Collaborative Home/School Interventions
Evidence-Based Solutions for Emotional, Behavioral, and Academic Problems
1st Edition
Published on 11. November 2009
Book
Paperback/Softback
207 pages
978-1-60623-345-0 (ISBN)
Description
Parents can be invaluable partners in identifying students' behavioral and learning needs and developing effective solutions. This book provides practical tools for collaborating with families to achieve the best outcomes for K-12 students. In a large-size format for easy reference and photocopying, the book includes more than 40 ready-to-use reproducibles. School-based mental health professionals will learn how to build positive home/school relationships, actively involve parents in assessment and intervention, and overcome barriers to collaboration. The latest research on what works in treating internalizing, externalizing, and academic difficulties is translated into clear-cut recommendations for practice.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Reviews / Votes
"The strength of this book is the authors' ability to succinctly elucidate assessments and methods and to provide realistic applications of empirically supported treatments. The book focuses on collaborating with parents in the manner that is most efficacious for the student. I have used the handouts and interventions in this book with great success in the school setting. The handouts and forms are practical and easy to use, and make applying the theories and concepts simple. I highly recommend this resource to school-based mental health professionals."--Nicholas G. Baird, EdS, School Psychologist, Nebo School District, Utah"Anyone working in the schools will have noticed the positive impact of active parental involvement, and the need for more of it to improve student outcomes. This book is a valuable guide for any mental health professional seeking to build collaboration among school personnel, parents, and a struggling child. It offers practical information for tailoring assessment and intervention to the specific needs of the child, including concrete methods for children with internalizing, externalizing, and academic problems. It is very helpful to have a resource that clearly lays out the steps to build successful, evidence-based interventions that can generalize to both home and school. The information in this book is much needed in our field and can help us provide more effective services to the children who need them most."--Michelle S. Cox, EdS, school psychologist, Weber School District, Utah
"This book not only makes a strong case for including parents in efforts to help students with emotional, behavioral, and academic problems, but it also demonstrates how to do it. The authors do an especially nice job of synthesizing research in order to develop common strategies and approaches for working with families. An excellent resource."--Steven B. Sheldon, PhD, Center on School, Family, and Community Partnerships, Johns Hopkins University
"Children enter school with experiences, cultures, and dispositions that emanate from and are reinforced by one primary source: the family. Thus, effective methods and strategies for interfacing with families are essential for school-based service providers. This rich, in-depth guide sets the stage for highly effective collaborative experiences between schools and families. Focusing on evidence-based practices, Gimpel Peacock and Collett provide a plethora of practical tools--forms, strategies, and step-by-step procedures--all aimed at connecting schools and families to support student learning. A 'must-have' resource for practitioners."--SGeorge Holmes University Professor of Educational Psychology and Director, Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln
"I was very impressed with this book. It is a delight to read and provides extensive practical guidance for school psychologists and other school personnel who interact with children and parents on a daily basis. Each chapter provides a thoughtful, thorough discussion of relevant theories and methods for assessing and intervening with children experiencing emotional, behavioral, and academic problems, with an emphasis on ways to collaborate with parents. This book can and should be used as a text in graduate-level training courses in school psychology and education."--Jacquelynne S. Eccles, PhD, McKeachie Collegiate Professor of Psychology and Education, University of Michigan
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More details
Series
Language
English
Place of publication
New York
United States
Target group
Professional and scholarly
Professional Practice & Development
Product notice
Paperback (trade)
Unsewn / adhesive bound
Dimensions
Height: 262 mm
Width: 201 mm
Thickness: 13 mm
Weight
476 gr
ISBN-13
978-1-60623-345-0 (9781606233450)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Gretchen Gimpel Peacock, PhD is Professor and Department Head of Psychology at Utah State University. She served as program director of the School Psychology Program from 1997 to 2009. Her research, publications, and professional presentations focus on child behavior problems and associated family issues, as well as professional issues in school psychology. She serves on the editorial advisory boards of several school psychology and related journals. Dr. Gimpel Peacock is coauthor of School Psychology for the Twenty-First Century, Second Edition, and Emotional and Behavioral Problems of Young Children, Second Edition, and coeditor of Practical Handbook of School Psychology, among other books.
Brent R. Collett, PhD, is Assistant Professor of Psychiatry and Behavioral Sciences at the University of Washington in Seattle and Attending Psychologist at Seattle Children's Hospital. Dr. Collett's clinical interests include early childhood mental health and pediatric psychology. He supervises child psychiatry and psychology trainees and teaches didactics on normative early childhood development, developmental psychopathology, and the assessment and treatment of early-onset conduct problems. Dr. Collett's research focuses on infant mental health, disruptive behavior disorders, and the developmental and psychosocial sequelae of pediatric illnesses (e.g., craniofacial anomalies, pediatric cancer).
Brent R. Collett, PhD, is Assistant Professor of Psychiatry and Behavioral Sciences at the University of Washington in Seattle and Attending Psychologist at Seattle Children's Hospital. Dr. Collett's clinical interests include early childhood mental health and pediatric psychology. He supervises child psychiatry and psychology trainees and teaches didactics on normative early childhood development, developmental psychopathology, and the assessment and treatment of early-onset conduct problems. Dr. Collett's research focuses on infant mental health, disruptive behavior disorders, and the developmental and psychosocial sequelae of pediatric illnesses (e.g., craniofacial anomalies, pediatric cancer).
Content
1. Working Collaboratively with Parents
2. Introduction to Emotional, Behavioral, and Learning Problems in School-Age Children
3. Assessment of Problems
4. Interventions for Externalizing Problems
5. Interventions for Internalizing Problems
6. Interventions for Academic Problems, with Donna Gilbertson
2. Introduction to Emotional, Behavioral, and Learning Problems in School-Age Children
3. Assessment of Problems
4. Interventions for Externalizing Problems
5. Interventions for Internalizing Problems
6. Interventions for Academic Problems, with Donna Gilbertson