This volume written by leading psychology practitioners and academics has been designed to meet the ever-growing challenges faced by educational systems to address the mental health, learning, and socialization needs of students. Using a unique and comprehensive consultation and intervention model, the chapters provide evidence-based guidance that interlinks primary, secondary, and tertiary prevention and intervention applications that allow for systematic consultation, planning, and cost-effective services. The clear and easy to apply model is used to look at specific student needs that are commonly encountered in schools (e.g., depression, ADHD, giftedness) and at issues that require school-level interventions (e.g., diversity, promoting resilience). Practitioners will appreciate the numerous downloadable practical resources and tools for hands-on applications that are available online to purchasers of the book.
This book is an invaluable resource for school psychologists and mental health service providers, as well as for academics involved in training pre-service practitioners.
From the reviews
“There has never been a more critical time for school-based mental health services, and this new edited volume will become a seminal contribution for those engaged in this work. Bravo to all who have contributed to this important new book!”
Mary Ann McCabe, PhD, ABPP, George Washington University School of Medicine, Washington, DC, USA
“Cole and Kokai offer an essential resource for trainees and seasoned school psychologists alike, masterfully weaving together chapters illustrating best practices for addressing a wide range of critical behavioral health, learning, and environmental challenges experienced by today’s students. The book will increase your skills in matching student needs to the appropriate level of care while enhancing your effectiveness as both a collaborator and a clinician.”
Barbara Ward-Zimmerman, PhD, NCSP, University of Connecticut, Storrs, CT, USA
“Cole and Kokai’s important book details how schools can optimally support the well-being of their students. Schools that follow its guidance are expected to have a meaningful positive impact on their students’ life trajectory.”
Sarah L. Friedman, PhD, George Washington University, Washington, DC, USA