Cognitive-Behavioral Psychology in the Schools: A Comprehensive Handbook

Cognitive-Behavioral Psychology in the Schools: A Comprehensive Handbook

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Overview

Cognitive-Behavioral Psychology in the Schools: A Comprehensive Handbook by Jan N. Hughes, Robert J. Hall

Although behaviorism made a major contribution to educational practice and created opportunities for psychologists in schools, behavioral techniques have mostly been applied in areas peripheral to teaching children new problem-solving or content mastery skills. The application of recent developments in cognitive psychology and cognitive-behavioral therapy in educational settings has also remained more a promise than a reality. COGNITIVE-BEHAVIORAL PSYCHOLOGY IN THE SCHOOLS argues persuasively that cognitive psychology has much to offer in the educational setting including an expanded role for school psychologists, beyond classroom management and psychoeducational assessment. Toward this end, this volume provides a unifying theoretical framework for applying new developments to the delivery of school psychological and educational services.

To facilitate the integration of cognitive-behavioral theories into educational practice, the bulk of the book is organized according to the three primary levels of service offered by school psychologists: assessment, teaching and direct intervention, and indirect intervention. An opening section provides the historical and conceptual context.

Reflecting the competence orientation of cognitive-behavioral management, individual chapters in this volume explore different aspects of competence—academic, personal, and social—and present a variety of techniques for instilling self control and problem-solving strategies.

Beginning with assessment issues, the book moves to the specific application of cognitive-behavioral methods to reading, spelling, math, and writing instruction. There are chapters focusing on the use of CBM for social and emotional problems, with hyperactive and impulsive children, and children with handicaps and learning disabilities. The final chapters address the prevention of mental health problems in schools and the need for system-wide changes in the schools. The volume also provides a critical review of the theoretical and empirical bases for suggested applications. Limitations of applications are noted, and areas for future research are delineated.

COGNITIVE-BEHAVIORAL PSYCHOLOGY IN THE SCHOOLS is targeted at school psychologists, child clinical psychologists, and special educators. The book would also be an appropriate text for graduate courses in assessment, child behavior therapy and counseling, and special education instructional methods. The material gathered here will challenge researchers and those involved with teacher education.

Product Details

ISBN-13: 9780898627367
Publisher: Guilford Publications, Inc.
Publication date: 03/17/1989
Edition description: New Edition
Pages: 581
Product dimensions: 6.12(w) x 9.25(h) x (d)

About the Author

Jan N. Hughes , Dept. of Psychology, Texas A + M University.

Table of Contents

I. HISTORICAL AND CONCEPTUAL OVERVIEW.
2. The Behavioral Tradition in Schools (and Miles to Go before We Sleep), Benes & Kramer.
3. The Cognitive Tradition in Schools, Benson & Presbury.
4. A Cognitive-Behavioral Approach to Education: Adopting a Broad-Based Perspective, Meyers, Cohen, & Schleser.
II. ASSESSMENT PRACTICES.
5. Information Processing and Cognitive Assessment I: Background and Overview, Goetz, Hall, & Fetsco.
6. Information Processing and Cognitive Assessment II: Assessment in the Schools, Goetz, Hall, & Fetsco.
7. A Cognitive-Behavioral Model for Assessing Children's Social Competence, Hughes.
8. Conceptual and Methodological Issues in the Assessment of Children's Attributions, Palmer & Rholes.
III. TEACHING AND DIRECT INTERVENTION STRATEGIES.
9. On Cognitive Training: A Thought or Two, Wong.
10. Cognitive Training: Implications for Reading Instruction, Alexander & Hare.
11. Cognitive Training: Implications for Written Language, Graham & Harris.
12. Cognitive Training: Implications for Arithmetic Instruction, Keller & Lloyd.
13. Self-Control Training with Hyperactive and Impulsive Children, Zentall. 14. Cognitive Training: Implications for Spelling Instruction, Hall, Gerber, & Stricker.
15. A Cognitive-Behavioral Approach to the Treatment of Childhood Depression, Stark, Best, & Sellstrom.
16. Cognitive-Behavioral Treatment of School-Related Fears and Anxieties, McReynolds, Morris, & Kratochwill.
17. Interpersonal Cognitive Problem-Solving Training with Children in the Schools, Urbain & Savage.
IV. INDIRECT AND PREVENTIVE SERVICES.
18. Cognitive-Behavioral Approaches in Psychoeducational Consultation, Meyers & Yelich.
17. Cognitive-Behavioral Approaches and Prevention in the Schools, Conoley.

Interviews

For school psychologists, child clinical psychologists, and special educators. It would also be an appropriate text for graduate courses in assessment, child behavior therapy and counseling, and special education instructional methods.

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