic Disorders; 12. Effective Interventions for Students with Autism and Asperger's Syndrome; 13. Effective Strategies for Working with Students who have Co-occuring Disorders; 14. Understanding the Use of Mental Health Classifications and DSM IV-TR in Schools; 15. Working with Parents Regarding Their Children's Mental Disorders: Engagement; EFFECTIVE INTERVENTIONS AND RESOURCES FOR WORKING WITH STUDENTS WITH DEVELOPMENTAL DISABILITIES; 16. Working with Students with Mental Retardation who Exhibit Severe Challenging Behavior; 17. Improving Educational and Behavioral Performance of Students with Learning Disabilities; 18. Effective Classroom Interventions for Students with Physical Disabilities; 19. What Does the Research Evidence Say About Inclusion Practices?; 20. Building Successful Alliances with Health Care Professionals; PROMOTING HEALTH AND WELL-BEING: EFFECTIVE INTERVENTIONS AND RESOURCES; 21. Substance Abuse Prevention: Effective School-Based Programs; 22. Substance Abuse at Elementary Age: Effective Interventions; 23. Screening Substance Use/Abuse of Middle and High School Students; 24. Effective HIV Prevention in Schools; 25. Effective STD Prevention; 26. Effective Cognitive-Behavioral Interventions for Self-Mutiliation; 27. Integrative, Solution-Oriented Approaches with Self-Harming Adolescents; 28. Primary Prevention of Pregnancy: Effective School-Based Programs; 29. Best School-Based Practices with Adolescent Parents; 30. Effective Management of Obesity for School Children; BEST PRACTICES AND RESOURCES FOR INTERVENING WITH CHILD ABUSE AND SEXUAL ABUSE AND OUT OF HOME PLACEMENT IN A SCHOOL SETTING; 31. Identifying Child Abuse or Neglect Strategies in a School Setting; 32. Laws and Procedures for Reporting Child Abuse: An Overview; 33. Helping Students Who Have Been Physically or Sexually Abused: Strategies and Interventions; 34. Building Effective Alliances with Child Protective Services and Other; 35. Helping Children in Foster Care and Other Residential Placements Succeed in School; PROGRAMS AND PRACTICES FOR SUPPORTING SCHOOL ATTENDANCE AND DROPOUT PREVENTION; 36. Increasing School Attendance: Effective Strategies and Interventions; 37. Enhancing Skills with Students Vulnerable to Underachievement and Academic Failure; 38. Guides for Designing and Establishing Alternative School Programs for Dropout Prevention; INTERPERSONAL CONFLICT, VIOLENCE, AND CLASSROOM MANAGEMENT: BEST PRACTICES AND RESOURCES; 39. Evidence-Based Violence Prevention Programs and Best Implementation Practices; 40. Creating a Violence-Free School Climate/Culture; 41. Assessing and Predicting Risk of Violence: Empirically-Based Methods; 42. Bullying: Best Practices for Prevention and Intervention in Schools; 43. An Evidence-Based Approach to Management of Students Who Wish to Harm Others; 44. Peer Conflict: Effective Resolution Strategies; 45. Using Social and Emotional Learning to Address Conflicts in the Classroom; 46. Acquaintance Sexual Assault and Sexual Harassment Among Teens; 47. Enhancing Conflict Resolution Through Family and School Staff Alliances: Planning for Parent/Guardian Participation in Conferences; 48. Engaging Adolescents in Prevention of Sexual Assault and Harassment; 49. Effective Interventions with Dating Violence and Domestic Violence; 50. Effective Intervention with Gangs and Gang Members; 51. Connecting School Based Practices and Juvenile Justice; PART II: BEST PRACTICE METHODS IN A SCHOOL-BASED ENVIRONMENT; EFFECTIVE CRISIS INTERVENTION METHODS; 52. Developing School Wide and District Wide; 53. Immediate School-Based Intervention Following Violent Crises; 54. Best Practice Grief Work with Students in the Schools; 55. Grief Work with Elementary and Middle School Students: Walking with Hope When a Child Grieves; EFFECTIVE INTERVENTIONS AND RESOURCES FOR GROUP WORK AND TRAINING; 56. Designing and Facilitating Support Groups and Therapy Groups with Adolescents: Importance of the Topic for Schools; 57. Designing and Facilitating Groups with Children; 58. Design and Utility of Life Skills Groups in Schools; 59. Guidelines for Making Effective Presentations in Schools; 60. Conductin In-Service Training and Continuing Education for Staff and Teachers; BEST SCHOOL BASED PRACTICES FOR FAMILY INTERVENTION AND PARENTAL INVOLVEMENT; 61. Effective Strategies for Promoting Parental Involvement: An Overview; 62. Effective Strategies for Involving Parents in Schools; 63. Building Effective Family Support Programs and Interventions; 64. Best Models of Family Therapy; 65. Working with Oppositional Youth Using Brief Strategic Family Therapy; 66. What Parents and Teachers Should Know: Effective Treatments for Youth with ADHD; 67. Solution-Focused, Brief Therapy Interventions for Students at Risk to Dropout; 68. Effective Intervening with Students from Single-Parent Familes and Their Parents; 69. Working with Families from Religious Fundamentalist Backgrounds; 70. Intervening with Students and Families who Frequently Relocate or are Homeless; 71. Students Living in the Care of Grandparents; 72. Home Visiting: Essential Guidelines for Home Visits and Engaging with Families; GUIDELINES FOR WORKING WITH MULTICULTURAL GROUPS AND MANAGING DIVERSE RELATIONSHIPS IN A SCHOOL COMMUNITY CONTEXT; 73. Working with Culturally/Racially Diverse Students to Improve Connection to School and Academic Performance; 74. Mental Health Interventions with Latino Students in Multi-Cultural School Environments: A Framework for Assessing Biases and Developing Cultural Competence; 75. Advancing a Positive School Climate for Students, Families and Staff; 76. Engaging with Culturally and Racially Diverse Families; 77. Building Relationships Between Diverse Families and School Personnel; 78. Case Management Intervention with Immigrant and Refugee Students and Families; 79. Working with American Indian Students and Families; 80. Multiple Hispanic Cultures: Considerations for Working with Students and Families; 81. Working Collaboratively with African American Students, Their Families, Cultural Networks, and School Environments; 82. Inter-race, Trans-race: The Postmodern Youth Culture; 83. Working with Gay, Lesbian, Bisexual, and Transgender Students; PART III: BEST ORGANIZATION, ADMINISTRATIVE, AND COMMUNITY PRACTICES IN A SCHOOL CONTEXT; INTERVENTIONS IN THE EDUCATIONAL ENVIRONMENT THROUGH POLICIES AND PROCEDURES; 84. Helping Schools Meet the Mandates of Federal Policies: No Child Left Behind and Other Cutting Edge Federal Policies; 85. Influencing the Local Education Authority and Changing Policies in the Local School, School District and State; 86. Individuals with Disabilities Education Act; THE LAW, ETHICAL GUIDELINES, RECORDS, ASSESSMENTS, AND REPORTS; 87. HIPAA and the Electronic Transfer of Student Information; 88. Guidelines for Confidentiality: Writing Progress Notes and Storing Confidential Information; 89. Professional Ethical Codes: Applications to Common Ethical Dilemmas; 90. Guidelines for Writing an Effecting Psychological Assessment Report; 91. Guidelines for Writing an Effective Service Plan for Children with Disabilities; EFFECTIVE METHODS AND RESOURCES FOR WORKING WITH THE ORGANIZATION AND COMMUNITY CONTEXT OF THE SCHOOL; 92. Employed by the School? Essential Functions of a School-Based Case Manager; 93. Want to Work with Schools? What's Involved in Successful Linkages?; 94. Teacher and Principal Consultations: Best Practices; 95. Mapping a School's Resources to Improve Their Use in Preventing and Ameliorating Problems; 96. Writing a Contract with a Community Agency for a School-Based Service; 97. Best Practices for Designing and Developing School-Based Health Centers; 98. Best Practice in Expanded School Mental Health Services; EFFECTIVE RESOURCES FOR ACCOUNTABILITY; 99. Linking School Social Work Interventions to Educational Outcomes; 100. Constructing Data Management Systems for Tracking Accountability; 101. Identifying and Using Effective Outcome Measures; 102. Using the School's Database System to Construct Accountability Tools; 103. Guideline for Writing a Report the Effectively Demonstrates Accountability; EFFECTIVE STRATEGIES FOR FUNDING SCHOOL-BASED SERVICES; 104. Understanding the New Environment of Public School Funding: How Student Support Services are Funded; 105. How to Obtain Medicaid Funding for School-Based Health and Mental Health Services; 106. Guidelines for Writing a Successful Grant and Developing Foundation and Business Support; BEST PRACTICE GUIDES FOR DEVELOPING AND SUSTAINING A PROFESSIONAL SCHOOL-BASED PRACTICE; 107. Licensing, Certification, and Credentialing of School Social Workers and Other School Mental Health Professionals; 108. Professional Requirements for School Social Work and Other School Mental Health Professions; 109. When Supervisor and Supervisee are of Different Disciplines: Guidelines and Resources; 110. Coping with Isolation: Guidelines for Developing a Professional Network; 111. Effective Strategies for Marketing a School-Based Practice in the School and Community; 112. Best Practices for Avoiding Burnout; 113. Resources for Professional Development and Continuing Education; 114. Where do we go from here? Mental Health Workers and the Implementation of an Evidence-Based Practiceshow more

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