BOOK
Evidence-Based School Psychiatry, An Issue of Child and Adolescent Psychiatric Clinics of North America - E-Book
Jeffrey Q. Bostic | Alexa L. Bagnell
(2012)
Additional Information
Book Details
Abstract
Schools can play an important role in addressing the unmet mental health needs of youth by potentially increasing access to care in a cost-effective manner. This venue provides unparalleled access to youth and exemplifies a single setting through which the majority of children can be reached. This very timely issue provides a much-needed analysis of the types of situations in which schools can and must address the mental health needs of their students, and the methodology for doing so. With an eye towards current technologies (articles cover telepsychiatry and web-based interventions), authors review school-based interventions for students suffering from post-traumatic stress-syndrome, generalized anxiety, social anxiety, depression, ADHD, psychoses, substance abuse, and other disorders. Of special interest are the articles covering bullying (including internet bullying) and mobilizing a crisis team after student death.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Child and Adolescent Psychiatric Clinics of North America | i | ||
| Copyright Page | ii | ||
| Table of Contents | vii | ||
| Contributors | iii | ||
| Preface: Evidence-Based School Psychiatry | xiii | ||
| Erratum | xvii | ||
| Chapter 1. Building Mental Health Literacy: Opportunities and Resources for Clinicians | 1 | ||
| THE CHALLENGE | 2 | ||
| MENTAL HEALTH LITERACY | 2 | ||
| SCHOOL MENTAL HEALTH RESEARCH | 4 | ||
| SUMMARY | 6 | ||
| REFERENCES | 7 | ||
| Chapter 2. International School Mental Health: Global Approaches, Global Challenges, and Global Opportunities | 11 | ||
| COMPLEXITIES OF ADDRESSING SCHOOL MENTAL HEALTH GLOBALLY | 11 | ||
| DEVELOPMENT OF GLOBAL SCHOOL MENTAL HEALTH INITIATIVES | 12 | ||
| SCHOOL MENTAL HEALTH AT THE NATIONAL/COUNTRY LEVEL | 13 | ||
| EVIDENCE FOR SCHOOL MENTAL HEALTH INTERVENTIONS | 15 | ||
| RECOMMENDATIONS | 23 | ||
| SUMMARY | 24 | ||
| REFERENCES | 24 | ||
| Chapter 3. School Law for the Child Psychiatrist: Legal Principles and Case Implications | 29 | ||
| FEDERAL LAWS GOVERNING SPECIAL EDUCATION | 29 | ||
| STUDENT DISCIPLINE AND SPECIAL EDUCATION | 32 | ||
| SECTION 504 OF THE REHABILITATION ACT OF 1973 | 33 | ||
| RESPONSE TO INTERVENTION | 33 | ||
| SPECIFIC EXAMPLES OF SCHOOL-RELATED PSYCHIATRIC CASES | 36 | ||
| CONDUCT DISORDER/SOCIAL MALADJUSTMENT CASES | 38 | ||
| COMMUNICATION AND THE HEALTH INSURANCE PORTABILITY AND ACCOUNTABILITY ACT | 39 | ||
| RECOMMENDING INTERVENTIONS AND SCHOOL PROGRAMS | 40 | ||
| TRANSITIONAL PROGRAMS | 40 | ||
| DISTRICT THERAPEUTIC PROGRAMS | 40 | ||
| SUMMARY | 41 | ||
| REFERENCES | 41 | ||
| Chapter 4. Spinning Our Wheels: Improving Our Ability to Respond to Bullying and Cyberbullying | 43 | ||
| WHAT IS BULLYING? | 44 | ||
| REFERENCES | 54 | ||
| Chapter 5. When a Student Dies: Organizing the School’s Response | 57 | ||
| INITIAL RESPONSE: THE CRISIS TEAM | 57 | ||
| INFLUENCE OF SOCIAL NETWORKING | 59 | ||
| HOW THE SCHOOL AND STUDENTS REACT | 60 | ||
| WHY AND WHO’S TO BLAME? | 61 | ||
| THE TIMETABLE OF GRIEF | 64 | ||
| INITIAL AND LONG-TERM MEMORIALS | 65 | ||
| DEMOBILIZING THE CRISIS TEAM | 66 | ||
| WHAT WE CAN LEARN | 66 | ||
| REFERENCES | 66 | ||
| Chapter 6. Building Better Brains: Evidence-Based Interventions to Enhance Contemporary Schooling | 69 | ||
| MODERN BIOLOGY AND SCHOOL PRACTICES | 70 | ||
| PSYCHOLOGICAL ASPECTS OF SCHOOLING | 73 | ||
| SOCIAL PRACTICES | 75 | ||
| SUMMARY | 78 | ||
| REFERENCES | 78 | ||
| Chapter 7. Maximizing the Uptake and Sustainability of School- Based Mental Health Programs: Commercializing Knowledge | 81 | ||
| A BRIEF OVERVIEW: WHAT WE KNOW ABOUT FOSTERING UPTAKE AND SUSTAINABILITY | 82 | ||
| MAXIMIZING UPTAKE | 82 | ||
| MAXIMIZING SUSTAINABILITY | 83 | ||
| REFRAMING KNOWLEDGE TRANSFER AND EXCHANGE | 84 | ||
| NEW FRONTIERS: COMMERCIAL MODELS OF KNOWLEDGE MOBILIZATION | 85 | ||
| COMMERCIALIZING KNOWLEDGE | 86 | ||
| COMMERCIAL MODELS FOR MAXIMIZING GROWTH AND SUSTAINABILITY | 86 | ||
| WILL A COMMERCIAL MODEL WORK IN CHILD AND YOUTH MENTAL HEALTH? | 90 | ||
| SUMMARY | 90 | ||
| REFERENCES | 90 | ||
| Chapter 8. Generalized Anxiety Disorder in the Classroom | 93 | ||
| DOES THIS CHILD HAVE GAD? | 94 | ||
| EVIDENCE-BASED PROGRAMS | 96 | ||
| A PRACTICAL APPROACH TO THE STUDENT WITH GAD | 97 | ||
| SUMMARY | 101 | ||
| Chapter 9. Treating Adolescents with Social Anxiety Disorder in Schools | 105 | ||
| ADVANTAGES OF SCHOOL-BASED TREATMENT | 106 | ||
| TREATING SOCIAL ANXIETY IN THE SCHOOL SETTING | 106 | ||
| REFERENCES | 116 | ||
| Chapter 10. Responding to Students with Posttraumatic Stress Disorder in Schools | 119 | ||
| EVIDENCE-BASED TREATMENTS FOR STUDENTS WITH PTSD | 121 | ||
| PRACTICAL APPROACHES | 122 | ||
| REFERENCES | 131 | ||
| Chapter 11. Depression in the Classroom: Considerations and Strategies | 135 | ||
| EPIDEMIOLOGY | 135 | ||
| MORBIDITY | 136 | ||
| SCHOOL-BASED PREVENTION AND EARLY INTERVENTION FOR DEPRESSION | 136 | ||
| EVIDENCE-BASED PREVENTION PROGRAMS | 136 | ||
| PREVENTION PROGRAM DELIVERY CONSIDERATIONS | 139 | ||
| TREATING DEPRESSION IN SCHOOLS | 140 | ||
| IMPACTS ON SCHOOL PERFORMANCE | 141 | ||
| MODIFYING THE SCHOOL ENVIRONMENT FOR DEPRESSION | 141 | ||
| INSTRUCTIONAL TECHNIQUES FOR DEPRESSION | 142 | ||
| SUMMARY | 142 | ||
| REFERENCES | 143 | ||
| Chapter 12. Strategies for Implementing Evidence-Based Psychosocial Interventions for Children with Attention-De.cit/Hyperactivity Disorder | 145 | ||
| SCHOOL INTERVENTION STRATEGIES | 146 | ||
| SPECIAL CONSIDERATIONS | 153 | ||
| SUMMARY | 154 | ||
| REFERENCES | 155 | ||
| Chapter 13. School-Based Interventions for Disruptive Behavior | 161 | ||
| THE GOOD BEHAVIOR GAME | 163 | ||
| COMPREHENSIVE PROGRAMS | 163 | ||
| PROMOTING ALTERNATIVE THINKING STRATEGIES (PATHS)/FAST TRACK PROGRAM | 164 | ||
| THE SEATTLE SOCIAL DEVELOPMENT PROJECT/RAISING HEALTHY CHILDREN | 165 | ||
| THE INCREDIBLE YEARS | 167 | ||
| DISRUPTIVE BEHAVIOR | 169 | ||
| BEHAVIORAL ANALYSIS | 169 | ||
| SUMMARY | 173 | ||
| REFERENCES | 173 | ||
| Chapter 14. Adolescent Substance Use Disorders in the School Setting | 175 | ||
| SCHOOL-BASED PREVENTION PROGRAMS | 176 | ||
| THE SCHOOL ENVIRONMENT AND SCHOOL DRUG POLICIES | 178 | ||
| CLINICAL SIGNS AND SYMPTOMS OF SUBSTANCE IMPAIRMENT | 178 | ||
| DRUG TESTING IN SCHOOLS | 180 | ||
| WHAT TO DO WHEN CONCERNED THAT A STUDENT IS INTOXICATED OR MAY BE USING SUBSTANCES | 181 | ||
| SUBSTANCE USE TREATMENT | 182 | ||
| SUMMARY | 183 | ||
| REFERENCES | 183 | ||
| Chapter 15. Schooling Students with Psychotic Disorders | 187 | ||
| EVALUATING PSYCHOTIC SYMPTOMS IN STUDENTS | 188 | ||
| SCHOOL INTERVENTIONS FOR STUDENTS WITH PSYCHOSIS | 190 | ||
| SCHOOL RESPONSE TO A STUDENT WITH PSYCHOSIS | 194 | ||
| PRACTICAL APPLICATION OF TECHNIQUES TO ADDRESS PSYCHOSIS | 195 | ||
| WHEN IS IT APPROPRIATE TO CONSIDER A TRANSITION TO A DIFFERENT SCHOOL? | 199 | ||
| REFERENCES | 199 | ||
| Index | 201 |