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

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Overview

"The volume explains the fundamentals of CBI and examines key systemic issues linked to service delivery in general and special education settings. Clearly organized chapters review specific approaches for helping K-12 students who struggle with aggressive behaviors, anxiety, depression, ADHD, and autism." "The book discusses issues in intervening at different levels of intensity, from preventive programs for ail children in a school or grade to more targeted interventions. Particular attention is given to working with students with disabilities within the special education system." Unique in its interdisciplinary perspective, this state-of-the-science work will enhance the knowledge and skills of a broad range of practitioners, including special educators, school psychologists and counselors, and child clinical psychologists. Graduate students in these fields will find it an informative, practical supplemental text.
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Editorial Reviews

Doody's Review Service
Reviewer: Christopher J Graver, PhD, ABPP-CN(Madigan Healthcare System)
Description: Cognitive behavioral therapy has become a widely studied and clinically applied treatment approach. There have been many variations of this general approach for specific populations, and this book takes a look at cognitive behavioral approaches for students.
Purpose: The purpose is to provide an interdisciplinary state-of-the-science guide to cognitive behavioral approaches and their integration into the classroom.
Audience: According to the editors, this book will appeal to child clinical psychologists, school psychologists, counselors, and special educators. The editors and contributing authors are well published in school psychology.
Features: The first two chapters provide a historical overview and an introduction to cognitive behavioral approaches within a developmental framework. The third chapter covers methodological issues, but these are rather general with few specific examples regarding CBT treatments in the school. The middle section is devoted to specific interventions for particular disorders. These chapters cover outcome research on a multitude of approaches, but there are no figures and few tables to summarize the data. Additionally, there are multiple chapters devoted to anxiety and depression, but they are redundant, especially the two on depression. The information is largely directed towards a review of the literature rather than on specifics of the treatments themselves. Readers interested in learning about the implementation of a specific intervention will need to seek other resources. On the up side, the references are plentiful and current and there is a reasonable index.
Assessment: This book certainly provides a thorough and relevant review of the literature on cognitive behavioral interventions with children. The integration and execution of these approaches in the classroom needs improvement, but the absolute paucity of figures and summary tables is a glaring blunder.
School Social Work Journal
"The editors are very successful in organizing this book so that it covers assessment, implementation, and evaluation for the range of students who have an emotional and behavioral disorder (EBD) and are entitled to an education in a school setting....A strength of this book is that interventions are looked at within the three-tier model, which includes universal or preventive interventions for students at risk as well as interventions at the secondary tiers....I would highly recommend this book because it combines the effective 'clinical' and school-based interventions. After reading the text and looking at the charts, cited research studies, and bibliography, the school social worker can learn a multitude of ways of working with individuals, groups, classrooms, and parents in a school-based setting."—School Social Work Journal
Australian Journal of Guidance and Counselling
"This practical guide serves as an ideal reference, not only for educators but clinicians and parents, as well as those who are interested in aiding students who suffer from various forms of emotional and behavioral disorders such as aggressive behaviors, anxiety, depression, ADHD, and autism. It addresses theoretical, methodological, and clinical issues on the fundamentals of cognitive-behavioral intervention. There are invaluable chapters exploring the use of various strategies and programs to reach out to at-risk children and adolescents. The forms of interventions proposed range from preventive programs for all levels to specific targeted interventions, thus capturing a broad spectrum of areas of concerns....An indeed welcome guide to schools in general and specifically to institutions with a special education system....It assists schools in improving their practice, to look into the active participation, achievement, and retention of marginalized students in an institution. The lack of existing literature in this area further illuminates the potential usefulness of this guide."—Australian Journal of Guidance and Counselling
From the Publisher
"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, Department of Psychiatry, Penn State Milton Hershey Medical Center, Hershey, Pennsylvania
 
"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

School Social Work Journal

"The editors are very successful in organizing this book so that it covers assessment, implementation, and evaluation for the range of students who have an emotional and behavioral disorder (EBD) and are entitled to an education in a school setting....A strength of this book is that interventions are looked at within the three-tier model, which includes universal or preventive interventions for students at risk as well as interventions at the secondary tiers....I would highly recommend this book because it combines the effective ''clinical'' and school-based interventions. After reading the text and looking at the charts, cited research studies, and bibliography, the school social worker can learn a multitude of ways of working with individuals, groups, classrooms, and parents in a school-based setting."--School Social Work Journal

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Product Details

  • ISBN-13: 9781593859763
  • Publisher: Guilford Publications, Inc.
  • Publication date: 10/24/2008
  • Edition description: New Edition
  • Pages: 420
  • Product dimensions: 6.40 (w) x 9.00 (h) x 1.40 (d)

Meet 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 Professor and Doddridge Saxon Chairholder in Clinical Psychology at the University of Alabama, where he also directs the Center for Prevention of Youth Behavior Problems. Dr. Lochman has written over 200 publications on risk factors, social cognition, and intervention and prevention research with aggressive children. He is Editor in Chief of the Journal of Abnormal Child Psychology.

Frank M. Gresham, PhD, is Professor of Psychology at Louisiana State University. His research and practice interests are in social skills assessment and interventions with children at risk for or with emotional and behavioral disorders; response-to-intervention practices; treatment integrity; and applied measurement practices. He has written over 250 journal articles, books, and book chapters.

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Table of Contents

I. Foundations of Cognitive-Behavioral Interventions

1. Historical Roots, Theoretical and Applied Developments, and Critical Issues in Cognitive-Behavioral Modification, Matthew J. Mayer and Richard Van Acker

2. Intervention Development, Assessment, Planning, and Adaptation: The Importance of Developmental Models, John E. Lochman and Frank M. Gresham

3. Methodological Issues in Research Using Cognitive-Behavioral Interventions, Frank M. Gresham and John E. Lochman

4. Cognitive-Behavioral Interventions and the Social Context of the School: A Stranger in a Strange Land, Richard Van Acker and Matthew J. Mayer

II. Cognitive-Behavioral Interventions for Anger/Aggression

5. Cognitive-Behavioral Interventions for Anger and Aggression: Review of Research and Research-to-Practice Issues, Stephen W. Smith, Julia A. Graber, and Ann P. Daunic

6. Managing Anger and Aggression in Students with Externalizing Behavior Problems: Focus on Exemplary Programs, W. M. Nelson III and Janet R. Schultz

III. Cognitive-Behavioral Interventions for Anxiety/Phobic Disorders

7. Cognitive-Behavioral Therapy for Anxious Youth in School Settings: Advances and Challenges, Adam S. Weissman, Diana Antinoro, and Brian C. Chu

8. Cognitive-Behavioral Treatment for Childhood Anxiety Disorders: Exemplary Programs, Gretchen Schoenfield and Richard J. Morris

IV. Cognitive-Behavioral Interventions for Depression

9. Cognitive-Behavioral Interventions for Depression in Children and Adolescents: Meta-Analysis, Promising Programs, and Implications for School Personnel, John W. Maag, Susan M. Swearer, and Michael D. Toland

10. Cognitive-Behavioral Interventions for Depression during Childhood, Kevin D. Stark, Jenny Herren, and Melissa Fisher

V. Cognitive-Behavioral Interventions Addressing Other Needs

11. Attention-Deficit/Hyperactivity Disorder, George J. DuPaul, Lauren A. Arbolino, and Genery D. Booster

12. Cognitive-Behavioral Interventions for Students with Autism Spectrum Disorders, Laura Grofer Klinger and Amie Williams

VI. The Future of Cognitive-Behavioral Interventions

13. The Cognitive–Ecological Model: Paradigm and Promise for the Future, Jaleel Abdul-Adil, Patrick H. Tolan, and Nancy Guerra

14. Future Challenges to Cognitive-Behavioral Interventions in Practice and Policy, Michael M. Gerber and Emily Solari

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