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This is the 2nd edition with a publication date of 7/3/2012.
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School-aged children (grades K - 12) are often faced with personal problems that can hinder their ability to succeed in the school environment. This Treatment Planner focuses on school-related problems such as study and organizational skill deficits and academic motivation/underachievement, as well as "outside" issues such as blended families and substance abuse. This new edition features empirically supported, evidence-based treatment interventions including coverage of disruptive classroom behaviors, reinforcing student success, bullying, peer conflict, and school violence. School and mental health professionals are provided with all the elements necessary to quickly and easily develop formal treatment plans that satisfy the demands of HMOs, managed care companies, third-party payors, and state and federal review agencies.
Arthur E. Jongsma, Jr., PhD, is the Series Editor for the bestselling Practice Planners. Since 1971, he has provided professional mental health services to both inpatient and outpatient clients. He was the founder and director of Psychological Consultants, a group private practice in Grand Rapids, Michigan, for twenty-five years. He is the author or coauthor of over fifty books and conducts training workshops for mental health professionals around the world. Sarah Edison Knapp, MSW, CSW, is a former school social worker who now devotes her time and expertise to helping educators and parents relate to children in positive and highly effective ways. She is the author of several books including the School Counseling and School Social Work Home work Planner and the Parenting Skills Homework Planner, both published by Wiley. Carey Dimmitt, PHD, is an Associate Professor and the Coordinator of School Counselor Education, University of Massachusetts Amherst. She is the Associate Director of the Center for School Counseling Outcome Research and Evaluation. Her research interests include school counseling curriculum outcome research, counseling skill development, metacognition, and linking research to effective practice. She is coauthor of Evidence-Based School Counseling: Making a Difference with Data-Driven Practices.
Table of Contents
|Practice PlannersŪ Series Preface||p. xiii|
|Academic Motivation/Study and Organizational Skills||p. 17|
|Anger Management/Aggression||p. 28|
|Anxiety Reduction||p. 40|
|Assessment for Mental Health Services||p. 50|
|Attachment and Bonding Deficits||p. 60|
|Attention-Deficit/Hyperactivity Disorder (ADHD)||p. 70|
|Attention-Seeking Behavior||p. 81|
|Blended Family||p. 92|
|Bullying Perpetrator||p. 100|
|Career Planning||p. 111|
|Conflict Management||p. 122|
|Disruptive Classroom Behaviors||p. 143|
|Diversity and Tolerance Training||p. 153|
|Grief and Loss||p. 171|
|Learning Difficulties||p. 180|
|Oppositional Defiant Disorder (ODD)||p. 188|
|Parenting Skills/Discipline||p. 199|
|Physical and Sexual Abuse||p. 212|
|Physical Disabilities and Challenges||p. 221|
|Poverty and Economic Factors||p. 230|
|Responsible Behavior Training||p. 239|
|School Refusal/Phobia||p. 249|
|School Violence Perpetrator||p. 259|
|Self-Esteem Building||p. 269|
|Sexual Responsibility||p. 279|
|Sibling Rivalry||p. 290|
|Social Maladjustment (Conduct Disorder)||p. 300|
|Social Skills/Peer Relationships||p. 313|
|Substance Use and Abuse||p. 325|
|Suicidal Ideation/Attempt||p. 337|
|Teen Pregnancy||p. 347|
|Bibliotherapy Suggestions||p. 357|
|Professional References for Evidence-Based Chapters||p. 377|
|Index of DSM-IV-TRŪ Codes Associated with Presenting Problems||p. 399|
|Table of Contents provided by Ingram. All Rights Reserved.|