Mental Health Interventions for School Counselorsby Sink, Christopher A.
Complimentary 7-Day eTextbook Access
When you rent or buy this book, you will receive complimentary 7-day online access to the eTextbook version from your PC, Mac, tablet, or smartphone. Feature not included on Marketplace Items.
Questions About This Book?
Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the 1st edition with a publication date of 2/26/2010.
What is included with this book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
- The Used copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included.
- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
- The eBook copy of this book is not guaranteed to include any supplemental materials. Typically only the book itself is included.
In today's classroom, effective prevention and intervention are more critical than ever. An exciting new first edition delivers a collaborative "how to" guide for both preventive and intervention-oriented counseling in school settings. MENTAL HEALTH INTERVENTIONS FOR SCHOOLS offers up-to-the-minute coverage of the most common mental health or psychosocial/emotional issues and disorders facing schoolchildren and youth--issues that can negatively impact their learning and long-term educational development. The text features the work of some of the most highly regarded counselor educators in the field. Each chapter provides a solid overview of a mental health concern and then focuses on school- and research-based actions that are preventive and intervention oriented as well as proven effective in school settings.
Table of Contents
|Attention Deficit Hyperactivity Disorder||p. 1|
|Characteristics of ADHD||p. 1|
|Recommendations for School Counseling Practice||p. 4|
|Helping Teachers Acknowledge ADHD||p. 5|
|Helping Teachers Become Aware of the Nature and Symptoms of ADHD||p. 6|
|Anticipating the Needs of Students with ADHD and Planning Appropriate Interventions||p. 7|
|Accommodating the Needs of Students with ADHD||p. 7|
|Consulting with School Psychologists and Medical Professionals||p. 8|
|Direct School Counselor Intervention||p. 9|
|The Journey||p. 10|
|Teaching Self-Monitoring Strategies||p. 11|
|Working with High School Students||p. 11|
|Stop and Think||p. 12|
|Externalizing Behavior Disorders: Supporting Students with Aggression and Violent Tendencies||p. 16|
|Characteristics of Externalizing Behaviors and Behavior Disorders||p. 18|
|Prevalence and Etiology||p. 19|
|Identifying Externalizing Behaviors||p. 19|
|Assessing Externalizing Behaviors||p. 20|
|Assessment Process||p. 21|
|Recommendations for School Counseling Practice-Interventions||p. 27|
|Behavior Management||p. 29|
|Counseling Intervention||p. 30|
|Educational/Vocational Planning||p. 30|
|Internalizing Behavior Disorders: Supporting Students with Depression, Anxiety, and Self-injurious Behavior||p. 35|
|Anxiety and Depression||p. 36|
|Characteristics of Depression and Anxiety Disorders||p. 38|
|Depression-Early Warning Signs||p. 38|
|Anxiety-Early Warning Signs||p. 39|
|From Early Warning Signs to Depression and Anxiety Disorders||p. 39|
|Age of Onset and Prevalence Rates||p. 40|
|Anxiety and Depression Disorders in Special Education Language||p. 44|
|Recommendations for School Counseling Practice||p. 45|
|Implement a Comprehensive School Counseling Program||p. 45|
|Create and Implement a System of Positive Behavior Support (PBS)||p. 45|
|Establish and Implement Prevention Activities in Conjunction with a School-Based Mental Health Screening Plan||p. 46|
|Work Toward Prevention||p. 47|
|Self-Injurious Behavior (SIB)||p. 50|
|Characteristics and Prevalence Rates||p. 51|
|Assisting Students At-Risk for and Engaging in SIB||p. 52|
|Eating Disorders, Obesity, and Body Image Concerns: Prevention and Intervention||p. 63|
|Overview and Characteristics of Eating Disorders||p. 65|
|Subtypes, Prevalence, and Long-Term Outcomes||p. 66|
|The BRIDGE Model of Healthy Versus Unhealthy Body Image||p. 67|
|Recommendations for School Counseling Practice||p. 69|
|Eating Disorder Prevention in Schools||p. 69|
|School-Wide Prevention Programs||p. 70|
|Early Identification||p. 74|
|Early Assessment||p. 74|
|Talking about Eating Disorders with At-Risk Students and Their Caregivers||p. 76|
|Making a Referral for Outside Intervention||p. 77|
|Supporting the Student in Recovery||p. 77|
|Phases of Intervention||p. 78|
|Supportive Intervention Approaches for School Counselors||p. 79|
|Cognitive-Behavioral Therapy||p. 80|
|Guided Imagery||p. 80|
|Narrative Therapy||p. 80|
|Substance Abuse: Implications for School Counseling Practice||p. 87|
|Characteristics and Warning Signs of Substance Abuse by Students and in Families||p. 89|
|Potential Consequences||p. 91|
|Warning Signs and Identification||p. 91|
|Children of Alcoholics||p. 93|
|Potential Consequences||p. 93|
|Warning Signs||p. 94|
|Recommendations for School Counseling Practice||p. 94|
|Brief Family Systems Approach||p. 97|
|Motivational Counseling||p. 98|
|Child Sexual Abuse||p. 106|
|Defining Developmentally Normal Sexual Behavior in Children||p. 107|
|Evaluating Children's Sexual Behaviors||p. 107|
|Level of Incidence of Sexual Issues||p. 109|
|Signs of Sexual Abuse in Children||p. 109|
|Student Disclosure||p. 110|
|Interviewing Potential Victims of Child Sexual Abuse||p. 111|
|Legal and Ethical Issues in Reporting Child Sexual Abuse||p. 112|
|Legal Responsibilities||p. 113|
|Ethical Issues||p. 114|
|Sexual Abuse in Schools||p. 115|
|Prevention and Interventions||p. 116|
|Students with Severe Acting-Out Behavior: A Family Intervention Approach||p. 123|
|Essential Characteristics of Acting-Out Behaviors||p. 125|
|Common Diagnostic Features and Associated Factors||p. 125|
|Effective Family Interventions||p. 126|
|Specific Family Interventions||p. 126|
|Structural-Strategic Family Intervention||p. 128|
|Resources for Professional School Counselors||p. 131|
|Suicide Issues||p. 135|
|Background Information||p. 137|
|Warning Signs and Characteristics of Suicide||p. 138|
|Recommendations for School Counseling Practice||p. 141|
|Suicide Risk Assessment||p. 143|
|Learning Disabilities||p. 154|
|Characteristics of Learning Disabilities||p. 156|
|Defining Learning Disabilities||p. 156|
|Observable Warning Signs-Internalizing and Externalizing Behaviors||p. 157|
|Legal Issues and Legislation Governing Learning Disabilities||p. 159|
|Civil Rights Legislation||p. 159|
|Exceptional Education Legislation||p. 162|
|Diagnosing a Learning Disability under IDEIA (2004)||p. 165|
|Recommendations for School Counseling Practice||p. 167|
|General Intervention Strategies||p. 167|
|Counseling Services||p. 170|
|Short Biographies of Contributors||p. 177|
|Table of Contents provided by Ingram. All Rights Reserved.|