School-Based Mental Health 2010 by Psychology Press / Routledge

Routledge Mental Health and Guilford Press

School-Based Mental Health 2010 New Books and Selected Backlist

Read and Recommend

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School-Based Practice in Action Series Series Editors: Rosemary B. Mennuti and Ray W. Christner

Conferences Routledge Mental Health ensures its books are represented at all major conferences. The calendar of events for 2011 is listed below. Routledge will be exhibiting all recent and relevant key books at these meetings. Please visit the Routledge stand where all books will be available for sale at a 20% conference discount with free global shipping.

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Practical Intervention in the Schools Series Series Editor: Kenneth W. Merrell Page 4

What Works for Special-Needs Learners Series Series Editors: Karen R. Harris and Steve Graham Page 8

• National Association of School Psychologists (NASP) 2011 Annual Convention 22–25 February 2011, San Francisco, USA

NEW! School Psychology Arena Our new School Psychology Arena is a subject-focused selection of our books and journals in School Psychology, allowing you to quickly and easily browse the subject area you’re interested in. All of our books are available at a special 10% discount if you order them from the Arena, with free shipping on orders to the UK, US and Canada if you spend more than £20/$35. You can sign up to our subject-specific email alerts on the Arena, to make sure that you receive timely notification of new books, offers, and news – all tailored to the particular subject areas you subscribe to.

www.schoolpsychologyarena.com

The annual NASP convention is the world’s largest and most important gathering of school psychologists offering professional excellence at its best. • American Counseling Association (ACA) Annual Conference 2011 23-27 March 2011, New Orleans, USA The ACA Annual Conference and Exposition, is the largest gathering of professional counselors in the world and is the premier source for professional development across all counseling specialties and work settings.

To order books Either return the order form in the centre of this catalogue to the address below, contact our distributors directly, or visit our website. Taylor & Francis Customer Services Bookpoint, 130 Milton Park, Abingdon, Oxon, OX14 4SB, UK Tel: +44 (0)1235 400 524 Fax: +44 (0)1235 400 525 email: tandf@bookpoint.co.uk

web: www.routledgementalhealth.com

Invitation to authors If you would like to submit or discuss your book proposal with our Editor, Dana Bliss, please email Dana.Bliss@taylorandfrancis.com

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Series Editors: Rosemary B. Mennuti and Ray W. Christner This series provides school-based practitioners with concise practical guidebooks that are designed to facilitate the implementation of evidence-based programs into school settings, putting the best practices in action.

Contents: History, Rationale and Overview of Ecobehavioral Consultation (EBC). Overview of the EBC Process. Functional Behavior Assessment and EBC. Treatments in EBC. Evaluation Strategies in EBC. Entry and the Process of Initiating EBC in Schools. Group Consultation in EBC: School-Based Problem Solving Teams. Interpersonal Processes and Social Power in EBC. Multicultural EBC: Perspectives and Practice. Case Example of EBC: Implementation Within a Response to Intervention (RTI) Framework. Epilogue: Conclusions and Future Research in EBC.

Published by Routledge

Pediatric School Psychology

Understanding Roles, Treatment, and Collaboration

Conceptualization, Applications, and Strategies for Leadership Development

This text provides school psychologists with the most relevant and up-to-date information concerning conceptual models and applications of intervention and prevention strategies in pediatric school psychology. Instead of focusing on specific health disorders children face, it focuses on the more useful themes related to pediatric illnesses – adherence, school reintegration, post-traumatic stress, pain and medication management – and prevention strategies, such as developing multi-tiered programs, establishing and maintaining critical partnerships, and evaluating outcomes.

January 2012: 224pp. Hb: 978-0-415-87109-9: £53.00/$95.00 Pb: 978-0-415-87110-5: £19.95/$34.95

Shawna S. Brent, Psychiatric Associates of Central Pennsylvania, USA The purpose of this text is to provide the practical information to school professionals that is necessary to meet the educational and treatment needs of students with different psychiatric diagnoses. The text begins with the necessary background information on the process and content of psychiatric evaluations and formulations, as well as a discussion of the roles psychiatry has in the counseling and education of students. Contents: Psychiatric Evaluation and Formulation. Psychiatric Involvement in Schools. Introduction to Pharmacology. ADHD and Behavioral Disorders. Mood Disorders. Anxiety Disorders. Eating Disorders. Psychotic Disorders. Autism Spectrum Disorders. Pharmacological Management of Target Symptoms. Psychiatric Followup. Managing Crisis Situations.

Series: School-Based Practice in Action

August 2011: 224pp. Hb: 978-0-415-87101-3: £53.00/$95.00 Pb: 978-0-415-87102-0: £19.95/$34.95

Series: School-Based Practice in Action

Published by Routledge

Forthcoming!

A Guide to Psychiatric Services in Schools

Forthcoming!

Thomas J. Power, Children’s Hospital of Philadelphia, USA, and Kathy L. BradleyKlug, University of South Florida, USA

November 2011: 256pp. Hb: 978-0-415-99342-5: £59.00/$95.00 Pb: 978-0-415-99343-2: £21.95/$34.95

Series: School-Based Practice in Action

www.routledgementalhealth.com/school-based-practice-in-action

school-based practice in action series

School-Based Practice in Action Series

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Forthcoming!

Ecobehavioral Consultation in Schools Theory and Practice for School Psychologists, Special Educators, and School Counselors Steven W. Lee, University of Kansas, Lawrence, USA Consultation is an essential skill that all school psychologists and school counselors must learn, which makes Ecobehavioral Consultation in Schools a text that is applicable to all school psychologists and students. The ecobehavioral perspective in school consultation is a shift from the behavioral perspective to include the ecological and environmental relationships of a person. This volume covers the research base for ecobehavioral consultation as well as the processes and strategies of the model.

Forthcoming!

Everyday Program Evaluation for Schools Implementation and Outcomes Diane Smallwood, Philadelphia College of Osteopathic Medicine, USA, and Susan G. Forman, Rutgers University, New Jersey, USA The goal of this book is to provide a practical guide for school personnel to evaluate educational programs and services at the individual, small group, school-wide, and district-wide levels. The authors believe that procedures for adequately assessing the effects of all types of academic activities need to be included as part of the daily planning and implementation of activities and interventions within and across each of these levels. Basic

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principles associated with evidence-based evaluation procedures are summarized and discussed in a way that makes them less technical and more practical for incorporation into everyday routines. Contents: Part I: Introduction and Context for School-Based Program Evaluation. The Need for Program Evaluation in Schools. Competencies Needed for School-Based Program Evaluation. Program Evaluation Within a Problem Solving Framework. Differentiating Research and Program Evaluation. Part II: The Nuts and Bolts of Program Evaluation. Basic Principles of Program Evaluation. Evaluating Program Design. Evaluating Program Implementation. Evaluating Program Outcomes. Cross-cultural Aspects of Program Evaluation. Reporting and Using Evaluation Results. Part III: Applications. Evaluating the Effects of Individual Interventions. Evaluating the Effects of Small Group and Classroom Interventions. Evaluating the Effects of School-wide and District-wide Programs.

April 2011: 224pp. Hb: 978-0-415-87107-5: £52.00/$95.00 Pb: 978-0-415-87108-2: £21.95/$37.95

Series: School-Based Practice in Action Published by Routledge

Forthcoming!

Serving the Gifted Evidence-Based Clinical and Psycho-Educational Practice Steven I. Pfeiffer, Florida State University, USA Designed specifically for school psychologists and school counselors, this volume will serve as a practical and easy-to-use resource for working with gifted students, their teachers, and their parents and families. It provides timely, practical, evidence-based techniques and guidelines to help these practitioners better help an underserved group. The book is written in a user-friendly style that will make this a quick, simple, and easy reference. Contents: Services for the Gifted: Needed? Relevant? Important? Identification and Assessment of the Intellectually/Academically Gifted. Identification of Artistic, Creative, and Leadership Giftedness. Understanding the Educational Needs of the Gifted Student: Curriculum and Instruction. Identifying and Providing Services to Twice-exceptional Children. Working with Parents and Families of the Gifted. Counseling/ Psychotherapy Strategies. Career Counseling for Gifted and Talented Students. Practicing Legally-correct and Ethically Smart. Frequently Asked Questions Regarding Serving the Gifted.

school-based practice in action series

February 2011: 224pp. Hb: 978-0-415-99749-2: £53.00/$95.00 Pb: 978-0-415-99750-8: £22.00/$37.95

Series: School-Based Practice in Action Published by Routledge

Forthcoming!

Comprehensive Children’s Mental Health Services in Schools and Communities Rick Jay Short, Middle Tennessee State University, USA, and Robyn S. Hess, University of Northern Colorado, USA Today’s schools often lack the means necessary to effectively provide mental health services for all children who will need them during a given school year. A switch to a broader, more comprehensive model of support service delivery in schools from the traditional “one child at a time” approach can help to remedy this issue. In this text, the authors propose a public health model for comprehensive children’s mental health services that encompasses, rather than replaces, the traditional model in school psychology. The background and theoretical perspective for this public health model is discussed as an important way to solve problems and accomplish goals in schools. selected Contents: Part I: Overview and Introduction. Part II: Basic Principles. Part III: Guidelines for Service. Part IV: Some Examples: Evidence-based Comprehensive Mental Health Programs. Part V: Concluding Comments. Part VI: Practitioner Resources. Part VII: References.

February 2011: 224pp. Hb: 978-0-415-80448-6: £53.00/$95.00 Pb: 978-0-415-80449-3: £19.95/$34.95

Series: School-Based Practice in Action Published by Routledge

Forthcoming!

The Power of Family-School Partnering (FSP) A Practical Guide for School Mental Health Professionals and Educators Cathy Lines, Cherry Creek School District, Colorado, USA, Gloria Miller, University of Denver, USA, and Amanda Arthur-Stanley, Cherry Creek School District, Colorado, USA Ongoing, strategic family-school partnering (FSP) is an essential component of every educational community. FSP is a multidimensional process in which schools, families, and communities engage in shared actions to ensure a child’s academic, social, and emotional success. With this text, the authors offer a practical guide that demonstrates how this partnering can be strategically implemented in all levels of schooling. The main focus of the text is how to plan, implement, and evaluate FSP within existing school structures and resources. Contents: Framing Family-School Partnering (FSP). Building an FSP Foundation. Creating Universal FSP Processes and Practices. Adapting Targeted-intensive FSP Processes and Practices. Planning FSP Actions. Applying FSP Lessons. Epilogue: A Working FSP School.

October 2010: 256pp. Hb: 978-0-415-80147-8: £53.00/$95.00 Pb: 978-0-415-80148-5: £19.00/$34.95

Series: School-Based Practice in Action Published by Routledge

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Behavioral Interventions in Schools A Response-toIntervention Guidebook David Hulac, University of South Dakota, USA, Joy Terrell, School Psychologist, Recovery School District, Louisiana, USA, Odell Vining, School Psychologist, Georgia, USA, and Joshua Bernstein, Chatham University, Pennsylvania, USA This book is a how-to manual for school mental health professionals, educators, and administrators that discusses a series of steps that can be used to proactively manage and prevent many different types of behavioral problems in a positive manner. It incorporates both the high structure and high behavioral expectations that are crucial for school success, but also describes following this structure in such a way that students feel included, important, and respected. Rather than requiring the mental health providers to investigate the research themselves and come up with a behavioral problem solving model, this book includes step-by-step guides on how to implement school-wide and classroom-wide interventions in a response-to-intervention format. Contents: Introduction to Positive Behavior Supports and Responseto-Intervention for Behavior. Building the School-based Problem-solving Team. Part I: Tier I. Understanding Positive Behavior Support. Schoolwide Prevention. Preventing Classroom Misbehaviors. Implementing a School-wide Token Economy. Making Office Discipline Referrals Work. Identifying School-wide Problems. Identifying Class-wide Problems. Part II: Tier II. Identifying Students for Tier II Interventions. Providing Interventions for Students at Tier II. Part III: Tier III. Understanding the Function of Behavior. Creating Individualized Behavior Plans. Appendices.

September 2010: 288pp. Hb: 978-0-415-87584-4: £53.00/$95.00 Pb: 978-0-415-87585-1: £19.95/$34.95

Series: School-Based Practice in Action Published by Routledge

Comprehensive Planning for Safe Learning Environments A School Professional’s Guide to Integrating Physical and Psychological Safety – Prevention through Recovery

Melissa A. Reeves, Winthrop University, South Carolina, USA, Linda M. Kanan, Colorado School Safety Resource Center, USA, and Amy E. Plog, Cherry Creek School District, Colorado, USA “I have been working in the school crisis and safety field for over 25 years and this is one of the best resources that I have seen. The collective wisdom and experience of the authors and their extensive literature review has provided excellent insight and guidance in the most critical area for schools.” - Scott Poland, Nova Southeastern

This book provides school administrators, school-based mental health professionals, and other educational professionals with the framework and tools needed to establish a comprehensive safe learning environment. The authors identify four necessary phases to achieve this (prevention, preparedness, response, and recovery) and provide numerous examples and tools to help readers create safe environments, while also addressing students’ academic, emotional, and social needs.

school-based practice in action series

Contents: Part I: Establishing a Safe School Climate. Introduction and Overview to Establishing a Safe School. Obtaining Support from Key Stakeholders. Part II: Physical Safety: Multi-hazards Prevention and Preparedness. Integrating a Multi-hazards Approach to Establish a Safe Learning Environment. Establishing an Effective School Crisis Plan. Monitoring Crisis Planning and Preparation. Part III: Psychological Safety: Multi-level Prevention and Intervention. Universal Prevention and Preparedness. Early and Targeted Interventions. Managing Risky Behaviors and Intensive Interventions. Crisis Management and Recovery Efforts.

2009: 371pp. Hb: 978-0-415-99834-5: £53.00/$95.00 Pb: 978-0-415-99835-2: £19.00/$34.95

Series: School-Based Practice in Action Published by Routledge

Resilient Playgrounds Beth Doll, University of Nebraska at Lincoln, USA, with Katherine Brehm, School Psychologist, Ysleta School District, El Paso, Texas, USA

“Resilient Playgrounds... provides classroom teachers, school administrators, and other educators with a wealth of practical suggestions and materials to help make playgrounds physically, socially, and emotionally safe places for all children.” - George Bear, University of Delaware, USA

While recess provides children with a time to play and take a break from the school day, research has shown that it is also a necessary and vital part of their social, emotional, and academic development. This book provides tools and strategies for school mental health professionals, teachers, and administrators to evaluate and improve the recess experience in order to ensure that children benefit as much as possible from this important time. Using a data-based problem solving strategy, the author presents methods for assessing playgrounds, identifying features that may negatively impact students and their social interactions, intervening to modify and strengthen these features, and monitoring to guarantee that the interventions have created successful outcomes. Contents: Introduction to Resilient Playgrounds. Students’ Peer Relationships. School Playground Facilities. Data-based Problem Solving. Playground Interventions. Documenting the Impact of Resilient Playgrounds. Case Examples.

2009: 183pp. Hb: 978-0-415-96087-8: £59.00/$95.00 Pb: 978-0-415-96088-5: £21.95/$34.95

Series: School-Based Practice in Action Published by Routledge

University, USA; founding member of the National Emergency Assistance Team; former NASP President

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George McCloskey, Philadelphia College of Osteopathic Medicine, USA, Lisa A. Perkins, in private practice, Family Study Center, Connecticut, USA, and Bob Van Diviner, Milton Hershey School, Philadelphia, USA In Assessment and Intervention for Executive Function Difficulties, McCloskey, Perkins, and Diviner provide a unique blend of theory, research, and practice that offers clinicians an overarching framework for the concept of executive functions (EFs) in educational settings. The conceptual model of executive functions is detailed, including their role in behavior, learning, and production across all settings. The heart of the book focuses on the practical issues involved in the use of assessment tools, tests, report writing, and the implementation and follow-up of targeted interventions using the EF model.

2008: 392pp. Hb: 978-0-415-95783-0: £60.00/$95.00 Pb: 978-0-415-95784-7: £21.95/$34.95

Series: School-Based Practice in Action

Practical intervention in the schools series

Published by Routledge

Implementing Response-toIntervention in Elementary and Secondary Schools

school-based practice in action series

School-Based Prevention, Assessment, and Intervention David N. Miller, University at Albany, State University of New York, USA “This state-of-the-art book is readable and highly informative. It is filled with all the latest research and tools on youth suicide prevention, assessment, and intervention. Miller sheds light on an often misunderstood and rarely discussed topic, providing a practical resource that is truly needed. The information in this book can help save young lives.” - Philip J. Lazarus, Florida International University, USA Meeting a crucial need, this book distills the best current knowledge on child and adolescent suicide prevention into comprehensive guidelines for school-based practitioners. The author draws on extensive research and clinical experience to provide best-practice recommendations for developing schoolwide prevention programs, conducting risk assessments, and intervening at different levels of intensity with students at risk. Also presented are postvention procedures for responding effectively if a suicide does occur. Legal and ethical issues are addressed in detail. January 2011: 170pp. Pb: 978-1-60623-996-4: £20.00

Published by Routledge

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Child and Adolescent Suicidal Behavior

Matthew K. Burns, University of Minnesota, USA, and Kimberly Gibbons, St. Croix River Education District, Minnesota, USA

2008: 264pp. Hb: 978-0-415-96391-6: £65.00/$99.50 Pb: 978-0-415-96392-3: £22.50/$34.95

Forthcoming!

Series: Practical Intervention in the Schools

Series: School-Based Practice in Action

Procedures to Assure Scientific-Based Practices

The Response-to-Intervention (RTI) approach, tracks a student’s progress and response to a given intervention (or series of interventions) that are designed to improve academic, social, behavioral, or emotional needs progress. RTI models have been closely scrutinized, researched, and reported in the past few years, and they are increasingly looked to as the foundation of future (and more and more as the present) of school psychology practice in schools. What is still lacking in the midst of a recent slew of handbooks, research studies, revised assessment scales and tests, and best-practices suggestions is a truly practical guidebook for actually implementing an RTI model. This book will fill this need. Following the structure and plan for our School-Based Practice in Action Series, authors Matt Burns and Kim Gibbons present a clear and concise guide for implementing a school-wide RTI model, from assessment and decision-making to Tiers I, II, and III interventions.

Practical Intervention in the Schools Series

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Assessment and Intervention for Executive Function Difficulties

Published by Guilford Press

New Edition!

Response to Intervention Principles and Strategies for Effective Practice Second Edition Rachel Brown-Chidsey, and Mark W. Steege, both at University of Southern Maine, USA “Response to Intervention, Second Edition can be used to help ensure that all students receive scientifically informed instruction that fits their individual learning style and needs, resulting in measurable progress. The authors weave their experiences and observations into helpful vignettes, examples, and many reproducible forms that will allow school personnel to begin using RTI immediately.” - Brian Reichow, Child Study Center, Yale University School of Medicine, USA

This bestselling work provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. The authors are leading experts who explain the main components of RTI – high-quality instruction, frequent assessment, and data-based decision making – and show how to

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High-Functioning Autism/Asperger Syndrome in Schools

Contents: Introduction: What is Response to Intervention (RTI)? Using

Scientifically Based Instruction: NCLB, IDEA, ARRA, and RTI. RTI and Special Education: Prospects and Possibilities. Evidence-based Interventions. Single-subject Experimental Design. How to Teach So That Students Will Learn: Key Components of Effective Instruction and Assessment. RTI Procedures: 10 Steps to Address Learning and Behavior Difficulties. Using RTI Procedures with Students from Diverse Backgrounds: Considering Ability, Culture, Language, Race, and Religion. Developing RTI Blueprints: Connecting the Dots. Case Examples of RTI in Action: Experimental Analysis of Effective Instruction. RTI Reports: Formal Evidence of Student Progress. Frequently Asked Questions: Some Answers about RTI. October 2010: 208pp. Pb: 978-1-60623-923-0: £24.00

Series: Practical Intervention in the Schools Published by Guilford Press

New!

School Discipline and Self-Discipline A Practical Guide to Promoting Prosocial Student Behavior George G. Bear, University of Delaware, USA “Bear offers an invaluable practical synthesis of evidence-base methods and approaches for schools to develop balanced and effective disciplinary programs, based on locally determined need... This is a great resource for school practitioners, administrators, and teachers, as well as those in preservice training.” - Matthew J. Mayer, Rutgers, The State University of New Jersey, USA

How can schools create safe, well-supervised classroom environments while also teaching students skills for managing their behavior on their own? This invaluable guide presents a framework for achieving both of these crucial goals. It shows how to balance external reinforcements such as positive behavior supports with social-emotional learning interventions. Evidencebased techniques are provided for targeting the cognitive and emotional processes that underlie self-discipline, both in classroom instruction and when correcting problem behavior. Contents: Classroom Management and School Discipline: Punishment and its Positive Alternatives. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior Supports. SelfDiscipline and the Social and Emotional Learning Approach to School Discipline. Strategies for Developing Self-Discipline (and a Positive School Climate). Preventing Behavior Problems. Praise and Rewards: Use with Caution? Strategic Use of Praise and Rewards for Developing Self-Discipline and a Positive School Climate. When Extrinsic Rewards are Needed: Implementing the Good Behavior Game (While Developing Self-Discipline). Authoritative Discipline in the Correction of Misbehavior. Developing Self-Discipline When Correcting Misbehavior. Implementing Schoolwide Change. Appendices.

July 2010: 256pp. Pb: 978-1-60623-681-9: £24.00

Series: Practical Intervention in the Schools Published by Guilford Press

New!

practical intervention in the schools series

use it to foster positive academic and behavioral outcomes for all students. Implementation procedures are described in step-bystep detail.

Assessment and Intervention Frank J. Sansosti, Kent State University, Ohio, USA, Kelly A. Powell-Smith, Dynamic Measurement Group, Oregon, USA, and Richard J. Cowan, Kent State University, Ohio, USA “Essential reading for all in the field of education. The authors use real-life examples to help school psychologists and educators navigate common but challenging situations. Sansosti, PowellSmith, and Cowan bridge the gap from theory to practice, presenting information and applications with authority and clarity.” - Don Saracusa, school psychologist, Akron Public Schools, Ohio, USA

Meeting a growing need for school-based practitioners, this book provides vital tools for improving the academic, behavioral, and social outcomes of students with high-functioning autism or Asperger syndrome (HFA/AS). Research-based best practices are presented for conducting meaningful assessments; collaborating with teachers, students, and parents to prevent school difficulties and problem solve when they occur; and developing effective individualized education programs (IEPs). In a large-size format with lay-flat binding to facilitate photocopying, the book features a wealth of practical prevention and intervention strategies, illustrated with concrete examples. Over a dozen reproducibles include interview forms and observation sheets. Contents: Introduction: What is High-Functioning Autism/Asperger Syndrome? Areas of Impairment. Consultation and Collaboration Efforts. Conducting a Comprehensive Assessment. Improving Academic Skills. Providing Behavioral Supports. Enhancing Social Skills. Using the Individualized Education Program as a Vehicle for Problem-solving Service Delivery. Collecting Data, Evaluating Outcomes, and Ensuring Success. Appendix. Reproducible Forms.

June 2010: 258pp. Pb: 978-1-60623-670-3: £24.00

Series: Practical Intervention in the Schools Published by Guilford Press

New Edition!

Responding to Problem Behavior in School The Behavior Education Program Second Edition Deanne A. Crone, University of Oregon, USA, Leanne S. Hawken, University of Utah, USA, and Robert H. Horner, University of Oregon, USA “We use Responding to Problem Behavior in Schools with each school we train in Tier 2 school-wide positive behavior support. This wonderful resource describes processes that are highly practical and effective in an array of school environments with a wide range of students.” - Don Kincaid, University of South Florida, USA This bestselling book has been used in schools across the country to establish efficient and cost-effective systems of Tier 2 positive behavior support. The Behavior Education Program (BEP) was

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developed for the approximately 10-15% of students who fail to meet school-wide disciplinary expectations but do not yet require intensive, individualized services. Clear, step-by-step guidelines are provided for implementing the approach. Contents: Introduction to the Behavior Education Program. The Context for Positive Behavior Support in Schools. The Basic BEP: Critical Features and Processes. Getting a BEP Intervention Started. Crone, Hawken, MacLeod, Roles, Responsibilities, and Training Needs Related to Implementing the BEP. Designing the BEP to Fit Your School. Measuring Response to the BEP Intervention and Fading. Swain-Bradway, Horner, The Modified BEP: Adaptations and Elaborations. High School Implementation of the BEP. Johnston, Hawken, Adapting the BEP for Preschool Settings. Schumann, Burrow-Sánchez, Cultural Considerations and Adaptations for the BEP. Frequently Asked Questions and Troubleshooting the BEP Implementation. Appendices.

April 2010: 242pp. Pb: 978-1-60623-600-0: £24.00

Series: Practical Intervention in the Schools Published by Guilford Press

New Edition!

Executive Skills in Children and Adolescents A Practical Guide to Assessment and Intervention Second Edition Peg Dawson, and Richard Guare, both at the Center for Learning and Attention Disorders, New Hampshire, USA Concise and practitioner friendly, this bestselling guide has helped put executive skills on the map for school-based clinicians and educators. The book explains how these critical cognitive processes develop and why they play such a key role in children’s behavior and school performance. Provided are step-by-step guidelines and many practical tools to promote executive skill development by implementing environmental modifications, individualized instruction, coaching, and whole class interventions.

Practical intervention in the schools series

Contents: Overview of Executive Skills. Assessing Executive Skills. Linking Assessment to Intervention. Interventions to Promote Executive Skills. Specific Teaching Routines to Promote Executive Skills Development. Interventions for Specific Executive Skills Domains. Coaching Students with Executive Skills Deficits. Executive Skills Interventions within a Response-to-Intervention Framework. Applications to Specific Populations. Planning for Transitions. Appendix: Reproducible Forms.

April 2010: 226pp. Pb: 978-1-60623-571-3: £24.00

Series: Practical Intervention in the Schools Published by Guilford Press

Also by Peg Dawson and Richard Guare Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential Hb: 978-1-59385-987-9: 2008: 314pp. £24.00 Pb: 978-1-59385-445-4: 2008: 314pp. £11.00 Published by Guilford Press

New!

Social and Emotional Learning in the Classroom Promoting Mental Health and Academic Success Kenneth W. Merrell, University of Oregon, USA, and Barbara A. Gueldner, Children’s Hospital, Aurora, Colorado, USA “Why should social and emotional learning (SEL) be a central component of every child’s education? Merrell and Gueldner offer the answers in this very readable, informative, and comprehensive guide. The book takes school-based practitioners through the entire process of choosing the best SEL approach for a particular context and implementing, assessing, and sustaining quality SEL programs for children and youth... An excellent and timely guide.” - Mark T. Greenberg, Penn State University, Pennsylvania, USA

This highly engaging, eminently practical book provides essential resources for implementing social and emotional learning (SEL) in any K-12 setting. Numerous vivid examples illustrate the nuts and bolts of this increasingly influential approach to supporting students’ mental health, behavior, and academic performance. Helpful reproducibles are included. The authors offer clear-cut guidance on how to: • choose the right SEL program for a particular school • teach SEL concepts to students, teachers, and administrators • weave SEL into the classroom curriculum to boost academic success • adapt interventions for culturally and linguistically diverse students and those with special needs • monitor outcomes and maximize the quality of interventions. Contents: Social and Emotional Learning: What It Is, and What It Can Do for Your Students. Social and Emotional Learning Curricula: A Review of Selected Programs. The Essentials of Using Social and Emotional Learning in the Classroom. Using Social and Emotional Learning to Foster Academic Learning. One Size Does Not Fit All: Adapting Social and Emotional Learning for Use in Our Multicultural World with Sara Castro-Olivo. When Social and Emotional Learning in the Classroom is Not Enough: Linking Students to Mental Health Services. Assessment and Evaluation Strategies in Social and Emotional Learning. Using Social and Emotional Learning within School Systems: Organizational Dynamics and Strategic Planning.

March 2010: 192pp. Pb: 978-1-60623-550-8: £20.00

Series: Practical Intervention in the Schools Published by Guilford Press

Collaborative Home/ School Interventions Evidence-Based Solutions for Emotional, Behavioral, and Academic Problems Gretchen Gimpel Peacock, Utah State University, USA, and Brent R. Collett, University of Washington, USA

“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... all aimed at connecting

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Nebraska–Lincoln, USA

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. 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. Contents: Working Collaboratively with Parents. Introduction to Emotional, Behavioral, and Learning Problems in School-age Children. Assessment of Problems. Interventions for Externalizing Problems. Interventions for Internalizing Problems. Interventions for Academic Problems, with Donna Gilbertson.

2009: 207pp. Pb: 978-1-60623-345-0: £21.95

Series: Practical Intervention in the Schools Published by Guilford Press

Evaluating Educational Interventions Single-Case Design for Measuring Response to Intervention T. Chris Riley-Tillman, East Carolina University, Greenville, USA, and Matthew K. Burns, University of Minnesota, Twin Cities, USA

“Although numerous books discuss how to implement RTI in school settings, none has addressed how to experimentally design and evaluate the effects of RTI interventions. This exceptional book comprehensively describes how school-based professionals can use single-case research methods to do just that... It is essential reading for school-based professionals and for university training programs in school psychology, education, and special education.” - Tanya L. Eckert, Syracuse University, New York, USA

This user-friendly, practical book is the first guide to single-case design written specifically for practitioners using response-tointervention (RTI) models in schools. It provides essential skills for analyzing and presenting data to support valid educational decision making. Step-by-step explanations and many illustrative examples render complex concepts accessible and applicable to day-to-day work with elementary and secondary students. Contents: Introduction to Design and Analysis for Educational Intervention. The Nuts and Bolts of Single-case Design. The Classic A-B-A-B Design. Complex Single-case Designs. Visual Analysis and Interpretation Strategies for Single-case Design. Advanced Empirical Analyses of Single-case Data in Practice and Research. Brief Experimental Analysis. A Response-to-Intervention Model Incorporating Experimental Design. Appendices.

2009: 214pp. Pb: 978-1-60623-106-7: £21.95

Series: Practical Intervention in the Schools Published by Guilford Press

Bullying Prevention and Intervention

practical intervention in the schools series

schools and families to support student learning. A ‘must-have’ resource for practitioners.” - Susan M. Sheridan, University of

Realistic Strategies for Schools Susan M. Swearer, University of Nebraska–Lincoln, USA, Dorothy L. Espelage, University of Illinois, Urbana–Champaign, USA, and Scott A. Napolitano, in private practice, Lincoln, Nebraska, USA “Do we need another book on bullying? You bet we do – and this is the book we need. While rooted in science, it is eminently readable, practical, and likely to make you successful in creating classrooms and schools where students respect and care about each other instead of bullying. I recommend this book to anyone who wants to eradicate the scourge of ‘mean classrooms’ which too often dominates our educational landscape.” - William S. Pollack, Harvard Medical School, USA; author of Real Boys

Grounded in research and extensive experience in schools, this engaging book describes practical ways to combat bullying at the school, class, and individual levels. Step-by-step strategies are presented for developing school- and district-wide policies, coordinating team-based prevention efforts, and implementing targeted interventions with students at risk. Special topics include how to involve teachers, parents, and peers in making schools safer; ways to address the root causes of bullying and victimization; the growing problem of online or cyberbullying; and approaches to evaluating intervention effectiveness. 2009: 170pp. Pb: 978-1-60623-021-3: £21.00

Series: Practical Intervention in the Schools Published by Guilford Press

Conducting SchoolBased Functional Behavioral Assessments A Practitioner’s Guide Second Edition Mark W. Steege, University of Southern Maine, USA, and T. Steuart Watson, Miami University, Ohio, USA

“Explaining the “whats,” “whys,” and “how-tos” of functional behavioral assessment, this practical and engaging book is packed with real-world tools and examples. Effective procedures are presented for evaluating challenging behavior in K–12 students, organizing assessment data, and using the results to craft individualized behavior support plans. The authors draw on extensive school-based experience to provide sample reports, decision trees, and reproducible checklists and forms. 2009: 270pp. Pb: 978-1-60623-027-5: £24.00

Series: Practical Intervention in the Schools Published by Guilford Press

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A Guide to Accommodations for Students with Diverse Needs

- Martha L. Thurlow, Director, National Center on Educational Outcomes, University of Minnesota, USA

WHAT WORKS FOR SPECIAL-NEEDS LEARNERS series

Practitioners need reliable methods for accurately measuring the progress of all K–12 students, including those facing obstacles to ordinary testing, in district- and statewide assessments. This important book provides step-by-step guidelines for choosing appropriate accommodations and alternative testing practices for students with mild to severe disabilities as well as English language learners. The authors also outline strategies, including universal design principles for instruction and assessment, to ensure that students with diverse needs are given access to the general education curriculum. 2009: 158pp. Pb: 978-1-60623-019-0: £21.00

Series: Practical Intervention in the Schools Published by Guilford Press

Also in the Series Merrell: Helping Students Overcome Depression and Anxiety: A Practical Guide, Second Edition Pb: 978-1-59385-648-9: 2008: 265pp. £24.50 Series: Practical Intervention in the Schools Published by Guilford Press

m me

Forthcoming!

Research-Based Strategies That Work Kathleen Lynne Lane, Vanderbilt University, Tennessee, USA, Holly Mariah Menzies, California State University, USA, and Allison L. Bruhn, and Mary Crnobori, both at Vanderbilt University, Tennessee, USA “No one knows the literature on challenging behavior better than Lane and her colleagues. This book translates that knowledge into practice in a way that teachers will benefit from tremendously. With a focus on both instructional and management variables associated with preventing and dealing with difficult behavior, the book provides concise, easy-to-follow explanations of interventions. It is a unique resource that preservice and practicing teachers will refer to often.” - Timothy J. Landrum, University of Louisville, USA

This book provides tested, easy-to-implement strategies for preventing problem behavior in the classroom and responding effectively when it does occur. Chapters describe specific steps that K-12 teachers and other school-based professionals can take to develop effective classroom rules and routines; plan suitably challenging instruction; and promote student engagement and motivation. Presenting a continuum of strategies from prevention to more intensive behavior supports, the book offers clear-cut instructions for implementing behavioral contracts, selfmonitoring, and functional assessment-based interventions. Contents: Part I: Preventing Behavior Problems. Preventing and Managing Learning and Behavior Problems: An Overview. Classroom Management. Instructional Delivery. Low-intensity Strategies. Part II: Responding to Problem Behaviors. Behavior Contracts. Self-monitoring. Functional Assessment-based Interventions. Part III: Getting Started. Getting Started in Your Classroom.

November 2010: 253pp. Pb: 978-1-60623-951-3: £24.00

practical intervention in the schools series

Series: What Works for Special-Needs Learners Published by Guilford Press

New!

Promoting Executive Function in the Classroom Lynn Meltzer, Tufts University, Massachusetts, USA “An excellent, detailed overview of how executive functions can be integrated into classroom instruction for all grade levels. The book is very teacher friendly, including many examples and useable forms and techniques.” - Catherine A. Fiorello, School Psychology Program, Temple University, USA

Managing Challenging Behaviors in Schools

Sara E. Bolt, Michigan State University, USA, and Andrew T. Roach, Georgia State University, Atlanta, USA “It gave me great pleasure to read this book... I have no doubt that educators will find this resource extremely useful as they make decisions about instruction and assessment for these students, who previously were often excluded from assessments.”

What Works for Special-Needs Learners Series

da ea n

Inclusive Assessment and Accountability

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Contents: Part I: Understanding Executive Function: The Challenge

for 21st-Century Teachers. Meltzer, Understanding, Assessing and Teaching Executive Function Processes: The Why, What, and How. Meltzer, Basho, Creating a Classroomwide Executive Function Culture That Fosters Strategy Use, Motivation, and Resilience. Part II: Scaffolding Executive Function Processes into the Curriculum Content. Krishnan, Feller, Orkin, Goal Setting, Planning, and Prioritizing: The Foundations of Effective Learning. Krishnan, Feller, Organizing: The Heart of Efficient and Successful Learning. Kincaid, Trautman, Remembering: Teaching Students How to Retain and Mentally Manipulate Information. Meltzer, Bagnato, Shifting and Flexible Problem Solving: The Anchors for Academic and Life Success. Bagnato, Meltzer, Self-monitoring and Self-checking: The Cornerstones of Independent Learning. Stein, Emotional Self-regulation: A Critical Component of Executive Function. Hannus-Suksi, Pollica, Stacey, Feller, Bendezu, Part III: Case Studies: Addressing Executive Function Weaknesses Across the Grades. Appendix: Reproducibles for the Classroom. May 2010: 270pp. Pb: 978-1-60623-616-1: £20.00

Series: What Works for Special-Needs Learners Published by Guilford Press

Services with Families. McWilliam, Talking to Families. Hanson, Lynch, Working with Families from Diverse Backgrounds. Shelden, Rush, A Primary-coach Approach to Teaming and Supporting Families in Early Childhood Intervention. McWilliam, Support-based Home Visiting. Fox, Helping Families Address Challenging Behavior and Promote Social Development. March 2010: 265pp. Pb: 978-1-60623-539-3: £24.00

Series: What Works for Special-Needs Learners Published by Guilford Press

Instructional Practices for Students with Behavioral Disorders Strategies for Reading, Writing, and Math

J. Ron Nelson, University of NebraskaLincoln, USA, Gregory J. Benner, University of Washington at Tacoma, USA, and Paul Mooney, Louisiana State University, USA “This is an outstanding resource for school practitioners. It is one of the few books available for responding to the academic performance and instructional needs of students with behavior problems that disrupt their learning. Nelson and his colleagues have conducted some of the very best work in our field on this topic, and this research experience certainly informs the content of the book in a most beneficial fashion. I recommend this volume to all school personnel who work with this student population.” - Hill M. Walker, University

New!

of Oregon, USA

Working with Families of Young Children with Special Needs

Presenting a broad range of instructional programs and practices that are proven effective for students with behavioral disorders, this is the first resource of its kind for K-3 teachers and special educators. Described are clear-cut strategies for promoting mastery and fluency in early reading, writing, and math, while tailoring instruction to each student’s needs. Grounded in a three-tiered response-to-intervention framework that facilitates data-based assessment, decision making, and progress monitoring, the book includes helpful examples and reproducibles. A special chapter outlines instructional management procedures for enhancing student engagement and promoting positive behavior.

Edited by R.A. McWilliam, University of Tennessee at Chattanooga, USA “McWilliam has gathered extremely well-written contributions from the leading authorities in the field. The chapters in this excellent book provide the most current and authoritative content pertaining to families and young children with disabilities. The information is clear, useful, and definitive... Students who learn from this book will be well prepared as professionals to serve families and organize programs of family support.” - Glen Dunlap, University of South Florida, USA

WHAT WORKS FOR SPECIAL-NEEDS LEARNERS SERIES

Accessible and practical, this book helps teachers incorporate executive function processes – such as planning, organizing, prioritizing, and self-checking – into the classroom curriculum. Chapters provide effective strategies for optimizing what K–12 students learn by improving how they learn. Noted authority Lynn Meltzer and her research associates present a wealth of easy-to-implement assessment tools, teaching techniques and activities, and planning aids. Featuring numerous whole-class ideas and suggestions, the book also covers the nuts and bolts of differentiating instruction for students with learning or attention difficulties. Case examples illustrate individualized teaching strategies and classroom accommodations.

2008: 189pp. Hb: 978-1-59385-673-1: £33.00 Pb: 978-1-59385-672-4: £16.99

Series: What Works for Special-Needs Learners Published by Guilford Press

This user-friendly book presents research-based best practices for serving families of children with special needs from birth to age 6. Expert contributors demonstrate how early intervention and early childhood special education can effectively address a wide range of family concerns, which in turn optimizes children’s development and learning. Tightly edited, the volume offers indispensable tools for assessing families; identifying and capitalizing on their strengths; providing information, support, and coaching; collaborating with parents and teachers to address children’s functional needs in the context of everyday routines; and coordinating care. Contents: McWilliam, Introduction. Jung, Identifying Families’ Supports and Other Resources. McWilliam, Assessing Families’ Needs with the Routines-based Interview. Dunst, Raab, Trivette, Swanson, Communitybased Everyday Child Learning Opportunities. Bruder, Coordinating

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School-Based Mental Health

New!

Two Volume Handbook Co-published with The Trainers of School Psychologists

PASS: Prepare, Assist, Survive, and Succeed A Guide to PASSing the Praxis Exam in School Psychology Barbara Bole Williams, Rowan University, New Jersey, USA, and Rosemary B. Mennuti, Philadelphia College of Osteopathic Medicine, USA Are you getting ready to take the Praxis Exam and looking for a resource to help as you study? In this guide, Williams and Mennuti, two veteran school psychologists who have been involved in the development, testing, and revision of the Praxis Exam, present their PASS model to help you study and achieve the best score possible. In this guide, you’ll also find reflections from students who have used the PASS model to prepare for the Praxis, along with their experiences taking the exam and some of the challenges they faced and how they overcame them. Contents: Introduction. Part I: Process of Preparing. Preparation. Assisting. Surviving. Part II: Content of the Exam. Diagnosing and Fact Finding. Prevention and Intervention. Applied Psychological Foundations. Applied Educational Foundations. Ethical and Legal Considerations. Part III: Succeeding. Personal Reflections.

February 2010: 239pp. Pb: 978-0-415-99347-0: £25.00/$40.00 Published by Routledge

New!

A Guide to Practicum and Internship for School Counselorsin-Training Edited by Jeannine R. Studer, and Joel F. Diambra, both at the University of Tennessee, USA There are numerous books available for counseling students who are entering their practicum and internship experience that provide them with an overview of the different details of the program and the knowledge they need to complete it successfully. What is lacking among these titles, however, is a focus on and discussion of the important information needed by those students who specifically intend to enter the school counseling field. Studer and Diambra have finally filled this gap.

SCHOOL-BASED MENTAL HEALTH

Contents: Part I: The Practicum and Internship Journey. Getting Started. Understanding the School Culture. Popular Counseling Theories Used by School Counselors. Overview of Supervision. A Developmental Passage – Models of Supervision. Part II: The ASCA National Model as a Structure for Understanding the Role of the Professional School Counselor. The ASCA National Model Components as a Supervisory Guide. The Foundation Component. The Management Component. The Delivery System Component. Accountability and the School Counselorin-Training. Applying the ASCA Ethical Standards. Part III: Guidelines for Working with Special Populations. Understanding Differences in Schools. Developmental Issues of Students. Part IV: Competing the Clinical Experiences. Transitioning Forward. March 2010: 252pp. Pb: 978-0-415-99747-8: £22.00/$39.95

Published by Routledge

Handbook of Education, Training, and Supervision of School Psychologists in School and Community

Foundations of Professional Practice Volume I Edited by Enedina García-Vázquez, New Mexico State University, USA, Tony D. Crespi, University of Hartford, Connecticut, USA, and Cynthia Riccio, Texas A&M University, USA Volume I focuses on the professional issues and topics that form the core of the university curriculum for the school psychology specialist degree. It explores contemporary university training programs, the foundations of school education, and key areas of responsibility for school-based mental health professionals, and takes a look at the future of training for school psychologists. Specific issues such as the teaching of specialty skills and training for unique areas and special populations are also discussed. By way of raising questions and issues that ultimately play out in the field, it lays the groundwork for Volume II, which is dedicated to bridging the training and practice gap. Contents: Part I: Contemporary School Psychology Training: The University. Riccio, García-Vázquez, Crespi, Why School Psychology as a Profession: Introduction and Overview. Fagan, Putting School Psychology Training into Historical Perspective: What’s New? What’s Old? Kaufman DeOrnellas, Maricle, What is so Special about the Specialist Degree? Givner, Combined-integrated Training: An Alternative to Traditional School Psychology Training Models. Part II: Foundations of Training. Nastasi, How Much Theory Do We Teach? Williams, Epifanio, Sinko, Teaching Legal and Ethical Issues. Arroyos-Jurado, Fernandez, Navarro, Multiculturalism and Diversity: Implications for Training of School Psychologists. Lowell, Rimmer, Zeeman, Preparing Students for Leadership Roles. Part III: Training for Assessment and Evidence-based Practice. Tomes, Culture and Psychoeducational Assessment: Cognition and Achievement. Hughes, McGoey, Owen, The Importance of Personality Assessment in School Psychology Training Programs. Fiorello, Hale, Decker, Coleman, Neuropsychology in School Psychology. Part IV: Training for Intervention: Systems, Settings, and Special Populations. Mennuti, Christner, School-based Mental Health: Training School Psychologists for Comprehensive Service Delivery. Rosenfeld, Levinsohn-Klyap, Cramer, Educating Consultants for Practice in Schools. Crespi, Lovelace, Adult Incarceration and Children’s Psychiatric Hospitalization: Training School Psychologists for Non-traditional Settings. McCormick, Fournier, Training for Work with Special Populations: Children with Emotional and Behavioral Disorders. Phelps, Training for Work with Special Populations: Children with Chronic Illness. Part V: School Psychology Training: Rooted in the Past, Practicing in the Present, and Contemplating the Future: Summary and Conclusions. GarcíaVázquez, Crespi, Riccio, Hughes, Kaufman, Into the Future: New Directions for Education and Training.

2009: 369pp. Hb: 978-0-415-96260-5: £34.00/$55.00 Published by Routledge

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Bridging the Training and Practice Gap: Building Collaborative University /Field Practices Volume II Edited by Judith Kaufman, Fairleigh Dickinson University, New Jersey, USA, Tammy L. Hughes, Duquesne University, Pittsburgh, USA, and Cynthia A. Riccio, Texas A&M University, USA Volume II extends the discussion of the training of school psychologists from Volume I to an examination of issues critical to the practice of school psychology, focusing on the roles of the supervisor as trainer in different contexts. Each chapter raises issues for university training in a manner that facilitates the dialogue between university and field trainers. This volume also considers issues of professional development, credentialing, and developing a professional identity, topics that predominate in practice settings yet are typically not addressed in any school psychology text. It concludes by offering recommendations on how the collaboration between university and field-based education can be further improved in the future to anticipate and meet the needs of the next generation of professionals and the children in their care. Contents: Part I: Contemporary School Psychology Training: University/Field Collaboration. Hughes, Kaufman, Miller, Is Everything Old New Again: School Psychology Training Past, Present, and Future. Part II: What About Supervision Anyway? Trainers as Supervisors. Kaufman, Contemporary Issues in Supervision. Welsh, Meche, Broussard, Competency-based School Psychology Practica: A Collaborative Training Model. Herbert, Patterson, Collaborative Supervision of Internship Experiences. Gordon, Zacarrio, Supervision of School Psychology Interns in a Pediatric Hospital. Hatzichristou, Lampropoulou, Lykitsakou, Dimitropoulou, Promoting University and Schools Partnership: Transnational Considerations and Future Directions. Part III: Difficult Dialogues. Lopez, Rogers, Multicultural Competence and Diversity: University and Field Collaboration. Cruise, Swerdlick, Problematic Behaviors: Mediating Differences and Negotiating Change. Dailor, Jacob, Ethical and Legal Challenges: Negotiating Change. Kaufman, Hughes, Dealing with Harassment, Abuse and Other Difficult Topics. Theodore, Hughes, Kaufman, Developing Professional Identity: Values, Behaviors and Reputation. Jacob, Drevon, Abbuh, Taton, Preparing School Psychologists to Address the Needs of Gay, Lesbian, Bisexual, Transgender, and Questioning (GLBTQ) Youth. Part IV: Professional Issues. Crespi, Professional Credentialing: Options and Needs. Snyder, Cash, ValleyGray, Cunningham, Continuing Education: Fostering Life Long Learning. Brock, Martinez, Navarro, Teran, Collaboration in Schoolbased Crisis Intervention. Levinson, Black, Rafoth, Slonim, Community Collaboration and University-based Clinics. Part V: Into the Future. Hughes, Kaufman, Hoover, Creating Congruent Change in Training and Field Based Practice. Hughes, Kaufman, Riccio, Crespi, GarcíaVázquez, Envisioning the Future: Looking into the Crystal Ball.

2009: 369pp. Hb: 978-0-415-96279-7: £35.00/$55.00 Published by Routledge

Forthcoming!

SCHOOL-BASED MENTAL HEALTH

Handbook of Education, Training, and Supervision of School Psychologists in School and Community

Counseling 21st Century Students for Optimal College and Career Readiness A 9-12th Grade College and Career Curriculum Including Activities and Best Practices Corine Fitzpatrick, over twenty five years experience as a teacher, administrator and counselor, and Kathleen Costantini, Manhattan College, New York, USA This book offers counselors an action-based curriculum that will meet the needs of the 21st century high school student, help to foster their growth and ambition, and engage them as constructivists in learning what they need to succeed beyond high school. It takes a comprehensive, developmental approach, focusing on 9th-12th grade students, rather than solely on those in 11th and 12th grade. Contents: Part I: Understanding the Challenge. Counseling for College and Career Readiness: Bringing Pride and Direction Back to the Adolescent Dream of Success. School-College Collaborations: Why They Are Important to College and Career Readiness and to the Challenge. Addressing the Challenge: Overview of the Counseling Curriculum for Grades 9-12. Part II: Making the College and Career Advising Process Optimal: The Curriculum. The Move to High School: Making Transitioning to 9th Grade Successful. Using Technology in the College and Career Advising Process. Motivation and Testing: Learning about Standardized Testing and Using it to get Motivated about the College Process (10th Grade). Advising Students in College Research (11th Grade). Empowering Students in their Essay Writing (11th-12th Grades). Assisting Students in Making the Final List of Colleges (12th Grade). Exploring Options in Higher Education Other than Four-Year College/University (12th Grade). Helping Seniors Make the Transition to College (12th Grade). Part III: The Counselor as Creator and Manager. Running a College Guidance Office. Writing the Secondary School Report. Working with Parents. Financial Aid and Merit-based Scholarships. Counseling Students with Learning Disabilities. Students with Special Talents. Gaining Admittance to the Military Academies.

May 2011: 192pp. Pb: 978-0-415-87612-4: £16.95/$29.95 Published by Routledge

Forthcoming!

Being a College Counselor on Today’s Campus Roles, Contributions, and Special Challenges Bruce S. Sharkin, Kutztown University, Pennsylvania, USA This book provides a detailed description and discussion of the many roles and contributions of college counselors on today’s campuses. The author draws on twenty years of experience as a college counselor to address such questions as “Who are college counselors?”; “How does one become a college counselor?”; and “What skills are needed to be a college counselor today?” Roles and responsibilities, including counseling, crisis intervention, consultation, outreach, and administrative duties, are discussed in detail and supplemented with both research and case studies. September 2011: 224pp. Pb: 978-0-415-88214-9: £21.95/$37.95 Published by Routledge

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Peer Education From John D. Foubert, Oklahoma State University, USA

The Men’s and Women’s Programs is a guide for college administrators and faculty members looking to create a sexual assault prevention and education program to provide men and women with the knowledge, skills, and support systems needed to become active participants in the prevention of rape. Pb: 978-0-415-88105-0: September 2010: 229pp. £22.95/$39.95

The Women’s Program Peer Educator’s Manual

Intended to be used in an all-female peer education group, this guide contains the training materials necessary for the peer educator. Participants will learn how to recognize and identify dangerous men, how to help a friend who is a survivor of rape, and about ways to be an active bystander. Pb: 978-0-415-88107-4: September 2010: 65pp. £56.00/$100.00 (Pack of 10)

The Men’s Program Peer Educator’s Manual

School-based mental health

This guide contains the training materials necessary for the student/peer educator who will be facilitating the men’s program. Participants will be taught about rape via in-depth discussions and videos that will put them in the shoes of the victim. Pb: 978-0-415-88106-7: September 2010: 102pp. £56.00/$100.00 (Pack of 10)

How to Help a Sexual Assault Survivor: What Men Can Do One in Four, Inc. This video is a performance of The Men’s Program by experienced peer educators. DVD: 978-0-415-88429-7: Sept 2010: £95.00/$150.00

Police Rape Training Video

Peer education

One in Four, Inc. This powerful DVD is a presentation of a police officer talking to new officers about how to handle rape cases. DVD: 978-0-415-88419-8: Sept 2010: £30.00/$50.00 All Published by Routledge

Effective Practices for the 21st Century Edited by Gretchen Gimpel Peacock, Utah State University, USA, Ruth A. Ervin, University of British Columbia, Canada, Edward J. Daly III, University of Nebraska–Lincoln, USA, and Kenneth W. Merrell, University of Oregon, USA

The Men’s and Women’s Programs Ending Rape through Peer Education

Practical Handbook of School Psychology

“The editors have brought together some of the field’s best authors to produce a unique resource that will meet the needs of both experienced practitioners and those new to the profession. The Handbook will be especially important for practitioners in the midst of shifting their practice to support response to intervention (RTI) in general and special education – the consistent problem-solving focus is exactly what is needed.” - Michael Vanderwood, University of California – Riverside, USA

Bringing together leading authorities, this concise, stateof-the-science Handbook delves into all aspects of problem solving-based school psychology practice. Thirty-four focused chapters present data-based methods for assessment, analysis, intervention, and evaluation, with special attention given to working in a response-to-intervention framework. Tools and guidelines are provided for promoting success in key academic domains: reading, writing, and math. Social-emotional and behavioral skills are thoroughly addressed in chapters on selfmanagement interventions, peer and family support, cognitivebehavioral interventions, medication use, and more. Contents: Part I: The School Psychologist as a Problem Solver: Establishing a Foundation and a Vision. Ervin, Peacock, Merrell, The School Psychologist as a Problem Solver in the 21st Century: Rationale and Role Definition. Hawkins, Barnett, Morrison, Musti-Rao, Choosing Targets for Assessment and Intervention: Improving Important Student Outcomes. Part II: Assessment and Analysis: Focus on Academic Outcomes. VanDerHeyden, Analysis of Universal Academic Data to Plan, Implement, and Evaluate Schoolwide Improvement. Floyd, Assessment of Cognitive Abilities and Cognitive Processes: Issues, Applications, and Fit within a Problem-solving Model: Focusing on Academic Achievement. Marcotte, Hintze, Assessment of Academic Skills in Reading within a Problem-solving Model. Burns, Klingbeil, Assessment of Academic Skills in Math within a Problem-solving Model. Gansle, Noell, Assessment of Academic Skills in Written Expression within a Problem-solving Model. Daly III, Hofstadter, Martinez, Andersen, Selecting Academic Interventions for Individual Students. Part III: Assessment and Analysis: Focus on Social Emotional and Behavioral Outcomes. McIntosh, Reinke, Herman, Schoolwide Analysis of Data for Social Behavior Problems: Assessing Outcomes, Selecting Targets for Intervention, and Identifying Need for Support. Martens, Ardoin, Assessing Disruptive Behavior within a Problemsolving Model. Miller, Assessing Internalizing Problems and Well-being. Jones, Wickstrom, Using Functional Assessment to Select Behavioral Interventions. Part IV: Implementing Prevention and Intervention Strategies. Stoiber, DeSmet, Guidelines for Evidence-based Practice in Selecting Interventions. Howell, Schumann, Proactive Strategies for Promoting Learning. Merrell, Levitt, Gueldner, Proactive Strategies for Promoting Social Competence and Resilience. Linan-Thompson, Vaughn, Evidence-based Reading Instruction: Developing and Implementing Reading Programs at the Core, Supplemental, and Intervention Levels. Chard, Ketterlin-Geller, Jungjohann, Baker, Evidence-based Math Instruction: Developing and Implementing Math Intervention Programs at the Core, Supplemental, and Intervention Levels. McCurdy, Schmitz, Albertson, Evidence-based Written Language Instruction: Teaching Written Language Skills at the Core. MacKay, Andreou, Ervin, PeerMediated Intervention Strategies. Hoff, Sawka-Miller, Self-management Interventions. Gilbertson, Sonnek, Interventions for Homework Problems. Detrich, Higbee, Teaching Functional Life Skills to Children with Developmental Disabilities: Acquisition, Generalization, and Maintenance.

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2009: 626pp. Hb: 978-1-59385-697-7: £51.00 Published by Guilford Press

School-Based Mental Health

A Practitioner’s Guide to Comparative Practices Ray W. Christner, and Rosemary B. Mennuti, both at Philadelphia College of Osteopathic Medicine, USA This volume provides school-based practitioners with a comprehensive and comparative guide to the strategic interventions, therapeutic modalities, and treatment approaches that are most commonly and effectively used in educational settings. Three main sections of the text present a foundation of universal interventions, targeted interventions, and alternative interventions appropriate for use in schools. Unifying the chapters are two central case examples, allowing the reader to see and evaluate the strengths and potential challenges of each technique in a familiar situation. selected Contents: An Overview of School-Based Practice. Part I:

Foundation of Universal Interventions. Part II: Selected and Targeted Interventions. Part III: Alternative Interventions. Part IV: Summary. Appendix. 2008: 456pp. Hb: 978-0-415-95558-4: £28.00/$44.95 Published by Routledge

Theory and Cases in School-Based Consultation A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals

Laura M. Crothers, Tammy L. Hughes, and Karen A. Morine, all at Duquesne University, Pittsburgh, USA This casebook provides an applied perspective regarding schoolbased consultation, including an overview of mental health consultation, behavioral consultation, social learning theory

consultation, Adlerian consultation, and ecological/organizational consultation. Along with relevant discussion of the issues in each case study, critical thinking questions are included for discussion among students and educators regarding school-based consultation.

sCHOOL-BASED MENTAL HEALTH

Friman, Volz, Haugen, Parents and School Psychologists as Child Behavior Problem-solving Partners: Helpful Concepts and Applications. Shriver, Allen, Parent Training: Working with Families to Develop and Implement Interventions. Bushman, Peacock, Problem-solving Skills Training: Theory and Practice in the School Setting. Swearer, Givens, Frerichs, CognitiveBehavioral Interventions for Depression and Anxiety. Kern, Benson, Clemens, Strategies for Working with Severe Challenging and Violent Behavior. DuPaul, Weyandt, Booster, Psychopharmacological Interventions. Part V: Evaluating Interventions. Daly III, Barnett, Kupzyk, Hofstadter, Barkley, Summarizing, Evaluating, and Drawing Inferences from Intervention Data. Noell, Empirical and Pragmatic Issues in Assessing and Supporting Intervention Implementation in Schools. Part VI: Building Systems to Support the Problem-solving Model. Sheridan, Magee, Blevins, Swanger-Gagné, Collaboration across Systems to Support Children and Families. Alsop, Dawson, Schaughency, The School Psychologist’s Role in Assisting School Staff in Establishing Systems to Manage, Understand, and Use Data. Rhodes, Implementing the Problem-solving Model with Culturally and Linguistically Diverse Students. Tilly III, Niebling, RahnBlakeslee, Making Problem-solving School Psychology Work in Schools.

2008: 192pp. Pb: 978-0-415-96337-4: £23.95/$37.50 Published by Routledge

Recipient of the ACES Beech Award!

Consultation Creating School-Based Interventions Third Edition Don Dinkmeyer, Jr., Graduate College of Western Kentucky, USA, and Jon Carlson, Governors State University, Illinois, USA “Don Dinkmeyer, Jr., and Jon Carlson have completed another excellent text. The material is well written, clear and, most importantly, highly relevant to students and practitioners who serve as consultants to individuals, schools and families... This is certain to be a resource for years to come.” - Arthur Horne, University of Georgia, USA Grounded in Adlerian Psychology, the methods presented by Don Dinkmeyer, Jr. and Jon Carlson in Consultation are based upon the assumption that problems in the home and the classroom result not only from the direct actions of disruptive students, but also from the expectations of teachers and parents. This text shows how counselors can encourage change in these supposed ‘problem’ children by helping authority figures recognize and alter the part they may be playing in exacerbating the negative actions of the student. A companion DVD is included, featuring full-length video taped consultation sessions, with commentary and other teaching/ learning features available.

2005: 208pp. Pb: 978-0-415-95198-2: £39.95/$62.95 Published by Routledge

New in Paperback!

Growing Up with Autism Working with School-Age Children and Adolescents Edited by Robin L. Gabriels, University of Colorado at Denver and Health Sciences Center and The Children’s Hospital, Denver, USA, and Dina E. Hill, University of New Mexico School of Medicine, USA “A wonderful resource for educators and mental health professionals, this book is filled with practical and helpful guidance covering a range of issues. It provides concise summaries of information and intervention strategies relevant to older children, adolescents, and adults with autism. The volume will also be of tremendous benefit to parents. A real contribution to the field.” - Fred R. Volkmar, Yale Child Study Center, Yale University School of Medicine, Connecticut, USA

Individuals with autism and their caregivers face unique challenges in later childhood and adolescence, yet this period is often neglected in the professional literature. This muchneeded volume translates current research on the needs of

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this population into practical recommendations for clinicians and educators. Featuring vivid case examples and an in-depth, reproducible assessment form, the book comprehensively addresses the many contexts of children’s lives. Contents: Part I: The Individual with Autism. Gabriels, Understanding Behavioral and Emotional Issues in Autism. Goldson, Bauman, Medical Health Assessment and Treatment Issues in Autism. Gabriels, Bourgondien, Sexuality and Autism: Individual, Family, and Community Perspectives and Interventions. Twachtman-Cullen, Twachtman-Reilly, Communication and Language Issues in Less Able School-age Children with Autism. Gal, Cermak, Ben-Sasson, Sensory Processing Disorders in Children with Autism: Nature, Assessment, and Intervention. Golan, LaCava, BaronCohen, Assistive Technology as an Aid in Reducing Social Impairments in Autism. Part II: Family and Caregivers of the Individual with Autism. Steedman, Advocating for Services: Legal Issues Confronting Parents and Guardians. A. Block, S. Block, Family Resources During the School-age Years. Lerner-Baron, Family Vacations and Leisure Time: Considerations and Accommodations. Part III: Community Aspects of Intervention. Noland, Cason, Lincoln, Building a Foundation for Successful School Transitions and Educational Placement. Sperry, Mesibov, Translating Early Intervention into Positive Outcomes. Lopez, Hill, Shaw, Gabriels, School Consultation and Interventions for Middle School and High School Students with Autism. Hall, Godwin, Wright, Abramson, Criminal Justice Issues and Autistic Disorder.

February 2011: 302pp. Hb: 978-1-59385-459-1: 2007: £23.00 Pb: 978-1-60918-147-5: £16.95 Published by Guilford Press

New!

Rethinking Learning Disabilities Understanding Children Who Struggle in School Deborah P. Waber, Children’s Hospital Boston, USA “Waber’s wise and thoughtful book is a revelation... Her developmental approach... is clear sighted, refreshing, brilliant, and

hopeful.” - David Rose, Chief Education Officer, Center for Applied

Adolescents and Adults with Learning Disabilities and ADHD Assessment and Accommodation Noël Gregg, University of Georgia, Athens, USA “An exceptionally well-written, detailed, authoritative, and sciencebased review of appropriate educational accommodations for teens and adults with ADHD and/or LD... Highly readable, instructive, and punctuated with informative case examples, this book should prove beneficial to clinicians, educators, and graduate students.” - Russell A. Barkley, Medical University of South Carolina and State University of New York Upstate Medical University at Syracuse, USA

Most of the literature on learning disabilities and attentiondeficit/hyperactivity disorder (ADHD) focuses on the needs of elementary-age children, but older students with these conditions also require significant support. Comprehensive and authoritative, this book helps educators and clinicians navigate the maze of laws, policies, and scientific research relating to diagnostic and intervention decision making for adolescents and adults. Leading expert Noël Gregg provides clear guidance on how to conduct and document evidence-based assessments and select appropriate instructional and testing accommodations. Contents: Why Are Accommodations Important? Documentation for Accommodation Access. Broad and Specific Cognitive Processing. Social, Emotional, and Behavioral Assessment and Accommodation. Reading Assessment and Accommodation. Writing Assessment and Accommodation. Different Symbol Systems: Mathematics, Science, and Second Languages. Accommodations on Large-scale Assessments.

February 2011: 316pp. Hb: 978-1-60623-034-3: 2009: £27.00 Pb: 978-1-60623-593-5: £16.95 Published by Guilford Press

Special Technology, Wakefield, Massachusetts, USA

Experts have yet to reach consensus about what a learning disability is, how to determine if a child has one, and what to do about it. Leading researcher and clinician Deborah Waber offers an alternative to the prevailing view of learning disability as a problem contained within the child. Instead, she shows how learning difficulties are best understood as a function of the developmental interaction between the child and the world. Integrating findings from education, developmental psychology, and cognitive neuroscience, she offers a novel approach with direct practical implications.

School-based mental health

Contents: Part I: The Developmental Approach to Learning Disabilities. The Dilemma: What is a Learning Disability? A Learning Disability is a Developmental Problem. A Developmental Science Perspective on Learning Disabilities. A Lifespan Perspective on Learning Disabilities. Identifying Learning Disabilities: Insights from a Developmental Approach. Insights from Cognitive Neuroscience: Automatic and Effortful Processing. Part II: Diagnosing the Childworld Interaction. Identical Twins. An Adequate Achiever with Learning Problems. Beyond a “Reading Problem.” Learning-disabled Children Grown Up. A Developmental Strategy for Resolving the Dilemma. Appendix: Publications of the Children’s Hospital Boston Learning Disabilities Program.

March 2010: 241pp. Hb: 978-1-60623-565-2: £24.00 Published by Guilford Press

New in Paperback!

Forthcoming!

Teaching Students with Moderate and Severe Disabilities Diane M. Browder, and Fred Spooner, both at University of North Carolina at Charlotte, USA “Up to date, comprehensive, and thoughtfully sequenced, this book should be at the top of the list for any course on teaching students with moderate or severe disabilities. An outstanding text!” - Craig H. Kennedy, Vanderbilt University, Tennessee, USA

This essential text and practitioner guide is unique in its emphasis on fostering academic learning as well as life skills. In-depth chapters cover reading, mathematics, science, and social studies, as well as health care needs, communication and social skills, daily living, and job skills. The expert authors present research-based best practices for assessing each student’s needs and crafting individualized education plans that build a strong foundation for life in the community. December 2010: 430pp. Hb: 978-1-60623-991-9: £51.00 Published by Guilford Press

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New Edition!

Academic Skills Problems Direct Assessment and Intervention Fourth Edition Edward S. Shapiro, Lehigh University, Pennsylvania, USA This popular practitioner guide and text presents an effective, problem-solving-based approach to evaluating and remediating academic skills problems. Leading authority Edward S. Shapiro provides practical strategies for working with students across all grade levels (K-12) who are struggling with reading, spelling, written language, or math. Stepby-step guidelines are detailed for assessing students’ learning and their instructional environment, using the data to design instructional modifications, and monitoring student progress. The research base for the approach is accessibly summarized.

Problems. Math Concepts–Applications. Spelling. Using Correct Letter Sequences in Scoring Spelling. Scoring Correct Letter Sequences. Written Language. Scoring for Words Written. Scoring for Writing Mechanics. Assessing Quality of Longer Writing Samples. Scoring Brief Written Language Samples: Examples and Exercises. Summary Form for Academic Assessment. Step 3: Instructional Modification. The Foldingin Technique. Example: Folding-in Technique for Word Acquisition and Reading Fluency. Example: Folding-in Technique for Multiplication Facts. Cover–Copy–Compare. Example: Cover–Copy–Compare for Addition Facts, Sums to 18. Example: Cover–Copy–Compare for Spelling. Step 4: Progress Monitoring. Graphing Data. Setting Up Graphic Displays. Interpreting Graphic Data. Preparing CBM-Type Graphs. Answer for Exercise 13. Developing Local Norms. Creating the Measurement Net. Selecting the Sample. Data Collection. Data Analysis and Results. Using Goal Charts. Tools for Response to Intervention: Data-based Decision Making. Levels of Implementation-Data Analysis. Grade-level Group Goal Setting. Meeting Grade-level Goals. Data Displays for Grade-level Meetings. Tool for Individual Student Decisions. Exercise in Data-based Decision Making. January 2011: 198pp. Pb: 978-1-60918-021-8: £24.00 Published by Guilford Press

Contents: Introduction. Choosing Targets for Academic Assessment and Remediation. Step 1: Assessing the Academic Environment. Step 2: Assessing Instructional Placement. Step 3: Instructional Modification I: General Strategies. Step 3: Instructional Modification II: Specific Skills Areas. Step 4: Progress Monitoring. Academic Assessment within a Response-to-Intervention Framework. Case Illustrations.

Forthcoming!

Academic Skills Problems Fourth Edition Workbook Edward S. Shapiro, Lehigh University, Bethlehem, Pennsylvania, USA “The Academic Skills Problems Fourth Edition Workbook once again provides an excellent companion to Shapiro’s text... This Workbook is an invaluable resource for any educator.” - John L. Hosp, University of Iowa, USA

An ideal companion to Academic Skills Problems, Fourth Edition, this indispensable Workbook provides practice exercises and reproducible forms for use in direct assessment and intervention. Updated to reflect the changes in the fourth edition of the text, the workbook includes teacher and student interview forms, a complete guide to using the Behavioral Observation of Students in Schools (BOSS) observation code, tools to support RTI, and exercises in administering assessments and scoring, interpreting, and graphing the results. Contents: Introduction. Step 1: Assessing the Academic Environment. Teacher Interview. Academic Performance Rating Scale. Student Interview. Direct Observation: Manual for the Behavioral Observation of Students in Schools (BOSS). Rationale. Identifying the Behaviors for Observation. Use of Technology in Conducting Systemic Observation. Guidelines for Paper-and-Pencil Direct Observation. Making a Coding Interval Recording. Completing Identifying Information. Observing Peer Comparison Students. Coding Academic Engagement. Coding Nonengagement. Coding Teacher-directed Instruction. Review: Procedure for Conducting the Observation. Scoring the BOSS. Interpretation of BOSS Data. Step 2: Assessing Instructional Placement. Reading. Oral Retell Techniques. Retell Techniques: Examples and Exercises. Math. Using Digits Correct in Scoring Math Probes. Scoring Digits Correct in Addition and Subtraction Problems. Scoring Digits Correct in Multiplication Problems. Scoring Digits Correct in Division

New in Paperback!

Brief Intervention for School Problems Outcome-Informed Strategies

January 2011: 448pp. Hb: 978-1-60623-960-5: £37.00 Published by Guilford Press

School-based mental health

Second Edition John J. Murphy, University of Central Arkansas, USA, and Barry L. Duncan, Heart and Soul of Change Project, USA This highly practical guide helps school practitioners find effective solutions to academic and behavioral problems through brief counseling. It shows how to build on the ideas and resources that students, parents, and teachers bring to the intervention process, within an innovative, researchsupported, time-limited framework. Contents: Kenny: An Introduction to What Works. Empirical Foundations of Effective Intervention. Assessment 1: Recruiting the Heroic Client. Assessment 2: Becoming Outcome Informed. Brief Intervention: Solution Building. Brief Intervention: Problem Busting. Sparks, Medication, Children, and Schools: The Guidelines Still Apply. Frequently Asked Questions. Appendices.

September 2010: 210pp. Hb: 978-1-59385-492-8: 2007: £21.00 Pb: 978-1-60623-930-8: £16.00 Published by Guilford Press

RTI in the Classroom Guidelines and Recipes for Success

Rachel Brown-Chidsey, University of Southern Maine, USA, Louise Bronaugh, Dynamic Measurement Group, Oregon, USA, and Kelly McGraw, Chicago School of Professional Psychology, Illinois, USA “One of the best how-to books for RTI on the market. Written in teacher-friendly, jargon-free language, this book is a high-yield resource for veteran and novice implementers, offering ideas you can put into practice today to enhance RTI implementation at your school.” - Amanda VanDerHeyden, Education Research and Consulting, Inc., Fairhope, Alabama, USA

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Written expressly for teachers, this book is jam-packed with tools and strategies for integrating response to intervention (RTI) into everyday instruction in grades K–5. Numerous real-world examples connect RTI concepts to what teachers already know to help them provide effective instruction for all students, including struggling learners.

neuroscience, and psychology. It focuses on how to apply current knowledge to assessment and instruction with diverse learners, including typically developing children and those with learning difficulties and developmental disabilities. The role of executive function processes in learning is examined and methods for identifying executive function difficulties are reviewed.

2009: 224pp. Pb: 978-1-60623-297-2: £23.00

Contents: Part I: Executive Function: Theoretical and Conceptual Frameworks. Denckla, Executive Function: Binding Together the Definitions of Attention-Deficit/Hyperactivity Disorder and Learning Disabilities. Moran, Gardner, “Hill, Skill, and Will”: Executive Function From a Multiple-intelligences Perspective. Bernstein, Waber, Executive Capacities From a Developmental Perspective. Fischer, Daley, Connecting Cognitive Science and Neuroscience to Education: Potentials and Pitfalls in Inferring Executive Processes. Part II: Executive Function Difficulties in Different Diagnostic Groups: Challenges of Identification and Treatment. Meltzer, Krishnan, Executive Function Difficulties and Learning Disabilities: Understandings and Misunderstandings. Stein, Krishnan, Nonverbal Learning Disabilities and Executive Function: The Challenges of Effective Assessment and Learning. Ozonoff, Schetter, Executive Dysfunction in Autism Spectrum Disorders: From Research to Practice. Part III: Interventions to Address Executive Function Processes. Meltzer, Pollica, Barzillai, Executive Function in the Classroom: Embedding Strategy Instruction into Daily Teaching Practices. Gaskins, Satlow, Pressley, Executive Control of Reading Comprehension in the Elementary School. Graham, Harris, Olinghouse, Addressing Executive Function Problems in Writing: An Example From the Self-regulated Strategy Development Model. Roditi, Steinberg, The Strategic Math Classroom: Executive Function Processes and Mathematics Learning. Gaskins, Pressley, Teaching Metacognitive Strategies That Address Executive Function Processes Within a Schoolwide Curriculum. D. Rose, K. Rose, Deficits in Executive Function Processes: A Curriculum-based Intervention.

Published by Guilford Press

New!

The Promise of Response to Intervention Evaluating Current Science and Practice Edited by Todd A. Glover, University of Nebraska-Lincoln, USA, and Sharon Vaughn, University of Texas–Austin, USA “This book is an integrative blend of research and practice on RTI. It nicely addresses the complex issues related to implementing different layers of RTI... The book will be a valuable addition for practitioners working to implement RTI models, as well as for researchers and others interested in these innovative approaches to service delivery in schools.” - Jack M. Fletcher, University of Houston, USA As response to intervention (RTI) is adopted by increasing numbers of schools and districts, knowledge about “what works” continues to grow. This much-needed book analyzes the key components of RTI service delivery and identifies the characteristics of successful implementation. Critically reviewing the available research, leading authorities describe best practices in multi-tier intervention, assessment, and data-based decision making.

June 2010: 320pp. Hb: 978-1-59385-428-7: 2007: £24.00 Pb: 978-1-60623-646-8: £16.95 Published by Guilford Press

Authentic Assessment for Early Childhood Intervention

Contents: Glover, Supporting All Students: The Promise of Response to

Intervention. Glover, Key RTI Service Delivery Components: Considerations for Research-informed Practice. Kovaleski, Black, Multi-tier Service Delivery: Current Status and Future Directions. Hintze, Marcotte, Student Assessment and Data-based Decision Making. Denton, Vaughn, Preventing and Remediating Reading Difficulties: Perspectives from Research. Wanzek, Vaughn, Research-based Implications from Extensive Early Reading Interventions. Reed, Vaughn, Reading Interventions for Older Students. Clarke, Gersten, Newman-Gonchar, RTI in Mathematics: Beginnings of a Knowledge Base. De La Paz, Espin, McMaster, RTI in Writing Instruction: Implementing Evidence-based Interventions and Evaluating the Effects for Individual Students. Ihlo, Nantais, Evidence-based Interventions within a Multi-tier Framework for Positive Supports. Burns, Christ, Boice, Szadokierski, Special Education in an RTI Model: Addressing Unique Learning Needs. Sugai, Horner, Fixsen, Blase, Developing Systems-level Capacity for RTI Implementation: Current Efforts and Future Directions.

School-based mental health

April 2010: 322pp. Hb: 978-1-60623-562-1: £27.00

Stephen J. Bagnato, University of Pittsburgh School of Medicine, USA Meeting a crucial need, this book provides clear recommendations for authentic developmental assessment of children from infancy to age 6, including those with developmental delays and disabilities. It describes principles and strategies for collecting information about children’s everyday activities in the home, preschool, and community that serves as a valid basis for intervention planning and progress monitoring.

Published by Guilford Press

2009: 315pp. Hb: 978-1-59385-474-4: 2007: £30.50 Pb: 978-1-60623-250-7: £16.99

Published by Guilford Press

New in Paperback!

Executive Function in Education From Theory to Practice Edited by Lynn Meltzer, Harvard Graduate School of Education, Massachusetts, USA This uniquely integrative book brings together research on executive function processes from leaders in education, 16

Best Practices

Backlist Book Brown-Chidsey, Ed.: Assessment for Intervention: A Problem-Solving Approach Hb: 978-1-59385-140-8: 2005: 382pp. £33.00 Pb: 978-1-59385-690-8: 2008: 382pp. £18.95 Published by Guilford Press

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New from Routledge! New Edition!

New!

Bullying in North American Schools

Handbook of Research on Schools, Schooling, and Human Development

The Clinical Practice of Educational Therapy

Second Edition Edited by Dorothy L. Espelage and Susan M. Swearer This book provides a compilation of research on bullying in school-aged youth conducted across the United States and Canada by a representative group of researchers. October 2010: 316pp. Hb: 978-0-415-80654-1: £100.00/$160.00 Pb: 978-0-415-80655-8: £39.99/$62.95

A Teaching Model

Edited by Judith L. Meece and Jacquelynne S. Eccles

Edited by Maxine Ficksman and Jane Utley Adelizzi

The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects.

The Clinical Practice of Educational Therapy is the first book to provide a comprehensive review of the interdisciplinary profession and practice of educational therapy as it exists today.

May 2010: 536pp. Hb: 978-0-8058-5948-5: £160.00/$295.00 Pb: 978-0-8058-5949-2: £85.00/$119.95

May 2010: 376pp. Hb: 978-0-415-99856-7: £85.00/$135.00 Pb: 978-0-415-99857-4: £36.99/$59.95

New!

Handbook of Positive Psychology in Schools

Handbook of Motivation at School

Behavior Analysis for Effective Teaching

Edited by Rich Gilman, E. Scott Huebner, and Michael J. Furlong

Edited by Kathryn R. Wentzel and Allan Wigfield

Julie S. Vargas

This book is the first to provide a comprehensive review of what is known about positive psychological constructs and the school experiences of children and youth.

The Handbook of Motivation at School is the first comprehensive and integrated compilation of theory and research on children’s motivation at school, covering major theoretical perspectives in the field.

Behavior Analysis for Effective Teaching provides teachers and other human service professionals specific tools they can use to teach more effectively without using the punitive methods that are too often part of educational practices.

2009: 520pp. Hb: 978-0-8058-6361-1: £180.00/$295.00 Pb: 978-0-8058-6362-8: £85.00/$114.95

2009: 704pp. Hb: 978-0-8058-6284-3: £180.00/$295.00 Pb: 978-0-8058-6290-4: £85.00/$114.95

2009: 392pp. Hb: 978-0-415-99007-3: £130.00/$195.00 Pb: 978-0-415-99008-0: £52.50/$79.95

Series: Educational Psychology

www.routledgeeducation.com

The Reviewer’s Guide to Quantitative Methods in the Social Sciences

Handbook of Formative Assessment

Edited by Gregory R. Hancock and Ralph O. Mueller

Edited by Heidi L. Andrade and Gregory J. Cizek

The Reviewer’s Guide is designed for reviewers of research manuscripts and proposals in the social and behavioral sciences, and beyond. It’s uniquely structured chapters address traditional and emerging quantitative methods of data analysis.

The Handbook of Formative Assessment comprehensively profiles this burgeoning field of study. Written by leading international scholars and practitioners, each chapter discusses key issues in formative assessment policy and practice.

February 2010: 448pp. Hb: 978-0-415-96507-1: £120.00/$199.00 Pb: 978-0-415-96508-8: £44.99/$69.95

2009: 392pp. Hb: 978-0-415-99319-7: £110.00/$195.00 Pb: 978-0-415-99320-3: £65.00/$89.95

Helping At-Risk Students A Group Counseling Approach for Grades 6-9 Second Edition Jill Waterman, University of California, USA, and Elizabeth Walker, in private practice, Denver, Colarado, USA

Engaging, activity based, and effective, this widely used group counseling curriculum (the SPARK program) is designed for flexible implementation in school or clinical settings. The program helps youth build skills for school success and social-emotional growth while exploring such crucial topics as personal goals, ethnic identity and prejudice, peer pressure, violence prevention, and family relationships. Contents: Part I: Guidelines for Setting Up and Leading Groups.

Goals of the SPARK Program. Getting Started. Selecting Group Members. Structure of the Groups. Group Leaders. Presenting the Groups to Prospective Members. Pregroup Individual Interviews and/or Questionnnaires. Group Counseling Techniques. Developing Trust and Understanding Confidentiality. Building Group Cohesion. Group Process. Developmental Considerations. Maintaining Order and Leader Sanity. Uses and Parameters of Check-in and Check-out. Issues in Ending the Groups. Dilemmas for Group Leaders. Handling Issues of Child Abuse and Suicidality. Suicidality. Balancing the Needs of Individual Group Members with the Requirements of the Psychoeducational Curriculum. Dealing with Members Who Do Not Participate. Dealing with Chronically Disruptive Members. Parameters of the Group Leader Role. Adapting the Curriculum for Full Classroom Use. Part II: The SPARK Curriculum. Overview of Module Content. Recruitment Criteria. Module One: Trustbuilding and Communication Skills. Module Two: Anger Management and Emotion Regulation Skills. Module Three: Ethnic Identity and Antiprejudice. Module Four: Educational Aspirations. Module Five: Peer Pressure, Bullying, and Gangs. Module Six: Male-female Relationships. Module Seven: Exposure to Violence and Posttraumatic Stress Reactions. Module Eight: Family Relationships. Termination Session: The Party. Part III: Effectiveness of SPARK Groups. Characteristics of Participating Group Members. Family Structure and Distress. Outcome of the SPARK Groups. Time 1 and Time 2 Differences for Those in the Treatment Group. Time 1 and Time 2 Differences for Those in the Control Group. Comparisons between the Treatment and Control Groups. Pilot Evaluations of New and Revised Modules in this Edition. Summary and Conclusions. Information Regarding Data Analyses. Appendices. 2009: 272pp. Pb: 978-1-60623-002-2: £24.00 Published by Guilford Press

SCHOOL-BASED MENTAL HEALTH

Developing Schoolwide Programs to Prevent and Manage Problem Behaviors A Step-by-Step Approach

Kathleen Lynne Lane, Peabody College of Vanderbilt University, Tennessee, USA, Jemma Robertson Kalberg, Seneca Center, California, USA, and Holly Mariah Menzies, California State University, Los Angeles, USA Packed with hands-on tools and grounded in the latest research, this important resource provides guidelines for designing, implementing, and evaluating a schoolwide primary prevention program. The authors’ team-based, school-tested approach 18

includes behavioral, academic, and social components that can be tailored to address any school’s needs. Each chapter presents real-world examples alongside essential information about how to prevent the development of antisocial behavior in grades K–12. cONTENTS: Preventing and Managing Problem Behavior in Our Schools: A Formidable Task. Primary Prevention Across the K-12 Grade Span: Developing a Solid Foundation. A Closer Look at the Positive Behavior Support Model. Designing and Implementing Primary Prevention Models. Assessment and Screening at the Primary Level. Determining How Well the Program is Working: Monitoring Outcomes and Identifying Nonresponsive Students. Getting Started in Your School: Frequently Asked Questions.

2009: 196pp. Pb: 978-1-60623-032-9: £21.95 Published by Guilford Press

New Edition!

Helping Schoolchildren Cope with Anger A Cognitive-Behavioral Intervention Second Edition Jim Larson, University of Wisconsin-Whitewater, USA, and John E. Lochman, University of Alabama, USA This invaluable guide presents all of the information and clinical tools needed to implement the Anger Coping Program, an empirically supported intervention for students in grades 3-6. Practitioners are taken step by step through setting up treatment groups, teaching vital skills for reducing aggression and disruptive behavior, and building strong partnerships with teachers and parents. Many practical suggestions are provided for adapting the program to different settings and optimizing student outcomes. In a large-size format with lay-flat binding to facilitate photocopying, the book includes reproducible handouts, forms, and parent letters (in English and Spanish). Contents: The Development of Aggression. The Empirical Foundation for a Developmental Model of Aggressive Children’s Social-cognitive and Emotional Difficulties. The Role of Anger Management Training in a Comprehensive School Program of Positive Behavioral Supports. Getting Started with the Anger Coping Program: Group Leaders, Screening, and Identification. Generalization and the Role of the Classroom Teacher. Preparing for the First Meeting: Procedures to Implement and Pitfalls to Avoid. Outcome Research Results for the Anger Coping Program and the Coping Power Program. The Anger Coping Program Manual. Considerations When Treating Girls as Well as Children from Diverse Cultural Backgrounds. Possible Negative Group Effects and Alternative Use as an Individual Format. Case Example. Frequently Asked Questions. Afterword. Appendices: A: Anger Coping Program Teacher Nomination Form. B: Anger Coping Program Teacher Screening Scale. C: Classroom Goals Interview. D: Anger Coping Agreement. E: Anger Coping Program Classroom Generalization Inservice Guide. F: My Goal Sheet. G: Goal Attainment Scaling Form. H: Sample Parental Consent Letter. I: Anger Coping Program Initial Checklist. J: Hassle Log. K: Anger Coping Program Parent Letters. L: Sample Parental Consent Letter and Anger Coping Program Parent Letters – Spanish Versions. M: Anger Coping Program Classroom Progress Monitoring Report (CPMR). N: Anger Coping Program Intervention Integrity Checklists. O: Stimulus Pictures. Recommended Further Reading.

December 2010: 208pp. Pb: 978-1-60623-973-5: £20.00 Published by Guilford Press

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Transforming the School Counselor’s Role When Working with Issues of Racism in Schools Jesse A. Brinson, and Shannon Smith, both at University of Nevada, Las Vegas, USA While racism continues to be a persistent and pervasive issue in our schools, the professionals charged with creating safe and nurturing educational environments have few resources availble to address racism directly. As its title suggests, Combating Racism will be the first book of its kind to do just that. A qualitative survey of students, school counselors, teachers, and administrators sets the stage by providing the readers with a 360 degree picture of today’s schools and the many ways racism creeps into the lives of our students. The authors then present a number of different models and perspectives on understanding and addressing racism, beginning with their own personal and professional experiences. September 2011: 256pp. Pb: 978-0-415-99349-4: £21.95/$34.95 Published by Routledge

Forthcoming!

Bullying, Suicide, and Homicide Understanding, Assessing, and Preventing Threats to Self and Others for Victims of Bullying Raymond Butch Losey, Director of Training, Child Focus, Inc The main objective of this book is to provide a detailed understanding of the relationship between bullying, suicide, and homicide and to offer an assessment and response strategy that is useful for mental health professionals who work with children. It will help readers understand that bullying is not a part of childhood development, but rather an aberrant behavior that for the victim can lead to adverse decisions, such as suicide and homicide. Contents: Persistent Bullying and Suicide as a Viable Option. Effective School and Community Response. Inconspicuous Partners: Bullying, Suicide, and Homicide. Indelible Links: Persistence, Hopelessness, Burdensome, and Alienation. Dimensions of the Bullying Experience. The Bullying Lethality Screening System (BLSS) for Use by Professionals. Deciding the Right Course of Action. Suicide Assessment in the Context of Bullying. Threat Assessment: When Risk Turns from Self to Others. Inside the School Counselors Office: Practical Application of the BLSS. Companion CD: Bullying Lethality Screening Questionnaire for Use by Professionals. Decision Tree. The Negative Bullying Response Continuum for Suicide Assessment. Threat Assessment Guide. Guided Questions for an Unstructured Interview Using the BLSS.

April 2011: 160pp. Hb: 978-0-415-87344-4: £53.00/$95.00 Pb: 978-0-415-87347-5: £19.95/$34.95 Published by Routledge

Handbook of Bullying in Schools

school-based mental health

Combating Racism

An International Perspective Edited by Shane R. Jimerson, University of California, Santa Barbara, USA, Susan M. Swearer, University of Nebraska, Lincoln, USA, and Dorothy L. Espelage, University of Illinois at Urbana-Champaign, USA The Handbook of Bullying in Schools: An International Perspective provides a comprehensive review and analysis of what is known about the worldwide bullying phenomena. It is the first volume to systematically review and integrate what is known about how cultural and regional issues affect bullying behavior and its prevention. Key features include the following:• Comprehensive – forty one chapters bring together conceptual, methodological, and preventive findings from this loosely coupled field of study, thereby providing a long-needed centerpiece around which the field can continue to grow in an organized and interdisciplinary manner. • International Focus – Approximately 40% of the chapters deal with bullying assessment, prevention, and intervention efforts outside the USA. • Chapter Structure – To provide continuity, chapter authors follow a common chapter structure: overview, conceptual foundations, specific issues or programs, and a review of current research and future research needs. • Implications for Practice – A critical component of each chapter is a summary table outlining practical applications of the foregoing research. • Expertise – The editors and contributors include leading researchers, teachers, and authors in the bullying field, most of whom are deeply connected to organizations studying bullying around the world. Selected Contents: Part I: Foundations for Understanding Bullying. Part II: Assessment and Measurement of Bullying. Part III: Research-based Prevention and Intervention.

2009: 624pp. Hb: 978-0-8058-6392-5: £185.00/$295.00 Pb: 978-0-8058-6393-2: £75.00/$114.95 Published by Routledge

New in Paperback!

Understanding Peer Influence in Children and Adolescents Edited by Mitchell J. Prinstein, University of North Carolina at Chapel Hill, USA, and Kenneth A. Dodge, Duke University, North Carolina, USA “This remarkable volume from distinguished editors and contributors proposes original and compelling conceptual models... This book would be an excellent text for advanced undergraduates, master’s students, and beginning doctoral students in developmental, educational, school, and clinical psychology.” - W. Andrew Collins, Institute of Child Development, University of Minnesota, USA

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Scientists, educators, and parents of teens have long recognized the potency of peer influences on children and youth, but until recently, questions of how and why adolescents emulate their peers were largely overlooked. This book presents a comprehensive framework for understanding the processes by which peers shape each other’s attitudes and behavior, and explores implications for intervention and prevention. Leading authorities share compelling findings on such topics as how drug use, risky sexual behavior, and other deviant behaviors “catch on” among certain peer groups or cliques; the social, cognitive, developmental, and contextual factors that strengthen or weaken the power of peer influence; and the nature of positive peer influences and how to support them. selected Contents: Part I: Introduction. Part II: Peer Influence Mechanisms. Part III: Altering Peer Influence Effects: Moderators and Interventions. Part IV: Underexplored Contexts for Potential Peer Influence Effects.

May 2010: 255pp. Pb: 978-1-59385-397-6: 2008: £25.95 Pb: 978-1-60623-647-5: £20.00

Series: Duke Series in Child Development and Public Policy Published by Guilford Press

Handbook of Peer Interactions, Relationships, and Groups

Edited by Kenneth H. Rubin, University of Maryland, College Park, USA, William M. Bukowski, Concordia University, Montreal, Canada, and Brett Laursen, Florida Atlantic University, Fort Lauderdale, USA “Outstanding. The relationships of children and adolescents with their peers are examined with exceptional thoroughness and authority by the key researchers in the field... The breadth of the topics covered and the clarity and accessibility of the writing make this book an excellent text for developmental psychology undergraduates, graduates, and postdoctoral students. A splendid addition to the literature.” - Judith

New!

The Development of Shyness and Social Withdrawal Edited by Kenneth H. Rubin, University of Maryland, USA, and Robert J. Coplan, Carleton University, Ontario, Canada “This coherent volume provides an up-to-date review of a major aspect of socioemotional development... This book is a ‘must’ for anyone interested in understanding the many faces of shyness.” - Joan Stevenson-Hinde, University of Cambridge, UK While both positive and negative peer interactions have long been a focus of scientific interest, much less attention has been given to children who tend to refrain from interacting with peers. This volume brings together leading authorities to review progress in understanding the development, causes, and consequences of shyness and social withdrawal. selected Contents: Part I: Introduction. Part II: Constructs and Conceptual Approaches. Part III: Personal and Interpersonal Processes. Part IV: Contexts. Part V: Clinical Research, Practice, and Treatment.

April 2010: 336pp. Hb: 978-1-60623-522-5: £37.00 Published by Guilford Press

By Judith A. Tindall

Peer Programs An In-Depth Look at Peer Programs: Planning, Implementation, and Administration

F. Dunn, Kings College London, UK

Second Edition

This comprehensive, authoritative Handbook covers the breadth of theories, methods, and empirically based findings on the ways in which children and adolescents contribute to one another’s development. Leading researchers review current knowledge on the dynamics of peer interactions and relationships from infancy through adolescence.

Judith A. Tindall, Psychological Network, Inc., Missouri, USA, and David R. Black, Purdue University, Indiana, USA

selected Contents: Part I: Introduction: History and Theory. Part II:

Social Behaviors, Interactions, Relationships, and Groups: What Should be Measured, How, and Why? Part III: Infancy and Early Childhood. Part IV: Middle Childhood and Early Adolescence. Part V: Distal Correlates of Children’s Peer Relationships. Part VI: Proximal Correlates of Children’s Social Skills and Peer Relationships. Part VII: Childhood Peer Experiences and Later Adjustment. Part VIII: Translation and Policy.

SCHOOL-BASED MENTAL HEALTH

2009: 654pp. Hb: 978-1-59385-441-6: £57.50 Published by Guilford Press

Peer Programs explains the value of and techniques for helping non-professionals learn to help others oneon-one, in small groups and in groups of classroom size. Intended to be of use to those responsible for planning, implementing and/or administering peer programs, this text should also convince those who are not directly involved that peer helping is a worthwhile undertaking – reducing drug and alcohol abuse, dropouts, violence and conflict, HIV and AIDS, pregnancy, stress and negative peer pressure. Contents: An Open Letter to the Peer Program Professional. Peer Helping and its Components. Why Peer Programs Now? The Future of Helping. Highlights of Peer Resource Literature. Development of the Peer Program Professional. Steps to a Successful Peer Program. Training Model and Procedures. Utilization of Peer Helpers and Advanced Training. Evaluation of the Program. Building a Team. Programmatic Standards.

2008: 352pp. Pb: 978-0-415-96236-0: £29.95/$47.50 Published by Routledge

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Peer Power, Book Two

By Judith A. Tindall, Psychological Network, Inc., Missouri, USA The Peer Power Program is a peer training program designed for middle and high school students, focusing on 8 core skills: Attending, Empathizing, Summarizing, Questioning, Genuineness, Assertiveness, Confrontation, and Problem Solving. Through a series of exercises, games, and selfawareness techniques, children and adolescents involved in the program gain the basic communication and mediation skills necessary to effectively help their peers. Contact our sales team for information on discounts and bulk orders of the student workbooks at orders@taylorandfrancis.com

Peer Power, Book One

Workbook: Becoming an Effective Peer Helper and Conflict Mediator Fourth Edition Peer Power, Book One, Workbook brings the participating students through first of all understanding their role as a peer helper, understanding themselves based on much of the Myers Briggs Type Indicator and the Asset Building Model. Next, it takes the participant through eight core skills. The last part of the book indicates strategies for implementing peer work into practice. These strategies include limits setting through ethical guidelines, taking care of themselves, conflict resolving skills and putting peer helping into action. The Workbook provides clear instructions for the skills-focused, guided exercises, in a format that is accessible and enjoyable for students in the Peer Power Program. 2008: 384pp. Pb: 978-0-415-96232-2: £18.50/$29.95 Published by Routledge

Peer Power, Book One

Strategies for the Professional Leader: Becoming an Effective Peer Helper and Conflict Mediator Fourth Edition

THE PEER POWER PROGRAM

The Peer Power Program

Workbook: Applying Peer Helper Skills Third Edition Picking up where Book One left off, the Peer Power, Book Two, Workbook brings the participating students through a series of Modules, focusing on how to apply the core skills learned in the first half of the program in real life situations. This volume covers topics such as drugs and alcohol abuse, taking care of you through stress management, leadership training, tutoring, group work, enhancing sexual health, disordered eating, suicide prevention, coping with loss, highway traffic safety, bullying reduction, mentoring, crisis management, character education, problem gambling prevention, and tobacco prevention. 2008: 416pp. Pb: 978-0-415-96234-6: £18.50/$29.95 Published by Routledge

Peer Power, Book Two

Strategies for the Professional Leader: Applying Peer Helper Skills Third Edition The professional strategies book provides the program leader/facilitator with clear and easy to follow guidelines for implementing the Peer Power Program. Picking up where Book One left off, the leader’s guide to Book Two proceeds through the same series of Modules that are found in the Book Two Student Workbook. For each exercise in the student Workbook, this leader’s guide provides instructions for introducing and implementing the exercise, time and material requirements, description of its purpose and goal, and application assignments. Equipped with the professional strategies book, the program leader (teacher, school counselor, juvenile center officer, mental health professional, and human resource professional) can quickly and confidently work through the Peer Power curriculum. 2008: 208pp. Pb: 978-0-415-96233-9: £18.50/$29.95 Published by Routledge

The professional strategies book provides the program leader/facilitator with clear and easy to follow guidelines for implementing the Peer Power Program. After an overview of the peer program philosophy, training structure, and goals, the leader’s guide proceeds through the thirteen Modules that are found in the student Workbook. For each exercise in the student Workbook, this leader’s guide provides instructions for introducing and implementing the exercise, time and material requirements, description of its purpose and goal and application assignments.

School Psychology Arena

2008: 240pp. Pb: 978-0-415-96231-5: £18.50/$29.95

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Handbook of SchoolFamily Partnerships

Nurturing the Well-Being and Inclusion of Gay Youth in Mainstream Society

Edited by Sandra L. Christenson, University of Minnesota, USA, and Amy L. Reschly, University of Georgia, USA Family-school partnerships are increasingly touted as a means of improving both student and school improvement. This recognition has led to an increase in policies and initiatives that offer the following benefits: improved communication between parents and educators, home and school goals that are mutually supportive and shared, better understanding of the complexities impinging on children’s development and pooling of family and school resources to find and implement solutions to shared goals. This is the first comprehensive review of what is known about the effects of home-school partnerships on student and school achievement. It provides a brief history of home-school partnerships, presents evidence-based practices for working with families across developmental stages, and provides an agenda for future research and policy. This book is appropriate for researchers, instructors, and graduate students in the following areas: school counseling, school psychology, educational psychology, school leadership, special education, and school social work. It is also appropriate for the academic libraries serving these audiences.

SCHOOL-BASED MENTAL HEALTH

Contents: Part I: The Backdrop: Theoretical and Empirical Bases of Partnerships. Application of a Developmental/Ecological Model to Family-School Partnerships. Motivation and Commitment to FamilySchool Partnerships. Elements of Healthy Family-School Relationships. Diversity in Families: Parental Socialization and Children’s Development and Learning. Culturally-based Worldviews, Family Processes, and Family-School Interactions. Part II: Partnerships Across Children’s Development/Schooling Levels. The Home Learning Environment and Achievement During Childhood. Parent Involvement in Early Education. Partnering to Foster Achievement in Reading and Mathematics. A SchoolFamily Partnership: Addressing Multiple Risk Factors to Improve School Readiness and Prevent Conduct Problems in Young Children. Familycentered, School-based Mental Health Strategies to Reduce Student Behavioral, Emotional, and Academic Risk. School-Family Partnerships to Promote Social and Emotional Learning. School Connectedness and Adolescent Well-being. Family-School Partnerships and Communication Interventions for Young Children with Disabilities. Creating SchoolFamily Partnerships in Adolescence: Challenges and Opportunities. Part III: Driving the Research Agenda to Inform Policy and Practice. Debunking the Myth of the Hard-to-reach Parent. Family-centered Helpgiving Practices, Parent-professional Partnerships, and Parent, Family and Child Outcomes. Mapping Family-School Relations in Comprehensive School Reform Models and Charter School Designs: A Call for a New Research Agenda. Future Directions in Family-School Partnerships. Methodological Issues in Family-School Partnership Research. From Periphery to Center: A New Vision and Strategy for Family, School, and Community Partnerships. Moving Forward in School-Family Partnerships in Promoting Student Competence: From Potential to Full Impact.

2009: 544pp. Hb: 978-0-415-96375-6: £185.00/$295.00 Pb: 978-0-415-96376-3: £70.00/$114.95 Published by Routledge

Coming Out, Coming In

Linda Goldman, in private practice, Maryland, USA Foreword by Jody M. Huckaby “This book is critically important... In Coming Out, Coming In, Linda Goldman provides us with a comprehensive primer for psychologists, clinicians, educators, and families to help us dispel myths, combat misinformation, and teach us how to provide the care, respect, and unconditional love that all youth deserve, regardless of differences.” - Jody M. Huckaby, From the Foreword

Coming Out, Coming In describes the process of “coming in” to a welcoming and nurturing family, from both the teen’s and the parents’ perspective. Linda Goldman draws on her personal and professional experience as a school guidance counselor, child and adolescent therapist, parent, and a member of the national group PFLAG to build a common language and a new paradigm for understanding sexual orientation and gender identity as a part of mainstream culture. Through the information, exercises, anecdotes, and extensive bibliography of additional resources provided in the book, parents, school administrators and educators, community groups and counselors will find the tools needed to facilitate nurturing and safe environments for our LGBT youth. 2007: 320pp. Pb: 978-0-415-95824-0: £18.95/$29.95 Published by Routledge

To Hold and Be Held The Therapeutic School as a Holding Environment Daniel K. Reinstein, Clinical Director and Inclusion Program Director, Community Therapeutic Day School, Lexington, USA

Drawing on the teachings of D.W. Winnicott and John Bowlby, who helped revolutionize thinking about relational psychology, To Hold and Be Held integrates the concepts of the ‘holding environment’ and attachment theory and describes how they are applied in a clinical setting. It also uses metaphor to both derive meaning from the language of the therapeutic process and to apply that meaning within a systems framework to effect significant therapeutic change. To Hold and Be Held describes the creation of a system of working that not only holds the child and his family, but also holds the larger system as well – a system in which therapeutic services are integrated at all levels and implemented in public schools in a way that supports all those involved. 2006: 200pp. Hb: 978-0-415-95369-6: £25.00/$40.00 Published by Routledge

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Cognitive-Behavioral Interventions in Educational Settings

A Handbook for Practice

Edited by Elisabeth Hollister Sandberg, Suffolk University, Boston, USA, and Becky L. Spritz, Roger Williams University, Rhode Island, USA A Clinician’s Guide to Normal Cognitive Development in Childhood, provides students and established professionals with an accessible set of descriptions of normal childhood cognition, accompanied by suggestions for how to think about normal development in a clinical context. Each sub-topic within cognitive development is explicated through a succinct presentation of empirical data in that area, followed by a discussion of the ethical implications. With an extensive review of data and clinical practice techniques, professionals and students alike will benefit enormously from this resource. Contents: Introduction. Spritz, Sandberg, The Case for Children’s

Cognitive Development: A Clinical-developmental Perspective. Part I: Communicating with Children. Haskill, Corts, Acquiring Language. Skelley, Crnic, Communicating About Internal States. Golden, General Guidelines for Talking With Children. Part II: Understanding Others’ Perspectives. Fireman, Kose, Perspective Taking. Spritz, Fergusson, Bankoff, False Beliefs and the Development of Deception. Part III: Children’s Memory. Reeder, Martin, Turner, Memory Development in Childhood. Sandberg, Spritz, Remembering. Gregory, Carol, Compo, Talking With Children About Past Events: Children’s Memory and Suggestibility. Part IV: Developing Reason and Executive Control. Sandberg, McCullough, The Development of Reasoning Skills. White-Ajmani, O’Connell, Moral Reasoning. Holler, Greene, Developmental Changes in Children’s Executive Functioning. Conclusion. Viola, Knowing What We Know: The Developing Child and the Developing Clinician. 2009: 267pp. Hb: 978-0-415-99183-4: £21.99/$34.95 Published by Routledge

Handbook of Cognitive-Behavior Group Therapy with Children and Adolescents

Edited by Rosemary B. Mennuti, Philadelphia College of Osteopathic Medicine, USA, Arthur Freeman, President of the Freeman Institute for Cognitive Therapy, USA, and Ray W. Christner, Philadelphia College of Osteopathic Medicine, USA This text applies Cognitive Behavior Therapy to use in school settings, presenting the first comprehensive integration of theory with specific intervention strategies and techniques designed for work in school. An essential reference text for mental health professionals working closely with school officials, it is also useful as a resource for school psychologists, guidance counselors, pupil personnel support staff and school social workers. 2005: 480pp. Hb: 978-0-415-95039-8: £37.50/$59.95 Published by Routledge

The Practice of Child Therapy

Fourth Edition Edited by Richard J. Morris, University of Arizona, USA, and Thomas R. Kratochwill, University of Wisconsin at Madison, USA This book assembles in a single volume summaries of the treatment literature and treatment procedures of the most common childhood behavior disorders facing persons who practice in applied settings – clinics, schools, counseling centers, psychiatric hospitals, and residential treatment centers. This book is intended for individuals who have entered or plan to enter the mental health profession or such related professions as counseling, special education, nursing and rehabilitation. 2007: 608pp. Hb: 978-0-8058-5328-5: £135.00/$210.00 Pb: 978-0-8058-5329-2: £65.00/$98.95 Published by Routledge

Specific Settings and Presenting Problems Edited by Ray W. Christner, Philadelphia College of Osteopathic Medicine, USA, Jessica Stewart, in private practice, Rhode Island, USA, and Arthur Freeman, President of the Freeman Institute for Cognitive Therapy, USA This Handbook offers a much-needed resource of theoretical knowledge, evidence-based interventions, and practical guidelines for professionals providing group psychotherapy to youth clients. Written by leading professionals in the field of child and adolescent cognitive-behavioral therapy, this comprehensive volume offers readers a collection of innovative and well established approaches for group interventions with youth in a variety of treatment settings.

SCHOOL-BASED MENTAL HEALTH

A Clinician’s Guide to Normal Cognitive Development in Childhood

Our email alerting service allows you to receive email notification of new books, special offers, and forthcoming events in specific areas of mental health. Updates are sent periodically and members can unsubscribe at any time.

To receive information on our latest books via email please visit www.routledgementalhealth.com/emails We respect the privacy of our customers: we will always include a link to leave the list in any communication and will never pass on your email address to a third party.

2007: 552pp. Hb: 978-0-415-95254-5: £37.50/$59.95 Published by Routledge

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Routledge Series on Counseling and Psychotherapy with Boys and Men Series Editor: Mark S. Kiselica The Routledge Series on Counseling and Psychotherapy with Boys and Men captures the burgeoning body of knowledge about the emotional and psychological lives of boys and men and the process of counseling them in a male-friendly manner. This series will appeal to mental health practitioners and educators who wish for in-depth and practical suggestions for helping men and boys.

Contents: The Culture of Young Men. What’s Going on Developmentally?

Are Men and Women Different? Qualities of Great Therapists. Prelude to Therapy. The Tone of Therapy. Creating a Context of Change. Guiding Principles of Therapy with Young Men. Beginning Therapy. Going Deeper. Helping Identity Formation. Improving Emotional Intelligence. Working on Behavioral and Substance Problems. Improving Relationship Skills. June 2010: 235pp. Hb: 978-0-415-80446-2: £38.95/$69.95 Pb: 978-0-415-80447-9: £19.50/$34.95

Routledge Series on Counseling and Psychotherapy with Boys and Men Published by Routledge

Counseling Boys and Men with ADHD George Kapalka, Monmouth University, New Jersey, USA “Dr. Kapalka has written a clinically sensitive treatise on ADHD in males across the developmental spectrum. Most notable about this book is his deft weaving of case studies with perceptive commentary on treatment strategies... A must-read for clinicians working with ADHD at any age.”

www.routledgementalhealth.com/boys-and-men

Forthcoming!

Engaging Boys in Treatment Creative Approaches to the Therapy Process

rOUTLEDGE SERIES ON COUNSELING AND PSYCHOTHERAPY WITH BOYS AND MEN

Edited by Craig Haen, Clinical Director, Adolescent Services for Kids in Crisis, Connecticut, USA This edited book is the first of its kind to focus on creative approaches to the treatment of boys, providing a valuable resource for both students and professionals seeking new and effective strategies for reaching their young male clients. Chapters discuss the theory behind and implementation of various creative approaches to therapy with boys, such as play therapy, including sports, movement, and gross-motor activity; animal-assisted therapy; the use of computers and digital animation; the use of superheroes in role play, metaphor, and play therapy; and art therapy. March 2011: 352pp. Hb: 978-0-415-87405-2: £56.00/$100.00 Pb: 978-0-415-87406-9: £21.95/$39.95

Routledge Series on Counseling and Psychotherapy with Boys and Men Published by Routledge

This guidebook provides a review of the counseling, educational, and medical interventions that can benefit boys and men with ADHD. Kapalka begins with a review of symptoms, etiology, assessment, and diagnosis and then discusses a variety of specific interventions: individual counseling, parenting techniques, classroom interventions, and group counseling techniques. 2009: 373pp. Pb: 978-0-415-99344-9: £24.95/$39.95

Routledge Series on Counseling and Psychotherapy with Boys and Men Published by Routledge

Also in the Series Kiselica et al., Eds.: Counseling Troubled Boys: A Guidebook for Professionals Pb: 978-0-415-95547-8: 2007: 336pp. £23.95/$37.50

New!

Therapy with Young Men 16-24 Year Olds in Treatment David Verhaagen, Southeast Psychological Services, Charlotte, USA Young adult men in their late teens and early twenties are statistically the least happy of any group of males surveyed. What’s more, scholarly research tells us that adolescent boys and young men have the highest rates of behavioral problems, completed suicides, and drug and alcohol problems of any demographic group. Young men frequently come into therapy with unresolved identity issues, behavioral problems, and drug and alcohol problems. In Therapy with Young Men, Verhaagen presents a comprehensive model of therapy with young men that address each of these concerns, beginning with the rapport and engagement process, and then moving to ways to increase motivation for changing problem behaviors and increasing adaptive skills. 24

- Mary Fristad, Ohio State University, USA

Routledge Series on Counseling and Psychotherapy with Boys and Men Published by Routledge

Mortola et al.: BAM! Boys Advocacy and Mentoring: A Leader’s Guide to Facilitating Strengths-Based Groups for Boys – Helping Boys Make Better Contact By Making Better Contact with Them Pb: 978-0-415-96318-3: 2007: 192pp. £23.95/$37.50

Routledge Series on Counseling and Psychotherapy with Boys and Men Published by Routledge

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An ADHD Primer

New Edition!

Second Edition

Child Anxiety Disorders

Lisa L. Weyandt, University of Rhode Island, USA

A Guide to Research and Treatment

Filled with current, practical, and useful information for professionals and individuals, this second edition of An ADHD Primer summarizes the literature concerning ADHD across the lifespan. It offers a better understanding of the disorder by addressing the potential causes of ADHD, the developmental course, and numerous treatment approaches.

Second Edition

2006: 232pp. Hb: 978-0-8058-4969-1: £47.50/$74.50 Pb: 978-0-8058-4970-7: £25.00/$39.95

Deborah C. Beidel, University of Central Florida, USA, and Candice Alfano, Children’s National Medical Center, Washington D.C., USA Childhood anxiety disorders represent one of the most common psychological disorders found among the general population. They can be serious, distressful, and functionally impairing, so much so that there has been an explosion of interest in their treatment, primarily from pharmacological and cognitivebehavioral perspectives. Addressing these perspectives is the revised second edition of Childhood Anxiety Disorders, by Beidel and Alfano.

Published by Routledge

Contents: Part I: Overview of Childhood Fears and Anxiety. An

Over 100,000 Copies in Print!

ADD-Friendly Ways to Organize Your Life Strategies that Work from a Professional Organizer and a Renowned ADD Clinician

Introduction to Children’s Fears. An Introduction to Childhood Anxiety Disorders. Developmental Considerations. Sleep and Anxiety Disorders. Etiological Factors in the Development of Anxiety Disorders. Part II: Anxiety Disorders in Children. Dental Fears, Medical Fears, and Chronic Medical Illnesses. Excessive Worry and Generalized Anxiety Disorder. Specific Phobias. School Refusal. Separation Anxiety Disorder. Social Phobia and Selective Mutism. Obsessive-Compulsive Disorder and Trichotillomania. Panic Disorder. Posttraumatic Stress Disorder. January 2011: 464pp. Hb: 978-0-415-87373-4: £27.95/$49.95 Published by Routledge

This is a book that has ADD-Friendly advice with the ADDer in mind. This collaboration brings forth the best underlying understanding with the most effective and practical remedy from ADD experts in two important fields – professional organization and clinical psychology. 2002: 280pp. Pb: 978-1-58391-358-1: £13.50/$21.95

The PEERS Treatment Manual

Published by Routledge

Women, Girls, and Addiction Celebrating the Feminine in Counseling Treatment and Recovery Cynthia A. Briggs, Winona State University, Minnesota, USA, and Jennifer L. Pepperell, Minnesota State University – Mankato, USA

Women, Girls, and Addiction is the first book on the efficacy of treatment approaches and interventions that are tailored to working with addicted women, and the first publication of any kind to provide a feminist approach to understanding the experience of addiction from the female perspective. 2009: 220pp. Hb: 978-0-415-99352-4: £18.00/$32.95 Published by Routledge

New!

Social Skills for Teenagers with Developmental and Autism Spectrum Disorders

Judith Kolberg, and Kathleen Nadeau

SCHOOL-BASED MENTAL HEALTH

Elizabeth A. Laugeson, and Fred Frankel, both at UCLA School of Medicine, Los Angeles, USA This book is a comprehensive, evidence-based, fourteen-week program based at UCLA’s Semel Institute for Neuroscience and Human Behavior and the adaptation to teens of the highly successful Children’s Friendship Training (Routledge, 2002) manual for children. After reviewing techniques designed to help parents and therapists tailor the manual to the needs of the teens with whom they’re working, the text moves on to the individual treatment sessions and strategies for tackling issues such as developing conversational skills and choosing friends. Contents: Part I: Introduction. Part II: Preparing for Treatment

Screening. Part III: Treatment Sessions. Session 1: Introduction and Conversational Skills I – Trading Information. Session 2: Conversational Skills II – Two-way Conversations. Session 3: Conversational Skills III – Electronic Communication. Session 4: Choosing Appropriate Friends. Session 5: Appropriate Use of Humor. Session 6: Peer Entry I – Entering a Conversation. Session 7: Peer Entry II – Exiting a Conversation. Session 8: Get-togethers. Session 9: Good Sportsmanship. Session 10: Rejection I – Teasing and Embarrassing Feedback. Session 11: Rejection II – Bullying and Bad Reputations. Session 12: Handling Disagreements. Session 13: Rumors and Gossip. Session 14: Graduation and Termination. Case Examples. List of Key Terms. Appendix. Assessment Measures. Session Materials. May 2010: 448pp. Pb: 978-0-415-87203-4: £27.99/$49.95 Published by Routledge

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Handbook of Pediatric and Adolescent Obesity Treatment Edited by William T. O’Donohue, Brie A. Moore, and Barbara J. Scott, all at University of Nevada, Reno, USA

This volume brings together behavioral, medical, and public health approaches and provides the knowledge necessary for a wide range of practitioners to effectively address the current obesity epidemic among children and adolescents. 2007: 360pp. Hb: 978-0-415-95432-7: £85.00/$130.00 Pb: 978-0-415-99066-0: £47.50/$74.50 Published by Routledge

Psychotic Symptoms in Children and Adolescents Assessment, Differential Diagnosis, and Treatment Claudio Cepeda, University of Texas, USA

Evidence-Based Approaches to Prevention and Treatment Edited by Thomas P. Gullotta, Eastern Connecticut State University, USA, and Gary M. Blau, Chief of the Child, Adolescent, and Family Branch of the Center for Mental Health Services Recent years have seen increasing interest in the mental health field, particularly related to strategies that foster the positive behavior and healthy mental state of children. As the Handbook of Childhood Behavioral Issues indicates, however, the causes of childhood behavioral, physical, and mental health problems are multi-dimensional and cannot be treated with a uniform approach. Rather than focus solely on theory, this book offers evidence of effective interventions as well as extensive bio-psychosocial methods of preventative practices. 2007: 432pp. Hb: 978-0-415-95461-7: £65.00/$99.50 Published by Routledge

“This comprehensive text provides a most welcome overview of psychosis and psychotic conditions in children and adolescents... This volume will be of great interest to clinicians who work with children and adolescents.”

Edited by Steven R. Smith, University of California, USA, and Leonard Handler, University of Tennessee, USA

2006: 552pp. Hb: 978-0-415-95364-1: £60.00/$95.00

Self-Injury in Youth The Essential Guide to Assessment and Intervention

SCHOOL-BASED MENTAL HEALTH

Edited by Mary K. Nixon, University of Victoria Island Medical Program, Canada, and Nancy L. Heath, McGill University, Montreal, Canada This edited volume features evidencebased reviews and practical approaches for the professional in the hospital, clinic, community and school, with case examples throughout. Divided into five major sections, the book offers background historical and cultural information, discussion of self-injury etiology, assessment and intervention/prevention issues, and relevant resources for those working with youths who self-injure. 2008: 368pp. Hb: 978-0-415-95725-0: £29.95/$47.50 Published by Routledge

The Clinical Assessment of Children and Adolescents A Practitioner’s Handbook

- Fred R. Volkmar, Yale University School of Medicine, Connecticut, USA

Published by Routledge

Handbook of Childhood Behavioral Issues

This book highlights assessment techniques, issues, and procedures that appeal to practicing clinicians. Rather than a comprehensive handbook of various tests and measures, The Clinical Assessment of Children and Adolescents is a practitioner-friendly text that provides guidance for test selection, interpretation, and application. 2006: 648pp. Hb: 978-0-8058-5791-7: £150.00/$235.00 Pb: 978-0-8058-6075-7: £65.00/$99.50 Published by Routledge

New!

Handbook of Youth Prevention Science Edited by Beth Doll, University of Nebraska at Lincoln, USA, William Pfohl, Western Kentucky University, USA, and Jina S. Yoon, Wayne State University, Detroit, USA The Handbook of Youth Prevention Science describes current research and practice in mental health preventive interventions for youth. Traditional prevention research focused on preventing specific disorders, e.g., substance abuse, conduct disorders, or criminality. This produced “silos” of isolated knowledge about the prevention of individual disorders without acknowledging the overlapping goals,

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detailed guidelines for each of the ten sessions, facilitating the training process for both the parents and the therapist. The book contains a designed structure for the therapy training described in the book, with child-centered play therapy principles and skills.

March 2010: 496pp. Hb: 978-0-8058-6331-4: £140.00/$250.00 Pb: 978-0-8058-6332-1: £85.00/$114.95

SCHOOL-BASED MENTAL HEALTH

strategies, and impacts of prevention programs. This Handbook reflects current research and practice by organizing prevention science around comprehensive systems that reach across all disorders and all institutions within a community.

2006: 272pp. Pb: 978-0-415-95212-5: £23.95/$37.50 Published by Routledge

Published by Routledge

www.routledge.com/9780805863321

Play Therapy The Art of the Relationship

From Garry L. Landreth

Second Edition

Child Parent Relationship Therapy (CPRT)

A 10-Session Filial Therapy Model Garry L. Landreth, and Sue C. Bratton, both at the University of North Texas, USA “This book provides a wealth of detailed and helpful information about the process and practice of filial therapy. It is likely to prove an invaluable guide to all practicing and aspiring filial therapists.” - The British Association of Play Therapists

This book offers a survey of the historical and theoretical development of the filial therapy approach and presents an overview of filial therapy training and then filial therapy processes.

Garry L. Landreth, University of North Texas, USA “Dr. Garry Landreth has made yet another significant contribution to the field of play therapy with the revised and expanded second edition of his landmark, awardwinning text, Play Therapy: The Art of the Relationship... This is the essential text for an introductory play therapy course and a must read for all child therapists.” - Sue C. Bratton, University of North Texas, President, Association for Play Therapy 2001-2002

Play Therapy, Second Edition, is a thorough update to the 1991 first edition best-selling book, the most widely used text for play therapy courses. It refreshes the history and development in play therapy including results of research done in the past 10 years. 2002: 432pp. Hb: 978-1-58391-327-7: £27.95/$44.95 Published by Routledge

2005: 512pp. Hb: 978-0-415-95110-4: £26.95/$42.50

Also of Interest

Published by Routledge

Child Parent Relationship Therapy (CPRT) Treatment Manual A 10-Session Filial Therapy Model for Training Parents

Sue C. Bratton, and Garry L. Landreth, both at the University of North Texas, USA, Theresa Kellam, in private practice, Texas, USA, and Sandra R. Blackard, Independent consultant in communication and training “If you want to use this well established program, you will want to have this manual to guide you. It provides everything that the therapist and parent need to know to carry out their respective CPRT roles effectively.” - Louise Guerney, Director of Play and Filial Family Training, National Institute of Relationship Enhancement, Maryland, USA

Single Subject Research Methodology in Behavioral Sciences David L. Gast, University of Georgia, USA This book is written for student researchers, practitioners, and university faculty who are interested in answering applied research questions and objectively evaluating educational and clinical practices. 2009: 488pp. Hb: 978-0-8058-6276-8: £115.00/$175.00 Pb: 978-0-8058-6277-5: £55.00/$89.95 Published by Routledge

www.routledge.com/9780805862775

This manual is the highly recommended companion to CPRT: A 10-Session Filial Therapy Model. Accompanied by a CD-Rom of training materials, which allows for ease of reproduction and enhanced usability, the workbook will help the facilitator of the filial training and will provide a much needed educational outline to allow filial therapists to pass their knowledge on to parents. The Treatment Manual provides a comprehensive outline and FR EE SHIPPI NG! Postage and packing fr ee for U K, US, and Canadian online or ders over £20/$35

Author Index A Adelizzi, J. U., Ed. ............ 17 Alfano, C. ......................... 25 Andrade, H. L., Ed. ......... 17 Arthur-Stanley, A. . ........... 2

E Eccles, J. S., Ed. ................ 17 Englar-Carlson, M., Ed. . 24 Ervin, R. A., Ed. ................ 12 Espelage, D. L. ....... 7, 17, 19

B Bagnato, S. J. ................... 16 Bear, G. G. ........................... 5 Beidel, D. C. ..................... 25 Benner, G. J. ....................... 9 Bernstein, J. . ...................... 3 Black, D. R. ....................... 20 Blackard, S. R. .................. 27 Blau, G. M., Ed. ................ 26 Bolt, S. E. ............................. 8 Bradley-Klug, K. L. ........... 1 Bratton, S. C. .................... 27 Brehm, K. ............................ 3 Brent, S. S. . ......................... 1 Briggs, C. A. . ................... 25 Brinson, J. A. .................... 19 Bronaugh, L. .................... 15 Browder, D. M. . ............... 14 Brown-Chidsey, R..... 4, 15, 16 Bruhn, A. L. . ....................... 8 Bukowski, W. M., Ed. . ... 20 Burns, M. K. ................... 4, 7

F Ficksman, M., Ed. . .......... 17 Fitzpatrick, C. . ................. 11 Forman, S. G. ..................... 1 Foubert, J. D. ................... 12 Frankel, F. ......................... 25 Freeman, A., Ed. . ........... 23 Furlong, M. J., Ed. ........... 17

C Carlson, J. . ........................ 13 Cepeda, C. ........................ 26 Christenson, S. L., Ed. ... 22 Christner, R. W. . ....... 13, 23 Cizek, G. J., Ed. . ............... 17 Collett, B. R. . ...................... 6 Coplan, R. J., Ed. . ........... 20 Costantini, K. ................... 11 Cowan, R. J. ........................ 5 Crespi, T. D., Ed. . ............. 10 Crnobori, M. . ..................... 8 Crone, D. A. ........................ 5 Crothers, L. M. ................. 13

author index

Doll, B. . ......................... 3, 26 Duncan, B. L. . .................. 15

D Daly III, E. J., Ed. . ............. 12 Dawson, P. .......................... 6 Diambra, J. F., Ed. ........... 10 Dinkmeyer, Jr., D. ........... 13 Dodge, K. A., Ed. . ........... 19

G Gabriels, R. L., Ed. ........... 13 Garcia-Vazquez, E., Ed. .... 10 Gast, D. L. .......................... 27 Gibbons, K. . ....................... 4 Gilman, R., Ed. ................. 17 Glover, T. A., Ed. .............. 16 Goldman, L. .................... 22 Grant, S. . ........................... 24 Gregg, N. . ......................... 14 Guare, R. . ............................ 6 Gueldner, B. A. .................. 6 Gullotta, T. P., Ed. ............ 26 H Haen, C., Ed. . ................... 24 Hancock, G. R., Ed. ......... 17 Handler, L., Ed. ................ 26 Hawken, L. S. ..................... 5 Heath, N. L., Ed. . ............. 26 Hess, R. S. ............................ 2 Hill, D. E., Ed. .................... 13 Hiton, H. ............................ 24 Horne, A. M., Ed. . ........... 24 Horner, R. H. . ..................... 5 Huebner, E. S., Ed. .......... 17 Hughes, T. L. .............. 11, 13 Hulac, D. .............................. 3 J Jimerson, S. R., Ed. ......... 19 K Kalberg, J. R. .................... 18 Kanan, L. M. ....................... 3 Kapalka, G. ....................... 24 Kaufman, J., Ed. .............. 11

Kellam, T. . ......................... 27 Kiselica, M. S., Ed. ........... 24 Kolberg, J. ........................ 25 Kratochwill, T. R., Ed. .... 23 L Landreth, G. L. . ............... 27 Lane, K. L. .................... 8, 18 Larson, J. ........................... 18 Laugeson, E. A. .............. 25 Laursen, B., Ed. . ............. 20 Lee, S. W. ............................. 1 Lines, C. ............................... 2 Lochman, J., E. ................ 18 Losey, R. B. . ...................... 19 M McCloskey, G. .................... 4 McGraw, K. ....................... 15 McWilliam, R. A., Ed. . ...... 9 Meece, J. L., Ed. ............... 17 Meltzer, L. .................... 8, 16 Mennuti, R. B. .... 10, 13, 23 Menzies, H. M. . .......... 8, 18 Merrell, K. W. . ......... 6, 8, 12 Miller, G. .............................. 2 Miller, D. N. ......................... 4 Mooney, P. .......................... 9 Moore, B. A., Ed. ............. 26 Morine, K. A. .................... 13 Morris, R. J., Ed. .............. 23 Mortola, P. ........................ 24 Mueller, R. O., Ed. ........... 17 Murphy, J. J. ..................... 15 N Nadeau, K. ....................... 25 Napolitano, S. A. . ............. 7 Nelson, J. R. ........................ 9 Nixon, M. K., Ed. . ............ 26 O Oâ&#x20AC;&#x2122;Donohue, W. T., Ed. ... 26 P Peacock, G. G. ............ 6, 12 Pepperell, J. L. ................ 25 Perkins, L. A. ...................... 4 Pfeiffer, S. I. . ....................... 2 Pfohl, W., Ed. .................... 26 Plog, A. E. . .......................... 3 Powell-Smith, K. A. .......... 5 Power, T. J. .......................... 1 Prinstein, M. J., Ed. ......... 19

R Reeves, M. A. ..................... 3 Reinstein, D. K. ............... 22 Reschly, A. L., Ed. ........... 22 Riccio, C., Ed. . ........... 10, 11 Riley-Tillman, T. C. ............ 7 Roach, A. T. . ....................... 8 Rubin, K. H., Ed. . ............ 20 S Sandberg, E. H., Ed. ...... 23 Sansosti, F. J. ...................... 5 Scott, B. J., Ed. ................. 26 Shapiro, E. S. .................... 15 Sharkin, B. S. .................... 11 Short, R. J. ........................... 2 Smallwood, D. . ................. 1 Smith, S. ............................ 19 Smith, S. R., Ed. ............... 26 Spooner, F. . ...................... 14 Spritz, B. L., Ed. . ............. 23 Steege, M. W. . .............. 4, 7 Stewart, J., Ed. ................ 23 Studer, J. R., Ed. . ............. 10 Swearer, S. M. ........ 7, 17, 19 T Terrell, J. .............................. 3 Tindall, J. A. ............... 20, 21 V Van Diviner, B. ................... 4 Vargas, J. S. ....................... 17 Vaughn, S., Ed. ................ 16 Verhaagen, D. . ................ 24 Vining, O. ............................ 3 W Waber, D. P. ...................... 14 Walker, E. . ......................... 18 Waterman, J. .................... 18 Watson, T. S. . ..................... 7 Wentzel, K. R., Ed. .......... 17 Weyandt, L. L. . ............... 25 Wigfield, A., Ed. .............. 17 Williams, B. B. .................. 10 Y Yoon, J. S., Ed. . ................ 26

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