Handbook of school mental health : innovations in science and practice / Steven W. Eavns, Julie Sarno Owens, Catherine P. Bradshaw, Mark D. Weist, editors.

The handbook provides thoughtful and provocative critiques of the science and practice of school mental health. It examines intervention science and implementation science and the study of professional development and stakeholder engagement. The volume outlines the relevant issues facing the field o...

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Bibliographic Details
Other Authors:	Evans, Steven W., Owens, Julie Sarno, Bradshaw, Catherine P. (Catherine Pilcher), 1975-, Weist, Mark D.
Format:	eBook
Language:	English
Published:	Cham, Switzerland : Springer, [2023]
Edition:	Third edition.
Series:	Issues in clinical child psychology.
Subjects:	School children > Mental health services > United States > Handbooks, manuals, etc. School psychology > United States > Handbooks, manuals, etc. Clinical psychology > United States > Handbooks, manuals, etc. Clinical psychology School children > Mental health services School psychology Psicologia infantil. Ansietat en els infants. Comunitat i escola. United States Electronic books. handbooks. Handbooks and manuals Handbooks and manuals. Guides et manuels. Llibres electrònics.
Online Access:	Click for online access

Table of Contents:

Intro
Contents
Part I: State of the Science for School Mental Health Interventions
1: How Do We Know If a School Mental Health Intervention Is Effective: An Introduction to the Section on the State of the Science for School Mental Health Interventions
What Do We Want to Change?
References
2: Universal, School-Based Social and Emotional Learning Interventions and Their Potential to Improve Students' Mental Health
What Do We Mean When We Talk About Mental Health, and Why Does Mental Health Matter?
Why Are Schools Important Settings for the Promotion of Mental Health?
The Rationale for Universal, School-Based Interventions
What Are Social and Emotional Learning Interventions?
Zippy's Friends
Promoting Alternative Thinking Strategies
How and Why Might SEL Interventions Improve Students' Mental Health?
What Does the Evidence Base Tell Us About the Potential of Universal SEL Interventions to Improve Students' Mental Health?
Intervention Effect Modifier 1: Implementation Variability
Intervention Effect Modifier 2: Subgroup Effects
Are Universal SEL Interventions 'Worth It'?
Current and Future Directions
References
3: School-Based Interventions for Students with Anxiety
Introduction
Rationale for School-Based Interventions for Anxiety
Effectiveness of School-Based Interventions for Anxiety
Primary Prevention (Universal Interventions)
Secondary Prevention (Selective and Indicated) Interventions
Tertiary Interventions
Future Directions
Conclusions
References
4: Interventions for Students with Depression
Nature and Impact of the Problem
Epidemiology
Functional Impairment
Targets of Intervention
Cognitive and Behavioral Targets for Intervention
Interpersonal Targets for Intervention
Family and Socioecologic Targets for Intervention
Approaches to Intervention
Cognitive Behavioral Therapy
Interpersonal Therapy
Family Therapy
Feasibility Within Schools
School Mental Health Programs
Multi-tiered Systems in Schools
Prevention or Tier 1 and 2 Programming
Penn Resiliency Program
Blues Program
Intervention Programs
Primary and Secondary Control Enhancement Training (PASCET)
Interpersonal Psychotherapy for Adolescents
Promising Intervention Programs
Action
Adolescent Coping with Depression Course (CWD-A)
Modular Therapy
The Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH-ADTC)
Implementation Considerations
Conclusion
References
5: Interventions for Students with Social Impairment
Introduction
Nature and Impact of the Problem
Malleable Factors That Are Potential Targets for Intervention
Malleable Factor 1: Problematic Student Behaviors and Skills
Malleable Factor 2: Peer Group Processes
Implications for Assessment and Progress Monitoring

Handbook of school mental health : innovations in science and practice / Steven W. Eavns, Julie Sarno Owens, Catherine P. Bradshaw, Mark D. Weist, editors.

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