This book offers a best-practices approach to providing effective mental health services at school. It draws on a widely used three-tiered public health model to create a system that addresses the emotional and behavioral needs of students most at risk.

The challenges of providing mental health services to school children are numerous and diverse, ranging from staffing shortages to insufficient funding to family resistance to administrative indifference. Yet with the U.S. Surgeon General estimating that approximately 20% of young people display signs of psychological problems, the need for such services particularly for interventions that not only address mental health issues but also reinforce protective factors is considerable.

Evidence-Based School Mental Health Services offers readers an innovative, best-practices approach to providing effective mental health services at school. The author draws on the widely used and effective three-tiered public health model to create a school-based system that addresses the emotional and behavioral needs of students most at risk for experiencing, or showing strong signs and symptoms of, emotional problems or disabilities. This prevention-oriented program adapts cognitive behavioral and other clinical therapies for use in primary through high school settings.

In several concise, easy-to-read chapters, the author addresses such important topics as:

• The rationale for building a three-tier mental health system in schools.
• The importance of making emotion regulation training available to all students.
• Designing strategies for adding affect education and emotion regulation training at each tier.
• Providing empirical support for implementing CBT in school settings.
• Preparing young children to benefit from school-based CBT.
  Also included is an Appendix of specific group activities and exercises that can be put to use in the school setting.

Evidence-Based School Mental Health Services is a must-have resource forresearchers, scientist-practitioners, and graduate students in school psychology, clinical child psychology, pediatrics, psychiatry, social work, school counseling, education as well as for those who develop or influence public policy. And it is essential reading for any professional who is responsible for and interested in children's well-being and development.

Examines research supporting evidence-based school mental health interventions Examines school mental health services in the context of the three-tiered model Explores affect education and emotion regulation training combined with CBT to strengthen the effectiveness of school-based interventions Includes supplementary material: sn.pub/extras

Autorentext
Gayle L. Macklem, MA, NCSP, LEP, is a Massachusetts-licensed school psychologist and a Massachusetts-licensed educational psychologist. She has served in the field of education for over 30 years. A former president of the Massachusetts School Psychologists Association (MSPA), she serves as the Technology Chairperson of the state association. She is an adjunct instructor in School Psychology at the Massachusetts School of Professional Psychology (MSPP) in Boston. She writes curriculum and writes on topics of interest to educators. She is a frequent presenter at regional and national conferences. Ms. Macklem is the author of Springer's Practitioner's Guide to Emotion Regulation in School-Aged Children (2008) and Bullying and Teasing: Social Power in Children's Groups (2003) .

Inhalt

Preface.- Acknowledgements.- List of Tables.- Specific Group Activities and Exercises.- The Challenge of Providing Mental Health Services in Schools.- Evidence-based Tier 1, Tier 2 and Tier 3 Mental Health Interventions in Schools.- Strengthening School-Counseling Interventions.- Affect Education at Tiers 1, 2, and 3.- Importance of Emotion Regulation Training for Children and Adolescents.- Emotion Regulation Training at Tiers 1, 2, and 3.- Support for the Use of CBT in Schools.- Preparing Young and/or Disabled Children to Benefit from CBT in School-based Settings.- CBT in Schools.- Sustainability, Current Programs and a Look to the Future.- References.