Cognitive-Behavioral Interventions for Emotional and Behavioral Disorders: School-Based Practice - Softcover

Softcover

ISBN 10: 1609184815 ISBN 13: 9781609184810

Publisher: Guilford Press, 2011

Synopsis

Evidence based and practical, this book presents state-of-the-science approaches for helping K–12 students who struggle with aggressive behaviors, anxiety, depression, ADHD, and autism. It explains the fundamentals of cognitive-behavioral intervention and reviews exemplary programs that offer powerful ways to reach at-risk children and adolescents. Leading authorities thoroughly describe the process of assessment, treatment planning, implementation, and program evaluation. What makes the book unique is its focus on the nitty-gritty of school-based intervention, including how to integrate mental health services into the special education system, overcome obstacles, and provide needed skills to school personnel.

About this title

Review:

"This book is a prize for clinicians, researchers, and students alike. The editors have assembled valuable chapters that address theoretical, methodological, and clinical issues. Most impressively, the contributors tackle the often harsh realities that confront clinicians doing cognitive-behavioral therapy in real-world settings. Further, they seamlessly integrate pivotal developmental and ethnocultural variables. I am already clearing space on my bookshelf for this much-needed resource."--Robert D. Friedberg, PhD, ABPP, Professor and Director, Center for the Study and Treatment of Anxious Youth, Palo Alto University "Filling a critical void in the literature, this book illuminates the exciting potential of cognitive-behavioral interventions in school-based practice. The volume is current, comprehensive, and reader friendly. It explores both the theoretical foundations and the many exemplary programs paving the way in schools today. The impressive collection of scholar-authors steers clear of hyperbole in favor of more dispassionate examinations of what the science is saying. Their approach leaves the reader informed, optimistic, and energized."--Jim Larson, PhD, Coordinator, School Psychology Program, University of Wisconsin-Whitewater

"Mayer et al. have done all those who work with children and youth with emotional and behavioral disorders a great service by editing a volume about one of our greatest challenges. The book provides better scientific understanding of how young people think about their behavior and how they can be guided to manage their thoughts, feelings, and behaviors more effectively."--James M. Kauffman, EdD, Curry School of Education (Emeritus), University of Virginia

About the Author:

Matthew J. Mayer, PhD, is Assistant Professor of Educational Psychology in the Graduate School of Education at Rutgers, The State University of New Jersey. He is actively engaged in research on school violence and disruption, as well as in developing new models of graduate training for teachers and allied professionals that integrate professional preparation in cognitive-behavioral methods. Dr. Mayer is President of the Consortium to Prevent School Violence.

Richard Van Acker, EdD, is Professor of Special Education at the University of Illinois at Chicago. His research involves efforts to prevent the development of serious antisocial behavior in children and youth, with a special focus on violence and aggression and the social interaction between teachers and their students. Formerly President of the Council for Children with Behavioral Disorders, Dr. Van Acker has written over 100 publications.

John E. Lochman, PhD, ABPP, is Saxon Professor Emeritus in Psychology, Interim Director of the Alabama Life Research Institute, and Director Emeritus of the Center for Prevention of Youth Behavior Problems at the University of Alabama. He is also Adjunct Professor of Psychiatry and Behavioral Sciences at the Duke University Medical Center. A clinical psychologist, Dr. Lochman has authored more than 400 scientific articles, chapters, and books on the causes and consequences of highly aggressive behavior in childhood, and on the effects of intervention for this behavior. His current focus is research on dissemination, implementation, and adaptation of interventions. Dr. Lochman has served as Editor-in-Chief of the Journal of Abnormal Child Psychology and is a former President of the Society for Child and Family Policy and Practice (Division 37 of the American Psychological Association) and the American Board of Clinical Child and Adolescent Psychology. He is a recipient of the Distinguished Career Award from the Society of Clinical Child and Adolescent Psychology (Division 53 of the American Psychological Association).

Frank M. Gresham, PhD, is Professor in the Department of Psychology at Louisiana State University. He is a Fellow of the American Psychological Association (APA) and of APA Divisions 16 (School Psychology), 5 (Quantitative and Qualitative Methods), and 53 (Society for Clinical Child and Adolescent Psychology). He is a recipient of the Lightner Witmer Award and the Senior Scientist Award from APA Division 16. Dr. Gresham is one of the few psychologists to be awarded Fellow status in the American Association for the Advancement of Science. His research and more than 260 publications address topics including social skills assessment and intervention, response to intervention, and assessment and interventions for students with emotional and behavioral disorders. He is codeveloper of the Social Skills Improvement System Rating Scales.

About this edition

• Publisher: Guilford Press
• Publication date: 2011
• ISBN 10: 1609184815
• ISBN 13: 9781609184810
• Binding: Paperback
• Edition number: 1
• Number of pages: 420
• Editor: Mayer Matthew J., Van Acker Richard, Lochman John E., Gresham Frank M.