A step-by-step resource for treating more than 40 prevalent issues with proven strategiesThis comprehensive handbook for evidence-based mental health and learning interventions with children and adolescents is distinguished by its explicit yet concise guidance on implementation in practice. With a compendium of proven strategies for resolving more than 40 of the most pressing and prevalent issues facing young people, the book provides immediate guidance and uniform step-by-step instructions for resolving issues ranging from psychopathological disorders to academic problems. Busy academics, practitioners, and trainees in schools and outpatient clinical settings will find this resource to be an invaluable desktop reference for facilitating well-informed decision-making.Unlike other volumes that ignore or merely reference the evidence base of various interventions, this book focuses on providing immediate, empirically supported guidance for putting these strategies into direct practice. Issues covered include crisis interventions and response, social and emotional issues, academic/learning issues, psychopathological disorders, neuropsychological disorders, and the behavioral management of childhood health issues. Each chapter follows a consistent format including a brief description of the problem and associated characteristics, etiology and contributing factors, and three evidence-based, step-by-step sets of instructions for implementation. Additionally, each chapter provides several websites offering further information about the topic. Featuring contributions from leading scholars and practitioners on each issue covered, this book will be a valuable resource for child clinical and school psychologists, counselors, social workers, and therapists as well as other health and mental health professionals whose primary practice is with children and adolescents.Key Features:Demonstrates step-by-step, evidence-based interventions for more than 40 common childhood issuesProvides treatment procedures that can be immediately put into practiceCovers a wide range of mental health and academic/learning issues for children and adolescentsRelevance for both school-based and clinically-based practiceIncludes contributions by noted experts in the field
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Lea A. Theodore, PhD, is a Professor and Director, School Psychology Program, College of William and Mary. She is also a psychologist licensed by the Boards of Psychology in New York and Virginia. She has published more than 50 refereed articles and chapters, and has conducted numerous invited and peer-reviewed presentations at national conferences. She served as Associate Editor for School Psychology Quarterly (2007-2012) and currently sits on the editorial boards of numerous national and international journals, including Psychology in the Schools, where she edited a special issue on childhood obesity. Her bookcontributions include chapters in The Oxford Handbook of School Psychology, Chronic health-related disorders in children, and Handbook of Education, Training, and Supervision of School Psychologists. Dr. Theodore is active in Division 16 (School Psychology) of the American Psychological Association (APA), for which she has served in several leadership positions, including Vice-President of Division Membership (2006-2008), Vice President of Professional Affairs (2009-2011), and President (2016-2017). Professor Theodore has focused her scholarship on evidence-based interventions that effectively bridge the gap between research and practice to improve the academic, social, and emotional adjustment/functioning of children.
"Rather, the Handbook is an accessible read that clinicians who work with children will welcome into their professional libraries as a reference tool. Therapists will use it as a quick and effective resource for familiarizing themselves with a broad array of issues and for verifying whether the interventions that they choose have received empirical support. The authors' guidance will remind clinicians to implement all aspects of treatment protocols to increase their fidelity to evidence-based approaches. Moreover, it will prompt those who are less acquainted with a particular intervention to widen their skill set to increase their effectiveness."
Steven A. Meyers, PsycCRITIQUES
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