School-Based Mental Health 2011-2012 by Psychology Press / Routledge

Routledge Mental Health and Guilford Press

School-Based Mental Health 2011-12 New Books and Selected Backlist

bl e 10 % on line disc ou nt availa

Read and Recommend

da ea n

m me

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.

Page 3

Motivational Interviewing for Effective Classroom Management The Classroom Check-Up Wendy M. Reinke, Keith C. Herman, and Randy Sprick Page 6

Cognitive Therapy for Adolescents in School Settings Torrey A. Creed, Jarrod Reisweber, and Aaron T. Beck Page 7

Arenas Our School Psychology Arena is a subjectfocused 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 postage and Packing on orders to the UK and US, Canada if you spend more than £20/$30. 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

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

• National Association of School Psychologists (NASP) 2011 Annual Convention 22-25 February 2011, San Francisco, California, USA The NASP 2011 Annual Convention, the world’s largest and most important gathering of school psychologists, offers you professional excellence at its best. • American Counseling Association (ACA) 2011 23-27 March 2011, New Orleans, Louisiana, 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. • Association for Counselor Education and Supervision (ACES) Conference 2011 26-30 October 2011, Nashville, Tennessee, USA Helping the Leaders, Helping the Helpers, Shaping the Future The 2011 Convention will have content sessions, a research-mentor pre-conference, and lots more.

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 www.guilfordpress.co.uk

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

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

Forthcoming!

Everyday Program Evaluation for Schools Implementation and Outcomes Diane Smallwood, Philadelphia College of Osteopathic Medicine, Pennsylvania, USA, and Susan G. Forman, Rutgers, The State University of New Jersey, USA The goal of this book is to provide a practical guide for school personnel to evaluating 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.

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

Series: School-Based Practice in Action Published by Routledge

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.

Published by Routledge

F R E E p o s tag e a n d pac k i n g !

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. A major focus of this text is the development of leaders in the field of pediatric school psychology. The authors discuss in detail program development and evaluation, measurement development, grant writing, manuscript critiquing, and journal article preparation. Contents: Overview. Part I: Conceptual Models and Applications for Intervention. Conceptual Model for Understanding Health Problems and Developing Interventions. Applications of Intervention Model. Part II: Conceptual Models and Applications for Prevention. Conceptual Model for Promoting Healthy Development and Developing Prevention Programs. Applications of Prevention Model. Part III: Strategies for Developing Leaders. Program Development. Program Evaluation. Measurement Development. Grant Writing Strategies. Critiquing Journal Articles and Preparing Manuscripts for Publication. Part IV: Planning for the Future. Directions for Program Development, Research, and Training.

Basic 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. Special emphasis is placed on a three-tiered model for intervention – universal, targeted, and intensive. The authors work through a typical evaluation program, addressing relevant issues such as those of stakeholders; strategies for maximizing the validity and reliability of data, as well as how to effectively utilize multiple sources of data; and specific designs of and methods for evaluations of school-based programs and services.

Series: School-Based Practice in Action

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.

December 2012: 224pp. Hb: 978-0-415-87107-5: £52.00/$95.00 Pb: 978-0-415-87108-2: £21.95/$37.95

m me

Conceptualization, Applications, and Strategies for Leadership Development

Series Editors: Rosemary B. Mennuti and Ray W. Christner

SCHOOL-BASED PRACTICE IN ACTION SERIES

Pediatric School Psychology

School-Based Practice in Action Series

Forthcoming!

da ea n

Forthcoming!

Ecobehavioral Consultation in Schools Theory and Practice for School Psychologists, Special Educators, and School Counselors Steven W. Lee, University of Kansas, 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.

For Uk, us and Canadian online orders over £20/$30

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 is intended to 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 which makes it a quick, simple, and easy reference. Topics covered include identification and assessment of gifted students; important information for understanding the needs of the gifted; counseling and psychotherapy strategies; career counseling for gifted and talented students, methods for working with the families of the gifted; and legally-correct and ethically-smart counseling techniques. 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. Freqently Asked Questions Regarding Serving the Gifted. April 2012: 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

10% DISCOU NT:

m me

Emily Fisher, Loyola Marymount University, California, USA, and Kelly Kennedy, Chapman University, California, USA The needs and rights of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students and their families are often ignored, generally misunderstood, and only rarely given priority by the school system. This book provides the school-based mental health practitioner with the tools necessary to implement change in partnership with school administrators, teachers, parents, and other community stakeholders. It begins with an overview of the unique issues and challenges faced by LGBTQ students and their families. Part II focuses on practical steps to take to create an inclusive school environment and offers prevention and intervention techniques to address bullying, counseling services, and group exercises to support these goals. Part III extends the reach of these school-based efforts to the community and families, to reinforce the steps taken in the school context. Contents: Part I: LGBTQ Students in Context. Who Are LGBTQ Students and Families? Understanding Sexuality and Gender Identity Development. LGBTQ Students in Home, School, and Community Contexts. Part II: Creating Responsive and Inclusive School Practices. Law and Policy in Action. Developing Awareness and Sensitivity to LGBTQ Issues in the School Community. Creating Diverse and Responsive K-12 Classrooms. Ensuring Safe Schools: Harassment and Bullying Prevention Programming. Counseling Services for LGBTQ Students. Part III: Connecting with Families and Communities. Supporting LGBTQ Families and Their Children. Supporting Families of LGBTQ Students. Connecting with Community Resources.

February 2012: 224pp. Hb: 978-0-415-89073-1: £60.00/$90.00 Pb: 978-0-415-89074-8: £21.95/$34.95

Series: School-Based Practice in Action Published by Routledge

www.routledgementalhealth.com/9780415890748

Forthcoming!

A Guide to Psychiatric Services in Schools Understanding Roles, Treatment, and Collaboration 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. A brief introduction to pharmacology to help the reader understand the specifics of psychiatric medications used is also included. Next, a variety of psychiatric diagnoses and treatment options are discussed in detail; those covered include behavioral, mood, anxiety, eating, psychotic, and Autism Spectrum disorders.

O r d er o n l in e at w w w.sc h o o l psyc h o lo gya r en a .c o m

SCHOOL-BASED PRACTICE IN ACTION SERIES

April 2012: 256pp. Hb: 978-0-415-99342-5: £59.00/$95.00 Pb: 978-0-415-99343-2: £21.95/$34.95

Responsive School Practices to Support Lesbian, Gay, Bisexual, Transgender, and Questioning Students and Families

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. Appendices.

Forthcoming!

It includes procedures and forms that will allow the practitioner to integrate EBC with best practices in response to intervention, functional behavior assessment, evaluation outcomes, and the student assistance process.

da ea n

Series: School-Based Practice in Action Published by Routledge

www.routledgementalhealth.com/9780415871020

The Power of Family-School Partnering (FSP)

Cathy Lines, Cherry Creek School District, Colorado, USA, Gloria Miller, University of Denver, Colorado, USA, and Amanda Arthur-Stanley, Cherry Creek School District, Colorado, USA “This is a comprehensive, culturally sensitive and practical guide book for family-school partnering. It truly offers resources for readers to put ideas directly into action. It will be extremely helpful to school psychologists, counselors, teachers, social workers, and administrators. I strongly recommend this book to all who want to partner with families for students success in school.” - Chieh Li, Northeastern University, Massachusetts, 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 intend to 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. The authors begin with an overview of the foundational and organizational information necessary for successful FSP, including a review of ecological systems theory. FSP theories and strategies are presented at a universal, targeted, and intensive level, giving the school mental health professional insight into working with students and families who have differing needs.

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

www.routledgementalhealth.com/9780415801485

F R E E p o s tag e a n d pac k i n g !

m me

A Response-toIntervention Guidebook David Hulac, University of South Dakota, USA, Joy Terrell, Recovery School District, Louisiana, USA, Odell Vining, School Psychologist, Georgia, USA, and Joshua Bernstein, Chatham University, Pennsylvania, USA “This work is going to find a home on every practitioner’s desk... not the bookshelf, but the desk. Each chapter contains clearly described, practical procedures that inform the practitioner. Pages will be wellworn by anyone seeking to get better results in schools. This is a very practical resource.” - W. Alan Coulter, Director, TIERS Group, LSU Health Sciences Center, New Orleans, USA

A Practical Guide for School Mental Health Professionals and Educators

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.

SCHOOL-BASED PRACTICE IN ACTION SERIES

February 2012: 224pp. Hb: 978-0-415-87101-3: £53.00/$95.00 Pb: 978-0-415-87102-0: £19.95/$34.95

Behavioral Interventions in Schools

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 Follow-up. Managing Crisis Situations.

Where appropriate, other methods of treatment, such as cognitivebehavioral therapy, are discussed. Finally, the author considers ways to effectively manage mental health crises in the school setting.

da ea n

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. Contents: Mennuti, Foreword. Introduction to Positive Behavior Supports and Response to Intervention for Behavior. Building the Schoolbased Problem-solving Team. Part I: Tier I. Understanding Positive Behavior Support. School-wide 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.

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

www.routledgementalhealth.com/9780415875851

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, Cherry Creek School District, Colorado, USA, and Amy E. Plog, Director of Research, Creating Caring Communities, USA “This is a very practical, helpful, and comprehensive road map to better ensuring safe and supportive school environments. The authors have effectively translated their many years of practical experience into a book that anyone interested in promoting school safety will find most

For Uk, us and Canadian online orders over £20/$30

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.

Series: School-Based Practice in Action Published by Routledge

www.routledgementalhealth.com/9780415998352

Resilient Playgrounds Beth Doll, University of Nebraska at Lincoln, USA, with Katherine Brehm, School Psychologist, 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. 2009: 183pp. Hb: 978-0-415-96087-8: £65.00/$99.50 Pb: 978-0-415-96088-5: £21.95/$34.95

Series: School-Based Practice in Action Published by Routledge

www.routledgementalhealth.com/9780415960885

Also in the Series McCloskey et al.: Assessment and

Intervention for Executive Function Difficulties Hb: 978-0-415-95783-0: 2008: 392pp. £65.00/$99.50 Pb: 978-0-415-95784-7: 2008: 392pp. £22.95/$37.50

www.routledgementalhealth.com/9780415957847

Burns/Gibbons: Implementing

Response-to-Intervention in Elementary and Secondary Schools: Procedures to Assure Scientific-Based Practices Hb: 978-0-415-96391-6: 2008: 264pp. £70.00/$105.00 Pb: 978-0-415-96392-3: 2008: 264pp. £23.95/$37.50

Read and Recommend!!

10% DISCOU NT:

m me

Motivational Interviewing for Effective Classroom Management

The Classroom Check-Up Wendy M. Reinke and Keith C. Herman, both at the University of Missouri, USA, and Randy Sprick, Director, Safe and Civil Schools, Oregon, USA “This book provides a great blend of strong research foundations; practical, hands-on applications; and vibrant examples. It addresses both assessment and intervention in a critical context. The book will be extremely useful for consultants and school administrators.” - Sylvie Naar-King, Wayne State University, Michigan, USA Highly accessible and user-friendly, this book focuses on helping teachers increase their use of classroom management strategies that work. It addresses motivational aspects of teacher consultation that are essential, yet often overlooked. The Classroom Check-Up is a step-by-step model for assessing teachers’ organizational, instructional, and behavior management practices; helping them develop a menu of intervention options; and overcoming obstacles to change. Easy-to-learn motivational interviewing techniques are embedded throughout. In a large-size format with lay-flat binding to facilitate photocopying, the book includes more than 20 reproducible forms, checklists, and templates. Contents: Introduction to the Classroom Check-Up. Effective Classroom Behavior Management: What is it and Why is it Important? Ingredients of Effective Consultation. Motivational Interviewing Applied to Teacher Consultation. The Classroom Check-Up Classwide Consultation Model. Interview and Assessment. Feedback and Beyond. Developing Effective Strategies for Classroom Change. Other Applications and Future Directions. Appendices. Appendix A: Motivational Interviewing Form. Appendix B: Classroom Check-Up Interview and Observation Forms. Appendix C: Classroom CheckUp Feedback and Action Planning Forms. Appendix D: Intervention Planning Forms.

September 2011: 228pp. Pb: 978-1-60918-258-8: £23.95

Series: Practical Intervention in the Schools Published by Guilford Press

www.guilfordpress.co.uk/9781609182588

www.routledgementalhealth.com/9780415963923

da ea n

2009: 371pp. Hb: 978-0-415-99834-5: £65.00/$99.50 Pb: 978-0-415-99835-2: £19.00/$34.95

Practical Intervention in the Schools Series nd

- Stephen E. Brock, California State University, Sacramento, USA

Practical Intervention in the Schools Series

helpful. It is my sincere hope that all school leaders will read this book.”

O r d er o n l in e at w w w.sc h o o l psyc h o lo gya r en a .c o m

m me

Child and Adolescent Suicidal Behavior

Cognitive Therapy for Adolescents in School Settings

Torrey A. Creed, University of Pennsylvania School of Medicine, USA, Jarrod Reisweber, Philadelphia Veterans Affairs Medical Center, USA, and Aaron T. Beck, University of Pennsylvania School of Medicine, USA “Creed, Reisweber, and Beck have crafted an outstanding clinical book that is highly relevant to mental health professionals who work with adolescents. The authors provide clear, step-by-step guidelines for administering cognitive therapy in school settings, as well as rich illustrative vignettes. The authors further enhance the applicability of their procedures by addressing common treatment obstacles that school-based practitioners encounter. A wealth of assessment and treatment worksheets and ancillary materials are supplied. This book is a ‘must have.’” - Christopher A. Kearney, University of Nevada, Las Vegas, USA The first concise guide to conducting cognitive therapy (CT) in school settings, this book features in-depth case examples and hands-on clinical tools. The authors – who include renowned CT originator Aaron T. Beck – provide an accessible introduction to the cognitive model and demonstrate specific therapeutic techniques. Strategies are illustrated for engaging adolescents in therapy, rapidly creating an effective case conceptualization, and addressing a range of clinical issues and stressors frequently experienced in grades 6-12. The challenges and rewards of school-based CT are discussed in detail. In a convenient large-size format with lay-flat binding for easy photocopying, the book contains 20 reproducible handouts, worksheets, and forms. Contents: An Overview of Cognitive Therapy. Cognitive Therapy Case Conceptualization. Cognitive Techniques. Behavioral Techniques. Making Cognitive Therapy Happen in the Schools. Appendix 1.1: The Cognitive Model. Appendix 1.2: Thinking Traps. Appendix 2.1: Case Conceptualization. Appendix 2.2: Condensed Case Conceptualization. Appendix 2.3: Presession Quick Sheet. Appendix 3.1: Problem-solving Steps: The ITCH Method. Appendix 3.2: ITCH Problem-solving Sheet. Appendix 3.3: Two-frame Thought Bubble Exercise. Appendix 3.4: Three-frame Thought Bubble Exercise. Appendix 3.5: Simple Thought Record. Appendix 3.6: Thought Record Table. Appendix 3.7: Three C’s Thought Record. Appendix 3.8: Road Map to Success. Appendix 4.1: Pleasant Activities List. Appendix 4.2: Reasons for Living. Appendix 4.3: Pros and Cons List. Appendix 4.4: Fear Hierarchy. Appendix 4.5: SUDS Rating Scale. Appendix 4.6: Progressive Muscle Relaxation Exercise. Appendix 4.7: Breathing Exercise.

New!

School-Based Prevention, Assessment, and Intervention David N. Miller, University at Albany, State University of New York, USA “An excellent, comprehensive resource. Miller clearly knows the field of youth suicidology and presents the information in easy-tounderstand language that is supported by research. This book is essential for school personnel working with at-risk youth and for those designing and implementing suicide prevention programs.” - James J. Mazza, University of Washington, 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. Reproducible handouts include sample assessment questions for students, teachers, and parents; the book’s large-size format and lay-flat binding facilitate photocopying. Contents: Suicidal Behavior in Children and Adolescents: An Introduction and Overview. Youth Suicidal Behavior and the Schools. A Public Health Approach to Youth Suicide Prevention. Universal School-based Suicide Prevention Programs for All Students. Identifying At-risk and High-risk Students and Linking Assessment to Intervention. Selected and Tertiary Interventions for At-risk and High-risk Students. School-based Suicide Postvention. Epilogue. Fossey, Zirkel, Appendix A: Student Suicide Case Law in Public Schools. Appendix B: Recommended Resources.

February 2011: 170pp. Pb: 978-1-60623-996-4: £19.95

Series: Practical Intervention in the Schools Published by Guilford Press

www.guilfordpress.co.uk/9781606239964

Response to Intervention

April 2011: 173pp. Pb: 978-1-60918-133-8: £19.95

Principles and Strategies for Effective Practice

Series: Practical Intervention in the Schools

Second Edition

Published by Guilford Press

www.guilfordpress.co.uk/9781609181338

practical intervention in the schools series

Read and Recommend!

da ea n

Rachel Brown-Chidsey and Mark W. Steege both at the 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, Yale University School of Medicine, Connecticut, USA

F R E E p o s tag e a n d pac k i n g !

For Uk, us and Canadian online orders over £20/$30

Practical Intervention in the Schools Series

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 use it to foster positive academic and behavioral outcomes for all students. Implementation procedures are described in step-by-step detail. In a large-size format with lay-flat binding to facilitate photocopying, the book includes reproducible planning and implementation worksheets. 2010: 208pp. Pb: 978-1-60623-923-0: £24.00

Series: Practical Intervention in the Schools Published by Guilford Press

www.guilfordpress.co.uk/9781606239230

High-Functioning Autism/Asperger Syndrome in Schools 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

“A very practical, user-friendly book. It contains a variety of useful reproducible materials to support your intervention work. Multimethod assessment and intervention strategies are grounded in an understanding of the needs, strengths, and potential obstacles to success that students with HFA/AS experience in the school setting. This is a book that school-based practitioners will reach for again and again. It will make an excellent supplemental text for graduate-level courses in exceptional children, behavioral methods, or school-based consultation.” - Martin A. Volker, University at Buffalo, The State University of New York, 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. 2010: 258pp. Pb: 978-1-60623-670-3: £24.00

Series: Practical Intervention in the Schools Published by Guilford Press

www.guilfordpress.co.uk/9781606236703

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. He does a superb job of fostering thoughtful and informed consideration of key issues, effectively translating research to practice. This is a great resource for school practitioners, administrators, and teachers, as well as those in preservice training. I recommend it as a supplemental text for graduate-level courses.” - 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. Evidence-based techniques are provided for targeting the cognitive and emotional processes that underlie self-discipline, both in classroom instruction and when correcting problem behavior. Describing how to weave the techniques together into a comprehensive schoolwide disciplinary approach, the book includes over a dozen reproducible forms, checklists, and assessment tools. The large-size format and lay-flat binding facilitate photocopying. 2010: 256pp. Pb: 978-1-60623-681-9: £24.00

Series: Practical Intervention in the Schools Published by Guilford Press

www.guilfordpress.co.uk/9781606236819

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 “This is a comprehensive resource for professionals who work with children of all ages. The authors include helpful and practical tables, checklists, and steps for many general classroom routines, as well as assessments and interventions for specific executive skills. The second edition provides an expanded response-to-intervention framework for applying the instructional techniques with whole classes and individual students.” - Patti L. Harrison, University of Alabama, 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

10% DISCOU NT:

O r d er o n l in e at w w w.sc h o o l psyc h o lo gya r en a .c o m

intensive, individualized services. Clear, step-by-step guidelines are provided for implementing the approach, which incorporates daily behavioral feedback, positive adult attention, and increased home-school collaboration. 2010: 242pp. Pb: 978-1-60623-600-0: £24.00

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

Series: Practical Intervention in the Schools

Published by Guilford Press

www.guilfordpress.co.uk/9781606236000

www.guilfordpress.co.uk/9781606235713

Also in the Series

Social and Emotional Learning in the Classroom

Peacock/Collett: Collaborative Home/

School Interventions: Evidence-Based Solutions for Emotional, Behavioral, and Academic Problems

Promoting Mental Health and Academic Success

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

Kenneth W. Merrell University of Oregon, USA, and Barbara A. Gueldner, Children’s Hospital, Colorado, USA “This timely book summarizes and integrates recent advances in understanding the importance of SEL and developing evidence-based curricula and intervention strategies. The book strikes a perfect balance between reviewing the theoretical and empirical bases of recommended approaches and providing concrete guidelines for practitioners. The authors make excellent use of scenarios to emphasize important points.” - Jan N. Hughes, Texas A&M University, USA This highly engaging, eminently practical book provides essential resources for implementing social and emotional learning (SEL) in any setting. Numerous vivid examples illustrate the nuts and bolts of this increasingly influential approach to supporting students’ mental health, behavior, and academic performance. 2010: 192pp. Pb: 978-1-60623-550-8: £20.00

Series: Practical Intervention in the Schools Published by Guilford Press

www.guilfordpress.co.uk/9781606233450

Riley-Tillman/Burns: Evaluating Educational Interventions: Single-Case Design for Measuring Response to Intervention Pb: 978-1-60623-106-7: 2009: 214pp. £21.95

Series: Practical Intervention in the Schools Published by Guilford Press

www.guilfordpress.co.uk/9781606231067

Swearer et al.: Bullying Prevention and Intervention: Realistic Strategies for Schools Pb: 978-1-60623-021-3: 2009: 170pp. £21.00 Series: Practical Intervention in the Schools

Series: Practical Intervention in the Schools

Published by Guilford Press

www.guilfordpress.co.uk/9781606230213

www.guilfordpress.co.uk/9781606235508

Practical Intervention in the Schools Series

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.

Steege/Watson: Conducting

School-Based Functional Behavioral Assessments: A Practitioner’s Guide: Second Edition Pb: 978-1-60623-027-5: 2009: 270pp. £24.00

Responding to Problem Behavior in School

Series: Practical Intervention in the Schools

The Behavior Education Program

Published by Guilford Press

Second Edition

Bolt/Roach: Inclusive Assessment and Accountability: A Guide to Accommodations for Students with Diverse Needs Pb: 978-1-60623-019-0: 2009: 158pp. £21.00

www.guilfordpress.co.uk/9781606230275

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

Series: Practical Intervention in the Schools Published by Guilford Press

www.guilfordpress.co.uk/9781606230190

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 developed for the approximately 10-15% of students who fail to meet school-wide disciplinary expectations but do not yet require F R E E p o s tag e a n d pac k i n g !

For Uk, us and Canadian online orders over £20/$30

what works for special needs learners series

What Works for Special Needs Learners Series

Managing Challenging Behaviors in Schools Research-Based Strategies That Work

Kathleen Lynne Lane, Vanderbilt University, Tennessee, USA, Holly Mariah Menzies, California State University, USA, 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 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. 2010: 253pp. Pb: 978-1-60623-951-3: £24.00

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

www.guilfordpress.co.uk/9781606239513

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... The strategies for screening and ongoing assessment mean that the book can easily be used as part of a schoolwide response-to-intervention or positive behavioral support system. Each chapter follows the same format, explaining first why the area is important, and then how to implement instruction at elementary, middle, and high school levels.” - Catherine A. Fiorello, Temple University, Pennsylvania, USA

10% DISCOU NT:

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 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. 2010: 270pp. Pb: 978-1-60623-616-1: £20.00

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

www.guilfordpress.co.uk/9781606236161

Working with Families of Young Children with Special Needs Edited by R. A. McWilliam, University of Tennessee at Chattanooga, USA

“This is one of the first books to articulate clear procedures for planning, implementing, and evaluating familycentered early intervention services. Each chapter translates an abstract aspect of providing family support into concrete and welldefined steps for practitioners. A terrifically helpful resource, the book is loaded with useful examples, checklists, and ‘how-tos’ for respectful, supportive early intervention services.” - Judith J. Carta, University of Kansas, USA 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. 2010: 265pp. Pb: 978-1-60623-539-3: £24.00

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

www.guilfordpress.co.uk/9781606235393

O r d er o n l in e at w w w.sc h o o l psyc h o lo gya r en a .c o m

School-Based Mental Health

2010: 252pp. Pb: 978-0-415-99747-8: £22.00/$39.95 Published by Routledge

PASS: Prepare, Assist, Survive, and Succeed

www.routledgementalhealth.com/9780415997478

A Guide to PASSing the Praxis Exam in School Psychology

Forthcoming!

The Counselor Educator’s Survival Guide

Barbara Bole Williams, Rowan University, New Jersey, USA, and Rosemary B. Mennuti, Philadelphia College of Osteopathic Medicine, USA “This is a comprehensive, well organized book that condenses the essential material for passing the School Psychology Praxis Exam into an easy-to-read format. I recommend it to educators and serious students in their preparations for the Praxis.” - Tammy L. Hughes, Duquesne University, Pittsburgh, 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. An accompanying CD contains all of the graphic organizers found in the text, six practice exams with answer keys, and other helpful materials for you to use as you prepare for the exam. 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.

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

www.routledgementalhealth.com/9780415993470

Inspection copy available

SCHOOL-BASED MENTAL HEALTH

selected Contents: Part I: The Practicum and Internship Journey. Part II: The ASCA National Model as a Structure for Understanding the Role of the Professional School Counselor. Part III: Guidelines for Working with Special Populations. Part IV: Competing the Clinical Experiences.

A Guide to Practicum and Internship for School Counselorsin-Training

Designing and Teaching Outstanding Courses in Community Mental Health Counseling and School Counseling Edited by Dilani M. Perera-Diltz and Kathryn C. MacCluskie, both at Cleveland State University, Ohio, USA This is an edited volume that is a resource manual containing information pertaining to developing and instructing course work in Counselor Education in both the Clinical Mental Health Counseling (CMHC) and the School Counseling (SC) Programs at the Master’s level. It’s main objectives are to establish a rationale and format for incorporating active learning across the Counselor Education curriculum; provide material that closely meets the CACREP guidelines for that content area to emerging, new, and established educators developing courses in CMHC or SC programs; and provide active learning strategies that can be incorporated into classroom lessons to emerging, new, and established educators instructing courses in CMHC or SC programs. Contents: Introduction. Foundations of Clinical Mental Health Counseling (CMHC). Foundations and Techniques of School Counseling (SC). Human Growth and Development. Diversity and Multiculturalism. Ethics and Legal Issues. Individual Counseling Theories. Individual Counseling Skills and Techniques. Group Counseling. Career Counseling. Assessment. Diagnosis, Pathology, and Evidence-based Treatment Across the Lifespan. Research and Evaluation. Psychopharmacology Across the Lifespan. Field Experience. Online Coursework.

October 2011: 340pp. Hb: 978-0-415-87589-9: £24.95/$44.95 Published by Routledge

www.routledgementalhealth.com/9780415875899

Edited by Jeannine R. Studer, and Joel F. Diambra, both at the University of Tennessee, USA

find us on

“This is the practicum/internship book we have been waiting for. Jeannine Studer, Joel Diambra, and their contributing team of experts have included every significant contemporary topic that is essential to the growth and development of 21st century school counseling candidates.” - Carol Dahir, New York Institute of

www.facebook.com/RoutledgeMentalHealth

Technology, USA

School counseling is a rather specialized field, yet students entering it do not have a single, comprehensive resource to guide them through the process. This text covers all aspects of the practicum and internship experience, from the initial contact with your supervisor to detailed descriptions of each of the different roles you will have, and will help you gain an understanding of the school culture and how to begin thinking about and developing your own philosophy of school counseling. F R E E p o s tag e a n d pac k i n g !

For Uk, us and Canadian online orders over £20/$30

SCHOOL-BASED MENTAL HEALTH

Two Volume Handbook

Counseling 21st Century Students for Optimal College and Career Readiness

Co-Published with the Trainers of School Psychologists

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

Handbook of Education, Training, and Supervision of School Psychologists in School and Community Bridging the Training and Practice Gap: Building Collaborative University/ Field Practices

A 9th-12th Grade College and Career Curriculum Including Activities and Best Practices Corine Fitzpatrick, Manhattan College, New York, USA, and Kathleen Costantini, New York City Department of Education, USA In order for students to compete in today’s global economy, our schools need to help them develop better cognitive and technological skills. School counselors have an enormous impact on students’ achievement and their success in their postsecondary education, yet initiatives to improve student outcomes often overlook them. Fitzpatrick and Costantini present their own action-based curriculum for high school counselors that will meet the needs of 21st century students, helping to foster their growth and ambition and actively engage them in learning what they need to succeed beyond high school. June 2011: 254pp. Pb: 978-0-415-87612-4: £16.95/$29.95 Published by Routledge

www.routledgementalhealth.com/9780415876124

www.routledgementalhealth.com/9780415962605

Volume II

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

New!

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 are discussed in detail and supplemented with both research and case studies. Contents: Introduction: The Specialty Field of Counseling. Roles and Responsibilities of College Counselors. Additional Roles and Contributions to Campus Life. Professional Activities of College Counselors. Being a Diversity-competent College Counselor. Special Challenges for College Counselors. The Future Outlook.

November 2011: 184pp. Pb: 978-0-415-88214-9: £21.95/$37.95 Published by Routledge

www.routledgementalhealth.com/9780415882149 e-Inspection copy available

www.routledgementalhealth.com/9780415962797

10% DISCOU NT:

O r d er o n l in e at w w w.sc h o o l psyc h o lo gya r en a .c o m

Peer Education

The School Counselor’s Guides

From Judith A. Tindall, Psychological Network, Inc., Missouri, USA

By Mark D. Nelson, Montana State University, USA “This is a wonderful resource to utilize with individual students, small groups, or in classroom guidance lessons. The lessons meet ASCA Standards and are a great tool to implementing my Results Based Action Plans. They are readily accessible and make prep time simple! Thanks for the great tool!” - Dina Weiss, San Diego Unified

Forthcoming!

Evaluation of Peer and Prevention Programs

School District, California, USA

The School Counselor’s Guide is a set of three volumes, providing a tailored guidance curriculum for Elementary, Middle, and High School students, including approximately 100 classroom activities that are organized and designed to meet the National Standards created by the American School Counselor Association (ASCA). These activities can be used in the design of a comprehensive guidance curriculum, which addresses the academic, career, and personal/social development of all students. Each of The Guides provide assessment instruments that allow counselors to measure how school counseling programs make a difference for their students. Contents: Part I: Academic Development. Academic Standards and Indicators. Reference Guide: Academic Activities. Part II: Career Development. Career Standards and Indicators. Reference Guide: Career Activities. Part III: Personal/Social Development. Personal/Social Standards and Indicators. Reference Guide: Personal/Social Activities.

www.routledgementalhealth.com/school-counselor

The School Counselor’s Guide Elementary School Guidance Curriculum Activities February 2011: 219pp. 3 Ring Binder: 978-0-415-88921-6: £110.00/$175.00 Published by Routledge

A Blueprint for Successful Design and Implementation Judith A. Tindall, Psychological Network, Inc., Missouri, USA, David Black, Purdue University, Indiana, USA, and Elizabeth Foster, University of North Carolina-Wilmington, USA This user-friendly training manual will meet the needs of peer program and prevention program professionals by providing step-by-step instructions for setting-up an evaluation program. It addresses the essential components of the evaluation process and guides professionals through the planning, development, implementation, and data collection stages. The authors establish a rationale for program evaluation, explaining how it differs from research, and discuss ways to align the vision, mission, and goals of a program. They then describe several approaches to evaluation and methods for successfully collecting and analyzing data. Methods for reporting the results of evaluations are also considered. An accompanying CD will contain evaluation forms, handouts, and other useful materials. Contents: Rationale for Evaluation: Why is it Critical? A Blueprint of Ethics of Peer and Prevention Professionals. Prevention and Peer Programs: What Are They and Why Are They important to Evaluate? Focusing the Evaluation Through Alignment. Approaching Evaluation: A Blueprint for Choosing the Right Questions. Planning the Evaluation Process: Start at Beginning with the End in Mind. Blueprint Plan for Collecting Data: What to Collect, How to Collect and What Method to Use When Collecting Data. A Blueprint for Analyzing Data. Blueprint for Reporting Results. Resources.

December 2011: 160pp. Pb: 978-0-415-88478-5: £24.95/$44.95 Published by Routledge

www.routledgementalhealth.com/9780415889216

The School Counselor’s Guide

www.routledgementalhealth.com/9780415884785

Middle School Guidance Curriculum Activities

Peer Programs

February 2011: 209pp. 3 Ring Binder: 978-0-415-88922-3: £110.00/$175.00 Published by Routledge

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

www.routledgementalhealth.com/9780415889223

Second Edition

The School Counselor’s Guide

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

High School Guidance Curriculum Activities February 2011: 196pp. 3 Ring Binder: 978-0-415-88923-0: £110.00/$175.00 Published by Routledge

www.routledgementalhealth.com/9780415889230 F R E E p o s tag e a n d pac k i n g !

the school counselor’s guides

New!

An overview of peer helping, Peer Programs explains the value of and techniques for helping nonprofessionals learn to help others one-on-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 –

For Uk, us and Canadian online orders over £20/$30

peer education

reducing drug and alcohol abuse, dropouts, violence and conflict, HIV and AIDS, pregnancy, stress and negative peer pressure.

From John D. Foubert, College of William and Mary, Virginia, USA

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: £32.50/$49.95 Published by Routledge

Ending Rape through Peer Education

www.routledgementalhealth.com/9780415962360

The Peer Power Program 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 Pb: 978-0-415-96232-2: 2008: 384pp. £19.50/$32.50 Published by Routledge

www.routledgementalhealth.com/9780415962322 Peer Power, Book One: Strategies for the Professional Leader: Becoming an Effective Peer Helper and Conflict Mediator, Fourth Edition Pb: 978-0-415-96231-5: 2008: 240pp. £19.50/$32.50 Published by Routledge

www.routledgementalhealth.com/9780415962315 Peer Power, Book Two: Workbook: Applying Peer Helper Skills, Third Edition Pb: 978-0-415-96234-6: 2008: 416pp. £19.50/$32.50 Published by Routledge

“Dr. Foubert has outdone himself. This book is a must-have for peer educators, student service personnel, and any professional committed to preventing or addressing sexual violence... This book demonstrates why Dr. Foubert is considered a leader in this field.” - Keith L. Kaufman, Portland State University, Oregon, 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. It contains detailed scripts which outline how to set up and implement a program and provides instructions on running a training course and recruiting peer educators. Handouts and worksheets are included to assist in the training process, as well as for peer educators to use when working with participants. 2010: 229pp. Pb: 978-0-415-88105-0: £22.95/$39.95 Published by Routledge

www.routledgementalhealth.com/9780415881050 e-Inspection copy available

The Women’s Program

www.routledgementalhealth.com/9780415962346

Peer Educator’s Manual

Peer Power, Book Two: Strategies for the Professional Leader: Applying Peer Helper Skills, Third Edition Pb: 978-0-415-96233-9: 2008: 208pp. £19.50/$32.50 Published by Routledge

“Dr. Foubert has written a comprehensive volume with abundant resources for any educational institution, organization, or group seeking to create a state of the art rape prevention peer education program for men and women... I strongly

www.routledgementalhealth.com/9780415962339

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.

Sign up now! 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.

The Men’s and Women’s Programs

10% DISCOU NT:

recommend it.” - Tom Segar, Shepherd University, West Virginia, USA Intended to be used in an all-female peer education group, this guide contains the training materials necessary for the peer educator. While it does complement the guide for administrators, it is designed to be a self-contained manual. It includes all of the program scripts and handouts, as well as advice for running the program. The program scripts lay out each session in detail for the leader. 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. The program scripts lay out each session in detail for the leader. Videos will be used to reinforce the material. 2010: 65pp. Pb: 978-0-415-88107-4: £56.00/$100.00 (Pack of 10) Published by Routledge

www.routledgementalhealth.com/9780415881074

O r d er o n l in e at w w w.sc h o o l psyc h o lo gya r en a .c o m

The Men’s Program

Crisis Education and Service Program Designs

Peer Educator’s Manual This guide contains the training materials necessary for the student/peer educator who will be facilitating the men’s program. While it does complement the guide for administrators, it is designed to be a self-contained manual. It includes all of the program scripts and handouts, as well as advice for running the program. The program scripts lay out each session in detail for the leader. Participants will be taught about rape via in-depth discussions and videos that will put them in the shoes of the victim. 2010: 102pp. Pb: 978-0-415-88106-7: £56.00/$100.00 (Pack of 10) Published by Routledge

www.routledgementalhealth.com/9780415881067

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 and it includes the Police Rape Training Video. Men who watch the video will discover what rape is, what it might feel like, what women tend to experience before, during, and after being raped, how to help a woman recover from a rape experience, what they can do to modify their own behavior in their intimate encounters, and will be encouraged to confront their peers when necessary. Thought-provoking and provocative, this video is great for use with fraternities, sports teams, men’s residence halls, military units, community organizations and high school boys. DVD: 978-0-415-88429-7: 2010: £95.00/$150.00 Published by Routledge

www.routledgementalhealth.com/9780415884297

New Edition!

A Guide for Administrators, Educators, and Clinical Trainers Second Edition Miracle R. Hoff, Minnesota State University-Moorhead, Minnesota, USA, and Lee Ann Hoff, University of MassachusettsLowell, Massachusetts, USA Crisis Education and Service Program Designs, Second Edition, is a guide to educators, administrators, and clinical trainers who may otherwise feel ill-prepared to teach crisis theory and practice. It provides a framework for more systematic inclusion of crisis content (e.g. critical life events, violence, victimization, suicide and psychiatric emergencies) in the formal preparation of health and human service professionals. Further, it offers criteria for developing programs and practice protocols that balance attention to the psychosocial and biomedical needs of people in distress and crisis. Contents: Part I: Background and Overview of the Crisis Field. The Significance and Urgency of Crisis and Psychosocial Care. Illustrations of Education, Training, and Comprehensive Service Needs in Crisis and Psychosocial Care. Part II: Education and Training Program Development and Implementation. Essentials of Educational and Clinical Training Programs. Implementing Core Content. Differential Application of Core Crisis Content. Part III: Crisis Service Organization, Management, and Delivery. Service Program Planning and Development. Essential Program Elements and Organizational Structure. Program Management and Evaluation. Part IV: Closing the Gap Between Essential Knowledge, Attitudes, and Service Delivery Skills. From Classroom to Interdisciplinary Service Models: Diversity Perspectives. Crisis Consultation and Community Education. Glossary.

October 2011: 272pp. Hb: 978-0-415-88899-8: £24.99/$39.95 Published by Routledge

www.routledgementalhealth.com/9780415888998 e-Inspection copy available

Police Rape Training Video

Forthcoming!

One in Four, Inc.

Transforming the School Counselor’s Role When Working with Issues of Racism in Schools

An integral part of presenting The Men’s Program, this powerful DVD is a presentation of a police officer talking to new officers about how to handle rape cases. This DVD is especially useful for helping men understand what it might feel like to be raped, and ideally suited for presentation in conjunction with The Men’s Program to universities, the military, high schools, prisons, and community outreach organizations. DVD: 978-0-415-88419-8: 2010: £30.00/$50.00 Published by Routledge

www.routledgementalhealth.com/9780415884198

F R E E p o s tag e a n d pac k i n g !

school-based mental health

Combating Racism

Jesse A. Brinson, and Shannon Smith, both at the University of Nevada, USA 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. This book will appeal directly to school counselors as not only a comprehensive look at racism within our schools, but as a practical tool to use in implementing preventative measures to combat racism directly. For Uk, us and Canadian online orders over £20/$30

SCHOOL-BASED MENTAL HEALTH

Contents: Part I: The Scope of Racism in the Schools. Mini Focus

Groups with School Students. Mini Focus Groups with School Counselors. Mini Focus Group with School Teachers. Mini Focus Group with School Administrators. Part II: Models and Perspectives of Racism. Racism: Personal Perspectives. A Conceptual Model of Racism. Identity Development Models. Academic Achievement and Race: Racism and its Impact on Minority Achievement. Part III: Transformative Leadership, Social Advocacy and Ethics within Schools. Perspectives on Transformative Leadership in Education. Perspectives on Social Justice Advocacy for the School Counselor. Giving Your School a Racial Facelift. Legal and Ethical Issues Involved in Resolving Race-centered Issues. Part IV: Cultural Specific Models of Racism Prevention. “Ho’oponopono.” “Quat Chew.” U.S. Models of Antiracism. Part V: Techniques for Addressing Racism. Techniques with Students. Techniques with Teachers. Techniques with Administrators and Office Personnel. Part VI: Cultural Specific Guidance Lessons. Practical Race-related Guidance Lessons for Pre-school and Elementary School. Practical Race-related Guidance Lessons for Middle School. Practical Race-related Guidance Lesson for High School. April 2012: 256pp. Pb: 978-0-415-99349-4: £21.95/$34.95 Published by Routledge

www.routledgementalhealth.com/9780415993494 New!

Bullying, Suicide, and Homicide Understanding, Assessing, and Preventing Threats to Self and Others for Victims of Bullying Butch Losey, Director of Training, Child Focus, Inc., Ohio, USA 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. Specific topics covered include the identification of risk factors of suicide and homicide for someone who is being bullied; characteristics of bullying that are more traumatic and therefore carry more risk; analysis of homicide risk within the context of American school shooters; four “indelible links” that thread through bullying, suicide, and homicide that take on particular significance and point to a need for a heightened awareness on the part of professionals working with victims; and appropriate assessment and intervention strategies. Contents: Persistant Bullying and Suicide as a Viable Option. Effective School Prevention. Inconspicuous Partners: Bullying as a Precursor to Suicide and Homicide. Factors that Increase Risk for Victims of Bullying. Screen. Assess. Mediate. Practical Application of the Bullying Lethality Identification System. Appendices. 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.

May 2011: 171pp. Hb: 978-0-415-87344-4: £53.00/$95.00 Pb: 978-0-415-87347-5: £19.95/$34.95 Published by Routledge

www.routledgementalhealth.com/9780415873475

10% DISCOU NT:

Forthcoming!

School Rampage Shootings and Other Youth Disturbances Early Preventative Interventions Edited by Kathleen Nader, Two Suns Childhood Trauma Program, Texas, USA School Rampage Shootings and Other Youth Disturbances and its accompanying CD provide early preventative interventions for elementary-school age children. Building both on research and on decades of experience working with the conditions, traits, and skill failures that have been identified in rampage shooters, the book links these personal child and childhood environmental conditions to a number of symptoms, disturbances, and/or disorders in youth or adulthood, including the expression of rampage violence. Part I of School Rampage Shootings and Other Youth Disturbances creates a framework for understanding the youths who engage in rampage violence and the factors that contribute to their violence. Part II describes interventions intended to prevent the likelihood of rampage violence, related forms of school-based aggression, and other internalizing and externalizing problems and disorders. The materials on the CD lay out exercises and targeted tactics that mental-health professionals, teachers, and parents, can use to teach coping skills, self-regulation, tolerance, peer support, and empathy. December 2011: 296pp. Hb: 978-0-415-87747-3: £52.99/$95.00 Pb: 978-0-415-87748-0: £19.99/$34.95

Series: Psychosocial Stress Published by Routledge

www.routledgementalhealth.com/9780415877480

Also by Kathleen Nader Understanding and Assessing Trauma in Children and Adolescents: Measures, Methods, and Youth in Context Hb: 978-0-415-96073-1: 2007: 512pp. £52.50/$85.00

Series: Psychosocial Stress Published by Routledge www.routledgementalhealth.com/9780415960731

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 first-rate volume considers the mechanisms and processes involved in peer influence from a variety of conceptual and theoretical viewpoints and presents a fascinating sampling of new research.” - Willard W. Hartup, University of Minnesota, USA 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

O r d er o n l in e at w w w.sc h o o l psyc h o lo gya r en a .c o m

2010: 255pp. Hb: 978-1-59385-397-6: 2008: £32.50 Pb: 978-1-60623-647-5: £20.00

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

www.guilfordpress.co.uk/9781606236475

New in Paperback!

Handbook of Peer Interactions, Relationships, and Groups

February 2011: 654pp. Hb: 978-1-59385-441-6: 2009: £57.50 Pb: 978-1-60918-222-9: £30.95

Edited by Kenneth H. Rubin, University of Maryland, College Park, USA, William M. Bukowski, Concordia University, Quebec, Canada, and Brett Laursen, Florida Atlantic University, 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 students.” - Judith F. Dunn, Institute of Psychiatry, Kings College London, UK 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 what is known about the dynamics of peer interactions and relationships from infancy through adolescence. Topics include methods of assessing friendship and peer networks; early romantic relationships; individual differences and contextual factors in children’s social and emotional competencies and behaviors; group dynamics; and the impact of peer relations on achievement, social adaptation, and mental health. Salient issues in intervention and prevention are also addressed. Contents: Part I: Introduction: History and Theory. Hartup, Critical Issues and Theoretical Viewpoints. Ladd, Trends, Travails, and Turning Points in Early Research on Children’s Peer Relationships: Legacies and Lessons for Our Time? Part II: Social Behaviors, Interactions, Relationships, and Groups: What Should be Measured, How, and Why? Fabes, Martin, Hanish, Children’s Behaviors and Interactions with Peers. Berndt, McCandless, Methods for Investigating Children’s Relationships with Friends. Cillessen, Sociometric Methods. Kindermann, Gest, Assessment of the Peer Group: Identifying Naturally Occurring Social Networks and Capturing Their Effects. Part III: Infancy and Early Childhood. Hay, Caplan, Nash, The Beginnings of Peer Relations. Coplan, Arbeau, Peer Interactions and Play in Early Childhood. Rose-Krasnor, Denham, Social-emotional Competence in Early Childhood. Howes, Friendship in Early Childhood. Vaughn, Santos, Structural Descriptions of Social Transactions Among Young Children: Affiliation and Dominance in Preschool Groups. Part IV: Middle Childhood and Early Adolescence. Bukowski, Motzoi, Meyer, Friendship as Process, Function, and Outcome. Asher, McDonald, The Behavioral Basis of Acceptance, Rejection, and Perceived Popularity. Killen, Rutland, Jampol, Social Exclusion in Childhood and Adolescence. Laursen, Pursell, Conflict in Peer Relationships. Crick, Murray-Close, Marks,Mohajeri-Nelson, Aggression and Peer Relationships

F R E E p o s tag e a n d pac k i n g !

in School-age Children: Relational and Physical Aggression in Group and Dyadic Contexts. Rubin, Bowker, Kennedy, Avoiding and Withdrawing from the Peer Group. Salmivalli, Peets, Bullies, Victims, and Bully-victim Relationships in Middle Childhood and Early Adolescence. Furman, Collins, Adolescent Romantic Relationships and Experiences. Brown, Dietz, Informal Peer Groups in Middle Childhood and Adolescence. Part V: Distal Correlates of Children’s Peer Relationships. Rose, Smith, Sex Differences in Peer Relationships. Graham, Taylor, Ho, Race and Ethnicity in Peer Relations Research. Stattin, Kerr, Neighborhood Contexts of Peer Relationships and Groups. Chen, Chung, Hsiao, Peer Interactions and Relationships from a Cross-cultural Perspective. Part VI: Proximal Correlates of Children’s Social Skills and Peer Relationships. Brendgen, Boivin, Genetic Factors in Children’s Peer Relations. Eisenberg, Vaughan, Hofer, Temperament, Self-regulation, and Peer Social Competence. BoothLaForce, Kerns, Child-parent Attachment Relationships, Peer Relationships, and Peer-group Functioning. Ross, Howe, Family Influences on Children’s Peer Relationships. Part VII: Childhood Peer Experiences and Later Adjustment. Wentzel, Peers and Academic Functioning at School. Prinstein, Rancourt, Guerry, Browne, Peer Reputations and Psychological Adjustment. Vitaro, Boivin, Bukowski, The Role of Friendship in Child and Adolescent Psychosocial Development. Part VIII: Translation and Policy. Dishion, Piehler, Deviant by Design: Peer Contagion in Development, Interventions, and Schools. Bierman, Powers, Social Skills Training to Improve Peer Relations.

SCHOOL-BASED MENTAL HEALTH

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.

Series: Guilford Series on Social and Emotional Development Published by Guilford Press

www.guilfordpress.co.uk/9781609182229

The Development of Shyness and Social Withdrawal Edited by Kenneth H. Rubin, University of Maryland, USA, and Robert J. Coplan, Carleton University, Ottawa, Canada

“This coherent volume provides an up-to-date review of a major aspect of socioemotional development. The editors begin with a masterly overview of conceptual approaches and relevant constructs... This book is a ‘must’ for anyone interested in understanding the many faces of shyness.” - Joan StevensonHinde, 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. Compelling topics include: • the interplay of biological, psychological, family, and interpersonal processes in shyness and social withdrawal from infancy through adolescence • the impact on peer relationships and academic performance • links among shyness, social withdrawal, and social anxiety disorder • the positive side of unsociability – when to “leave children alone” • implications for clinical practice and educational interventions. 2010: 336pp. Hb: 978-1-60623-522-5: £37.00 Published by Guilford Press

www.guilfordpress.co.uk/9781606235225

For Uk, us and Canadian online orders over £20/$30

SCHOOL-BASED MENTAL HEALTH

New Edition!

School Psychology for the 21st Century

Outcome-Informed Strategies

Foundations and Practices

Second Edition

Second Edition Kenneth W. Merrell, University of Oregon, USA, Ruth A. Ervin, University of British Columbia, Canada, and Gretchen Gimpel Peacock, Utah State University, USA “The second edition of School Psychology for the 21st Century builds on what was already an excellent, comprehensive text... Thankfully, the book retains all of the elements that make it the selection of choice for most Introduction to School Psychology courses.” - T. Chris Riley-Tillman, East Carolina University, USA A leading introductory text, this authoritative volume comprehensively describes the school psychologist’s role in promoting positive academic, behavioral, and emotional outcomes for all students. The book emphasizes a problemsolving-based, data-driven approach to practice in today’s diverse schools. It grounds the reader in the concepts and tools needed to become a competent, ethical practitioner; implement and evaluate multi-tiered interventions; and facilitate systems-level change. Useful pedagogical features include illustrative vignettes and end-of-chapter discussion questions and activities. CONTENTS: Introduction to the Field of School Psychology. The Historical

Context of School Psychology. The Changing Face of School Psychology: Responding Effectively to Cultural and Linguistic Diversity. Becoming a School Psychologist: Training and Credentialing Issues. Working as a School Psychologist: Employment Trends, Opportunities, and Challenges. Legal and Ethical Issues in School Psychology. Facilitating Change through Data-driven Problem Solving: A Model for School Psychology Practice. The School Psychologist’s Role in Assessment: Models, Methods, and Trends in Gathering, Organizing, and Analyzing Data. The School Psychologist’s Role in Prevention and Intervention: Part 1. Academic Skills. The School Psychologist’s Role in Prevention and Intervention: Part 2. Mental Health and Social and Emotional Behavior. The School Psychologist’s Role in Collaborating, Consulting, and Facilitating Systems Change. The School Psychologist’s Role in Research and Evaluation. Moving the Field Forward: Mapping the Future of School Psychology. Appendices. November 2011: 398pp. Hb: 978-1-60918-752-1: £36.95 Published by Guilford Press

10% DISCOU NT:

John J. Murphy, University of Central Arkansas, USA, and Barry L. Duncan, Heart and Soul of Change Project, USA “This text provides a unique, engaging, and practical approach for supporting students as they learn to effectively cope with life challenges. The authors describe how to form an alliance with clients, solicit creative solutions based on previous experiences, support implementation of a plan, evaluate results, and make adjustments based on intervention effects. The process and practices outlined in this fine second edition will make it an appealing resource for school psychologists, counselors, school social workers, and administrators.” - Jeff Grimes, Heartland Area Education Agency, Iowa, USA Every interaction with a young person who is struggling is an opportunity for change. 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. Extensive case material illustrates the authors’ creative approach to building solutions and “busting problems” by putting clients in the driver’s seat. Filled with real-world examples from both elementary and secondary settings, the book presents creative strategies for addressing disciplinary problems, poor academic performance, anxiety, compulsive behaviors, and other common difficulties. 2010: 210pp. Hb: 978-1-59385-492-8: 2007: £24.95 Pb: 978-1-60623-930-8: £16.00 Published by Guilford Press

www.guilfordpress.co.uk/9781606239308

New in Paperback!

Cognitive-Behavioral Interventions for Emotional and Behavioral Disorders

www.guilfordpress.co.uk/9781609187521

Brief Intervention for School Problems

School-Based Practice Edited by Matthew J. Mayer, The State University of New Jersey, USA, Richard Van Acker, University of Illinois at Chicago, USA, John E. Lochman, University of Alabama, USA, and Frank M. Gresham, Louisiana State University, USA “This book is a prize for clinicians, researchers, and students alike. The editors have assembled valuable chapters that address theoretical, methodological, and clinical issues. Most impressively, the contributors tackle the often harsh realities that confront clinicians doing cognitive-behavioral therapy in real-world settings. Further, they seamlessly integrate pivotal developmental and ethnocultural variables.” - Robert D. Friedberg, Penn State Milton Hershey Medical Center, Pennsylvania, USA

O r d er o n l in e at w w w.sc h o o l psyc h o lo gya r en a .c o m

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.

Contents: Part I: Foundations of Cognitive-Behavioral Interventions. Mayer, Van Acker, Historical Roots, Theoretical and Applied Developments, and Critical Issues in Cognitive-Behavioral Modification. Lochman, Gresham, Intervention Development, Assessment, Planning, and Adaptation: The Importance of Developmental Models. Gresham, Lochman, Methodological Issues in Research Using Cognitive-Behavioral Interventions. Van Acker, Mayer, Cognitive-Behavioral Interventions and the Social Context of the School: A Stranger in a Strange Land. Part II: Cognitive-Behavioral Interventions for Anger/Aggression. Smith, Graber, Daunic, Cognitive-Behavioral Interventions for Anger and Aggression: Review of Research and Research-to-Practice Issues. Nelson III, Schultz, Managing Anger and Aggression in Students with Externalizing Behavior Problems: Focus on Exemplary Programs. Part III: Cognitive-Behavioral Interventions for Anxiety/Phobic Disorders. Weissman, Antinoro, Chu, Cognitive-Behavioral Therapy for Anxious Youth in School Settings: Advances and Challenges. Schoenfield, Morris, Cognitive-Behavioral Treatment for Childhood Anxiety Disorders: Exemplary Programs. Part IV: Cognitive-Behavioral Interventions for Depression. Maag, Swearer, Toland, Cognitive-Behavioral Interventions for Depression in Children and Adolescents: Meta-Analysis, Promising Programs, and Implications for School Personnel. Stark, Herren, Fisher, Cognitive-Behavioral Interventions for Depression During Childhood. Part V: Cognitive-Behavioral Interventions Addressing Other Needs. DuPaul, Arbolino, Booster, Attention-Deficit/Hyperactivity Disorder. Klinger, Williams, Cognitive-Behavioral Interventions for Students with Autism Spectrum Disorders. Part VI: The Future of Cognitive-Behavioral Interventions. Abdul-Adil, Tolan, Guerra, The Cognitive-Ecological Model: Paradigm and Promise for the Future. Gerber, Solari, Future Challenges to Cognitive-Behavioral Interventions in Practice and Policy.

May 2011: 420pp. Hb: 978-1-59385-976-3: 2008: £30.50 Pb: 978-1-60918-481-0: £18.95 Published by Guilford Press

New Edition!

Helping Schoolchildren Cope with Anger

Second Edition Jim Larson, University of Wisconsin-Whitewater, USA, and John E. Lochman, University of Alabama, USA “This is a comprehensive resource for school psychologists, counselors, and others who are working with aggressive and behaviorally challenging students. Practitioners get everything needed to implement the authors’ approach, including appropriate background research. The Anger Coping Program provides essential positive behavior support to students who need it – and it gives school personnel valuable tools for dealing with some of the most difficult challenges they face.” - Beth Herman-Ukasick, Milwaukee Public Schools, USA

F R E E p o s tag e a n d pac k i n g !

www.guilfordpress.co.uk/9781606239735

New!

Handbook of Applied Behavior Analysis

“This is an authoritative volume for practitioners, graduate students, and academicians. Authors include many top contributors to the field, who address basic principles; assessment and intervention; and specific applications in such areas as autism, education, addiction, and gerontology. The Handbook is well organized and chock full of valuable information. A great go-to resource.” - Travis Thompson, University of Minnesota, USA

A Cognitive-Behavioral Intervention

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.

March 2011: 208pp. Pb: 978-1-60623-973-5: £20.00 Published by Guilford Press

Edited by Wayne W. Fisher, and Cathleen C. Piazza, both at the University of Nebraska Medical Centre, Munroe-Meyer Institute, USA, and Henry S. Roane, SUNY Upstate Medical University, Syracuse, New York, USA

www.guilfordpress.co.uk/9781609184810

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.

SCHOOL-BASED MENTAL HEALTH

Evidence based and practical, this book presents state-of-thescience approaches for helping students who struggle with aggressive behaviors, anxiety, depression, ADHD, and autism. It explains the fundamentals of cognitive-behavioral intervention and reviews exemplary programs that offer powerful ways to reach at-risk children and adolescents. Leading authorities thoroughly describe the process of assessment, treatment planning, implementation, and program evaluation.

Describing the state of the science of applied behavior analysis (ABA), this comprehensive Handbook provides detailed information about theory, research, and intervention. The contributors are leading ABA authorities who present current best practices in behavioral assessment and demonstrate evidencebased strategies for supporting positive behaviors and reducing problem behaviors. Conceptual, empirical, and procedural building blocks of ABA are reviewed and specific applications described in education, autism treatment, addiction treatment, and other areas. Contents: Part I: Introduction. Fisher, Groff, Roane, Applied Behavior

Analysis: History, Philosophy, Principles, and Basic Methods. Part II: Basic Principles and Concepts. Donahoe, Vegas, Respondent (Pavlovian) Conditioning. Catania, Basic Operant Contingencies: Main Effects and Side Effects. Mace, Pratt, Zangrillo, Steege, Schedules of Reinforcement. Spradlin, Simon, Stimulus Control and Generalization. Saunders, A Stimulus Control Analysis of Early Reading Skills. Part III: Measurement, Design, and

For Uk, us and Canadian online orders over £20/$30

SCHOOL-BASED MENTAL HEALTH

Methodological Issues. Kahng, Ingvarsson, Quigg, Seckinger, Teichman, Defining and Measuring Behavior. Roane, Rihgdahl, Kelley, Glover, Singlecase Experimental Designs. Part IV: Behavioral Assessment. Piazza, Roane, Karsten, Identifying and Enhancing the Effectiveness of Positive Reinforcement. Wacker, Berg, Harding, Cooper-Brown, Functional and Structural Approaches to Behavioral Assessment of Problem Behavior. Kelley, LaRue, Roane, Gadaire, Indirect Behavioral Assessments: Interviews and Rating Scales. Thompson, Borrero, Direct Observation. Betz, Fisher, Functional Analysis: History and Methods. Part V: Interventions for Increasing Desirable Behavior. Hanley, Tiger, Differential Reinforcement Procedures. Noell, Call, Ardoin, Building Complex Repertoires from Discrete Behaviors by Establishing Stimulus Control, Behavioral Chains, and Strategic Behavior. Tincani, Bondy, Crozier, Teaching Verbal Behavior. Reid, O’Kane, Macurik, Staff Training and Management. Part VI: Interventions for Decreasing Problem Behavior. Smith, Developing Antecedent Interventions for Problem Behavior. Vollmer, Athens, Developing Functionbased Extinction Procedures for Problem Behavior. Fisher, Bouxsein, Developing Function-based Reinforcement Procedures for Problem Behavior. Lerman, Toole, Developing Function-based Punishment Procedures for Problem Behavior. Boerke, Reitman, Token Economies. Part VII: Subspecialties. Martens, Daly III, Begeny, VanDerHeyden, Behavioral Approaches to Education. Kodak, Grow, Behavioral Treatment of Autism. Miltenberger, Gross, Teaching Safety Skills to Children. Friman, Piazza, Behavioral Pediatrics: Integrating Applied Behavior Analysis with Pediatric Medicine. Silverman, Kaminski, Higgins, Brady, Behavior Analysis and Treatment of Drug Addiction. LeBlanc, Raetz, Feliciano, Gerontology. Part VIII: Professional Issues. O’Donohue, Ferguson, Behavior Analysis and Ethics. Shook, Johnston, Training and Professional Certification in Applied Behavior Analysis. August 2011: 544pp. Hb: 978-1-60918-468-1: £57.50 Published by Guilford Press

www.guilfordpress.co.uk/9781609184681

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 at Austin, USA

“This book provides a research-based perspective that makes it unlike many other resources on RTI. Glover and Vaughn have brought together evidence-based chapters on what we know about effective interventions in reading and other areas. An important addition to the professional library of anyone serious about developing effective RTI initiatives.” - Richard L. Allington, University of Tennessee, 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. Clear-cut recommendations are provided for implementing evidence-based interventions to support students’ needs in reading, writing, math, and behavior. A state-of-the-art resource for K-12 practitioners and administrators, the book also will fill a unique niche in graduate-level courses. 2010: 322pp. Hb: 978-1-60623-562-1: £27.00 Published by Guilford Press

Backlist Books RTI in the Classroom Guidelines and Recipes for Success Rachel Brown-Chidsey, Louise Bronaugh and Kelly McGraw Pb: 978-1-60623-297-2: 2009: 224pp. £23.00 Published by Guilford Press

www.guilfordpress.co.uk/9781606232972

New!

Models for Implementing Response to Intervention Tools, Outcomes, and Implications Edited by Edward S. Shapiro, Lehigh University, Pennsylvania, USA, Naomi Zigmond, University of Pittsburgh, USA, Teri Wallace, Minnesota State University, USA, and Doug Marston, Minneapolis Public Schools, USA “This book addresses a clear need for more explicit examples of how to implement response to intervention (RTI). I know of no other source that better connects RTI implementation to improvement in student outcomes. It is an excellent resource for school leaders who are implementing multi-tiered support systems. Simply using the provided forms will save significant time that would have been spent developing and piloting these procedures. I plan to use this book as a text for the School Consultation course in our School Psychology doctoral program.” - Michael Vanderwood, Graduate School of Education, University of California, USA Providing a unique “on-the-ground” perspective, this book examines the implementation of three empirically supported response-to-intervention (RTI) models in four different school districts. The book addresses the complexity of putting RTI into place in the elementary grades, showing how the process actually took place and what impact it had on school climates and student learning and behavior. The challenges of systems change are explored and key lessons identified for improving intervention outcomes. Contents: Durán, Hughes, Bradley, Progress Monitoring: Support and Practice Implementation from the Federal Level. Part I: Monitoring Progress in Pennsylvania Pupils: MP3 at Lehigh University. HiltPanahon, Shapiro, Clemens, Gischlar, Project MP3: Monitoring Progress of Pennsylvania Pupils: The Structure and Context of the RTI Model. Gischlar, Hilt-Panahon, Clemens, Shapiro, Project MP3: Monitoring Progress of Pennsylvania Pupils: The Process of Implementation and Design for Sustainability. Clemens, Shapiro, Hilt-Panahon, Gischlar, Project MP3: Monitoring Progress of Pennsylvania Pupils: Student Achievement Outcomes. Part II: Monitoring Progress in Pennsylvania Pupils: MP3 at the University of Pittsburgh. Kloo, Machesky, Zigmond, Implementing RTI in Low-achieving High-need Schools: Context and Commitment. Kloo, Barron, St. John, Zigmond, Implementing RTI in Low-achieving High-need Schools: A Blueprint for Change. Zigmond, Kloo, Stanfa, Implementing RTI in Low-achieving High-need Schools: Celebrating Achievement Gains and Cultural Shifts. Part III: Minnesota RTI Model in the Minneapolis School District. Marston, Casey, Wallace,

www.guilfordpress.co.uk/9781606235621 20

10% DISCOU NT:

O r d er o n l in e at w w w.sc h o o l psyc h o lo gya r en a .c o m

February 2011: 407pp. Hb: 978-1-60918-124-6: £30.95 Published by Guilford Press

www.guilfordpress.co.uk/9781609181246

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 who are struggling with reading, spelling, written language, or math. Step-by-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. The companion workbook, available separately, contains practice exercises and reproducible forms. 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.

January 2011: 448pp. Hb: 978-1-60623-960-5: £36.95 Published by Guilford Press

www.guilfordpress.co.uk/9781606239605

Academic Skills Problems Workbook Fourth Edition Edward S. Shapiro, Lehigh University, 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 and is equally useful for both preservice and inservice applications. This is the kind of resource that will be highlighted, tabbed, and referred to so often that it won’t make it back to the bookshelf!” - John L. Hosp, University of Iowa, USA

SCHOOL-BASED MENTAL HEALTH

Context and Content of Implementation of the Minnesota RTI Model in the Minneapolis Public Schools. Marston, Wallace, Thompson, Lau, Muyskens, Process of Implementation of the Minnesota RTI model in the Minneapolis Public Schools. Wallace, Marston, Tichá, Lau, Muyskens, Evaluation of Implementation of the Minnesota RTI Model in the Minneapolis Public Schools. Part IV: The University of Oregon/Eugene School District 4J Model of RTI. Curtis, Sullivan, Alonzo, Tindal, Context and Process for Implementing RTI at the District and State Level. Alonzo, Tindal, The Measurement System Behind the University of Oregon/Eugene School District 4J Model for Response to Intervention. Liu, Alonzo, Tindal, Implementation and Outcomes of the University of Oregon/Eugene School District 4J Model for Response to Intervention. Part V: Perspective from the Model Demonstration Coordinating Center. Wagner, Levine, A Cross-case Perspective on the Implementation of Model Demonstration Projects.

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. 2010: 147pp. Pb: 978-1-60918-021-8: £23.95 Published by Guilford Press

www.guilfordpress.co.uk/9781609180218

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, 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. Chapters describe scientifically grounded models for promoting these key cognitive capacities at the level of the individual child, the classroom, and the entire school. Implications for teaching particular content areas – reading, writing, and math – are also discussed. 2010: 320pp. Hb: 978-1-59385-428-7: 2007: £27.95 Pb: 978-1-60623-646-8: £16.95 Published by Guilford Press

www.guilfordpress.co.uk/9781606236468

F R E E p o s tag e a n d pac k i n g !

For Uk, us and Canadian online orders over £20/$30

SCHOOL-BASED MENTAL HEALTH

New Edition!

Contemporary Intellectual Assessment

Teaching Students with Moderate and Severe Disabilities

Theories, Tests, and Issues

Diane M. Browder and Fred Spooner both at the University of North Carolina at Charlotte, USA

Third Edition Edited by Dawn P. Flanagan, St. John’s University, New York, USA, and Patti L. Harrison, University of Alabama, USA “This is the most comprehensive, authoritative, and up-to-date text on intellectual assessment available... The chapters are all written by leading scholars and combine clear research summaries with practical advice, making this a valuable book for graduate students and professionals interested in both research and practice.” - Paul J. Frick, University of New Orleans, USA In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations; including culturally and linguistically diverse students, gifted students, and those with learning difficulties and disabilities in today’s educational settings. January 2012: 926pp. Hb: 978-1-60918-995-2: £63.95 Published by Guilford Press

www.guilfordpress.co.uk/9781609189952

Rethinking Learning Disabilities Understanding Children Who Struggle in School Deborah P. Waber, Children’s Hospital Boston, Massachusetts, USA

“Waber’s wise and thoughtful book is a revelation... Her developmental approach – addressing the abilities and disabilities of both children and their environments – is clear sighted, refreshing, brilliant, and hopeful.” - David Rose, Harvard Graduate School of Education, Massachusetts, USA 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. 2010: 241pp. Hb: 978-1-60623-565-2: £24.00 Published by Guilford Press

www.guilfordpress.co.uk/9781606235652

New!

10% DISCOU NT:

“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. Contents: Part I: Educational Foundations. Browder, Spooner, Meier, Introduction. Browder, Spooner, Wakeman, Alternate Assessment. Browder, Spooner, Jimenez, Standards-based Individualized Education Plans and Progress Monitoring. Spooner, Browder, Mims, Evidence-based Practices. Part II: Adapting General Education Content. Browder, Spooner, Ahlgrim-Delzell, Literacy. Browder, Spooner, Meyer, Comprehension Across the Curriculum. Browder, Spooner, Trela, Mathematics. Spooner, Browder, Jimenez, Science. Browder, Spooner, Zakas, Social Studies. Part III: Life Skills and Quality of Life. Spooner, Browder, Mims, Sensory Physical and Health Care Needs. Browder, Spooner, Mims, Communication Skills. Spooner, Browder, Knight, Social Skills and Positive Behavior Support. Spooner, Browder, Baker, Personal and Daily Living Skills. Browder, Spooner, Richter, Community and Job Skills. Spooner, Browder, Uphold, Transition to Adult Living.

May 2011: 429pp. Hb: 978-1-60623-991-9: £50.95 Published by Guilford Press

www.guilfordpress.co.uk/9781606239919

New in Paperback!

Adolescents and Adults with Learning Disabilities and ADHD Assessment and Accommodation Noël Gregg, University of Georgia, USA “The best contemporary treatment of this topic available... 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, USA Most of the literature on learning disabilities and attention-deficit/ hyperactivity disorder (ADHD) focuses on the needs of elementary school–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

O r d er o n l in e at w w w.sc h o o l psyc h o lo gya r en a .c o m

Classroom Pivotal Response Teaching for Children with Autism

Contents: Deshler, Foreword. 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

www.guilfordpress.co.uk/9781606235935

Forthcoming!

Making Inclusion Work for Students with Autism Spectrum Disorders An Evidence-Based Guide Tristram Smith, University of Rochester Medical Center, New York, USA “This is a very useful book! It is full of examples of specific activities and strategies for educating children and adolescents of all ages who have symptoms of varying severity... The book is quite a treasure for launching new teachers into their classroom careers, and will also be useful for experienced teachers who need to update their skills to be effective with learners with ASD.” - Sandra L. Harris, Rutgers, The State University of New Jersey, USA An indispensable resource for educators and autism specialists, this highly practical book shows how to include students with autism spectrum disorders (ASD) in general education settings. Presented is a research-based, step-by-step process for assessing students at a range of skill levels, planning and implementing successful inclusion programs, and working as a team with other professionals and with parents. The book is packed with specific strategies for helping students with ASD follow the daily routine, learn from the general education curriculum, interact with peers, and overcome problem behavior.

Aubyn C. Stahmer, Jessica Suhrheinrich, Sarah Reed, and Laura Schreibman, all at the University of California, San Diego, USA, and Cynthia Bolduc, San Diego Unified School District, USA “Designed for and with educators, this book goes beyond just describing the components of CPRT; it includes many examples of practices linked to student goals and objectives and determined by data-based progress monitoring. It is an excellent guide for effective implementation of evidence-based classroom strategies based on applied behavior analysis. The troubleshooting strategies and the companion DVD-ROM are useful features. I recommend this book to all educators as an outstanding, user-friendly resource.” - Laura J. Hall, San Diego State University, USA This practical manual and accompanying DVD-ROM present a research-supported behavioral intervention for children with autism that teachers can easily integrate into their existing classroom curriculum. Classroom Pivotal Response Teaching (CPRT) enhances children’s motivation and participation in learning; increases the number of learning opportunities they experience each day; and promotes mastery of targeted communication, play, social, and academic skills. In a convenient large-size format with lay-flat binding, the book features more than two dozen reproducible worksheets and forms to aid in planning and implementing the procedures. The DVD-ROM includes narrated PowerPoint presentations with invaluable video examples of CPRT in action, along with copies of the reproducibles. Contents: Part I: Getting Started with CPRT. Introduction to CPRT. Laying the Foundation for CPRT. Components of CPRT: Using CPRT with Individual Students. Part II: Next Steps with CPRT. Group Instruction with CPRT. Meeting Individual Goals Using CPRT. Integrating CPRT into Your Classroom. Part III: Resources and Support. Training Paraprofessionals. Parents as Partners: Sharing CPRT with Parents and Caregivers. Scientific Support for CPRT. Part IV: Reproducible Handouts.

August 2011:210pp. Pb: 978-1-60918-241-0: £36.95 Published by Guilford Press

www.guilfordpress.co.uk/9781609182410

CONTENTS: Part I: General Considerations. Autism Spectrum Disorders.

Evidence-Based Interventions and Supported Inclusion of Students with ASD. Part II: Preparation. Magyar, Pandolfi, Bender, Evaluating the Student. Mruzek , Planning Data Collection and Monitoring Progress. Peterson, Team Building and Training. Mozingo, Barker, Preparing the Student: Transition from Special Education to Inclusive Settings. Part III: Implementation. Adapting the Daily Routine. Individualizing the General Education Curriculum. Mruzek, Silverman, Varghese, Individual Instruction, Part 1: Teaching Approaches. Individual Instruction, Part 2: Examples and Teaching Programs. Geiger, Peer Interaction. Napolitano, McAdam, Problem Behavior. Burns, Matons, Sustaining Inclusion: Systems Change. November 2011: 380pp. Pb: 978-1-60623-932-2: £26.95 Published by Guilford Press

www.guilfordpress.co.uk/9781606239322

F R E E p o s tag e a n d pac k i n g !

New!

SCHOOL-BASED MENTAL HEALTH

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.

New in Paperback!

Growing up with Autism Working with School-Age Children and Adolescents Edited by Robin L. Gabriels, University of Colorado at 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.” - Fred R. Volkmar, Yale Child Study Center, Yale University School of Medicine, USA

For Uk, us and Canadian online orders over £20/$30

SCHOOL-BASED MENTAL HEALTH

Individuals with autism and their caregivers face unique challenges in later childhood and adolescence. This volume translates research on the needs of this population into practical recommendations for clinicians and educators. The book features vivid case examples and an in-depth, reproducible assessment form. Accessible guidance and hands-on suggestions are provided for supporting positive behavior, communication, and social skills; managing issues related to mental and physical health and sexuality; helping families access services and navigate the legal system; and optimizing the educational and transition planning process. 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, Van 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, Baron-Cohen, 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. W. Block, S. R. 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. January 2011: 302pp. Hb: 978-1-59385-459-1: 2007: £24.95 Pb: 978-1-60918-147-5: £16.95 Published by Guilford Press

July 2011: 182pp. Hb: 978-1-60918-209-0: £19.95 Published by Guilford Press

www.guilfordpress.co.uk/9781609182090

Social Skills for Teenagers with Developmental and Autism Spectrum Disorders The PEERS Treatment Manual Elizabeth A. Laugeson, and Fred Frankel, both at UCLA School of Medicine, California, USA

“This book provides a very comprehensive, down-to-earth manual for an innovative social skills intervention for teens with Autism Spectrum Disorders and their parents... The combination of teen- and parent-directed parallel programs is particularly unique in social skills programs and offers opportunities to involve the whole family in these very positive endeavors.” - Catherine Lord, Director, University of Michigan Autism and Communication Disorders Center (UMACC), USA

www.guilfordpress.co.uk/9781609181475

Groups. Strategies for Use in the Classroom. Strategies for the Clinic. Promoting Social Skills Training at Home. Improving Social Competence Beyond Childhood. Appendix.

New!

Social Skills Training for Children with Asperger Syndrome and High-Functioning Autism Susan Williams White, Virginia Polytechnic Institute and State University, USA “The book is filled with examples and vignettes illustrating the principles and practices of social skills intervention. This book is a valuable resource for therapists, school-based clinicians, and teachers. It contains a wealth of specific intervention strategies, exercises, and worksheets to aid in the assessment and instruction of social skills.” - Donald Oswald, Virginia Commonwealth University, USA This practical, research-based guide provides a wealth of tools and strategies for implementing social skills training in school or clinical settings. Numerous case examples illustrate common social difficulties experienced by children with Asperger syndrome and high-functioning autism; the impact on peer relationships, school performance, and behavior; and how social skills training can help. Chapters delve into the nuts and bolts of teaching and reinforcing core skills in classroom, small-group, or individual contexts, emphasizing ways to tailor interventions to each individual’s needs.

This book is essential reading for any clinician or researcher working with teens with autism spectrum disorders. This parentassisted intervention for teens is based on a comprehensive, evidence-based, 14-week program at UCLA’s Semel Institute for Neuroscience and Human Behavior, the manualization of the popular UCLA PEERS Program, and the success of the 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 are working, the text moves on to the individual treatment sessions and strategies for tackling issues such as developing conversational skills, choosing friends, using humor, get-togethers, teasing, bullying, gossiping, and handling disagreements. 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.

2010: 448pp. Pb: 978-0-415-87203-4: £27.99/$49.95 Published by Routledge

www.routledgementalhealth.com/9780415872034

Contents: Introduction. Clinical Evaluation and Assessment of Social Skills. Types of Interventions and Adaptations for ASD. Social Skills Training

10% DISCOU NT:

O r d er o n l in e at w w w.sc h o o l psyc h o lo gya r en a .c o m

New!

Childhood Disorders

Therapeutic Practice in Schools

Second Edition Philip C. Kendall, Temple University, Pennsylvania, USA, and Jonathan S. Comer, Columbia University, New York, USA

Working with the Child Within: A Clinical Workbook for Counsellors, Psychotherapists and Arts Therapists Edited by Lyn French and Reva Klein, both at A Space for Creative Learning and Support, East London, UK “This is a remarkably thoughtful book that demonstrates so clearly what psychotherapy can do for children and schools to make things more possible... It is all so practical and accessible – down to earth, in fact, in a world of psychotherapy that so many think is up in the clouds.” - Peter Wilson, From the Foreword This book is an indispensible guide to providing therapy services for children and adolescents in primary and secondary schools settings. The contributors have extensive experience in the field and carefully examine every aspect of the work, ranging from developing an understanding of the school context in all its complexity, through to what to say and do in challenging therapy sessions and in meetings with school staff or parents and carers. Therapeutic Practice in Schools opens with an overview of key psychoanalytic concepts informing therapy practice. This is followed by a detailed exploration of the hopes and anxieties raised by providing therapy in schools, the factors that either enable or impede the therapist’s work and how to manage expectations as well as measure outcomes. The practical aspects of delivering therapy sessions are also covered, from the initial assessment phase through recognising and working with anxieties, defences, transference and counter transference to working with endings. An awareness of the impact of social identity, gender, race and culture on both the therapist and client is woven into the book and is also discussed in depth in a dedicated chapter. The manual offers a comprehensive yet highly readable guide to the complex world of school-based therapy. It provides practical examples of how the therapist translates theory into everyday language that can be understood by their young clients, ensuring that trainees starting a placement in schools, as well as therapists beginning work in the educational setting for the first time, are able to take up their role with confidence. Contents: Wilson, Foreword. French, Klein, Introduction. Part I: Key

Psychoanalytic Concepts as Applied to Work with Children and Adolescents. Kegerreis, A Theoretical Framework. Trevatt, Recognising Defences, Resistance and Anxieties. Salinger, Transference and Counter Transference. Dover, Observing and Interpreting. Part II: Working in Schools: The Context. French, The Symbolic Function of a School-based Therapy Service. Klein, Working in the Primary School Setting. PutzuWilliams, Working in the Secondary School Setting. Part III: Practical Approaches to the Work. Waldburg, Preparing the Room. Waldburg, The Referral Process. Putzu-Williams, The Assessment Process. Klein, Meeting with Parents/Carers. Doran, Meeting with Teachers and Other School Staff. French, Informing the Child. Klein, The First Session. Ojumu, Working with Difference. Klein, Managing the Therapeutic Frame. Doran, Working with School Staff. French, The Ending Process. Part IV: Monitoring and Evaluation. Putzu-Williams, Writing Case Notes. French, Identifying the Impact of Therapy Services in Schools. French, Klein, Afterword. August 2011: 256pp. Hb: 978-0-415-59790-6: £60.00/$99.00 Pb: 978-0-415-59791-3: £21.99/$34.95 Published by Routledge

www.routledgementalhealth.com/9780415597913 F R E E p o s tag e a n d pac k i n g !

“This Second Edition is just the kind of book that students of child psychopathology will crave – the text is compelling, succinct, accessible, and prescriptive; the authors are authoritative leaders in the field. Highly recommended.” - Stephen Hinshaw, UC Berkeley, USA, and Editor,

SCHOOL-BASED MENTAL HEALTH

Psychological Bulletin

In this revised edition of Childhood Disorders, Philip C. Kendall and Jonathan S. Comer present current information about the full range of psychological disorders that occur in childhood, and discuss the major models that guide the thinking about each disorder. Specific criteria for diagnosis are presented alongside the latest research findings to provide an overview of methods used for treating childhood disorders. Contents: Getting to Know the Children. Models of Childhood Disorders. Issues Facing the Disorders of Childhood. Conduct Disorders. Attention-Deficit Hyperactivity Disorder. Anxiety Disorders. Depression. Eating Disorders. Mental Retardation and Learning Disorders. Pervasive Developmental Disorders. Tics and Elimination Disorders. Questions for Your Consideration.

2010: 304pp. Hb: 978-0-415-48641-5: £47.50/$85.00 Pb: 978-0-415-48642-2: £16.50/$29.95

Series: Clinical Psychology: A Modular Course Published by Psychology Press

www.psypress.com/9780415486422 e-Inspection copy available for a complete list of books in this series please visit www.psypress.com/clinicalmodular New Edition!

Child Anxiety Disorders A Guide to Research and Treatment Second Edition Deborah C. Beidel, and Candice A. Alfano, both at the University of Maryland, College Park, 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 second edition of Child Anxiety Disorders, by Drs. Beidel and Alfano. They pay close attention to new pharmacological and psychological interventions as well as multi-center trials that compare single and combined treatment modalities. Additionally, they include new case studies, sections on stability of childhood fears and the longitudinal course of anxiety disorders, and a new chapter on sleep and anxiety disorders.

For Uk, us and Canadian online orders over £20/$30

SCHOOL-BASED MENTAL HEALTH

Contents: Part I: Overview of Childhood Anxiety Disorders.

An 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. Excessive Worry and Generalized Anxiety Disorder. Sleep Phobias. Seperation Anxiety Disorder. Social Phobia and Selective Mutism. Obsessive-Compulsive Disorder and Trichotillomania. Panic Disorder. Posttraumatic Stress Disorder.

Ron A. Thompson, and Roberta Trattner Sherman, both in private practice, Indiana, USA “Thompson and Sherman have crafted the definitive opus on eating disorders and sport. Their review of the field is comprehensive, scholarly, and accessible.”

January 2011: 544pp. Hb: 978-0-415-87373-4: £27.95/$49.95 Published by Routledge

- Cynthia M. Bulik, University of North Carolina at Chapel Hill, USA

www.routledgementalhealth.com/9780415873734

A Clinician’s Guide to Normal Cognitive Development in Childhood Edited by Elisabeth Hollister Sandberg, Suffolk University, Massachusetts, USA, and Becky L. Spritz, Roger Williams University, Rhode Island, USA

“This book marries developmental science with clinical practice. It’s a great resource for anyone who works with children... This is an invaluable guide for communicating with children and interpreting their behavior.” - Kelly Mix, Michigan State University, College of Education, USA

In A Clinician’s Guide to Normal Cognitive Development in Childhood, every chapter 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. 2009: 267pp. Hb: 978-0-415-99183-4: £21.99/$34.95 Published by Routledge

www.routledgementalhealth.com/9780415991834

Women, Girls, and Addiction Celebrating the Feminine in Counseling Treatment and Recovery

In this book, the authors draw on their extensive clinical experience to discuss how to identify, manage, treat, and prevent eating disorders in sport participants. They begin by examining the clinical conditions related to eating problems, including descriptions of specific disorders and a review of the relevant literature. Special attention is given to the specific gender and sport-related factors that can negatively influence the eating habits of athletes. Contents: Introduction. Eating Disorders: Clinical and Subclinical Conditions. Eating Disorders and Disordered Eating in Sport: A Review of the Literature. Risk Factors for the Development of Problem Eating. Identification of Eating Disorders and Related Conditions. Management of Eating Problems in the Sport Environment. Treatment Issues. Medical Considerations. Prevention and Education.

2010: 300pp. Hb: 978-0-415-99836-9: £28.00/$49.95 Published by Routledge

www.routledgementalhealth.com/9780415998369

My Kid is Back Empowering Parents to Beat Anorexia Nervosa

June Alexander, writer, Australia, with Daniel Le Grange, University of Chicago, Illinois, USA “My Kid is Back is packed with practical, helpful and inspiring information. It gives parents a powerful message of hope – that recovery from an eating disorder is possible. Parents can feel overwhelmed when their child develops this most challenging illness. Knowing that there are ways they can help their child, and can play an active part in their recovery is so important.” - Susan Ringwood, Chief Executive,

Cynthia A. Briggs, Winona State University, Minnesota, USA, and Jennifer L. Pepperell, Minnesota State University, USA “In this landmark text, [the authors] have given a voice to a population and attention to a problem that heretofore has been overlooked, underserved, or inappropriately treated... This book is both a first and a foremost contribution to the field of addiction.” - Samuel T.

Beat, UK

Gladding, Wake Forest University, North Carolina, USA

My Kid is Back explains how family-based treatment can greatly reduce the severity of anorexia nervosa in children and adolescents, allowing the sufferer to return to normal eating patterns, and their families to return to normal family life. In this book ten families share their experiences of living with anorexia. Parents describe their frustrations in seeking help for their child and dealing with their behaviour and sufferers discuss how the illness gets into their mind and takes over their personality.

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.

Contents: Introduction. Le Grange, Family-based Treatment of Adolescent Anorexia Nervosa: The Maudsley Approach. Family Case Studies. Chloe. Matthew. Kelly. Kristen. Hayley. Claire. Kylie. Billie. Annabelle. Alice. What are Parents to Do? Le Grange, How to Tell if Your Child Has Anorexia Nervosa. Navigating the Search for Family-based Treatment. Appendix: Listing of Providers and Support Services.

2009: 267p. Hb: 978-0-415-99352-4: £21.95/$34.95 Published by Routledge

2010: 272pp. Pb: 978-0-415-58115-8: £9.99/$17.95 Published by Routledge

www.routledgementalhealth.com/9780415993524 26

Eating Disorders in Sport

10% DISCOU NT:

www.routledgementalhealth.com/my-kid-is-back

O r d er o n l in e at w w w.sc h o o l psyc h o lo gya r en a .c o m

Navigating Teenage Depression

detailed narratives that illustrate both the therapy’s progression as well as the therapist’s reactions and thought process during case development. These case studies present many aspects of working with traumatized children who dissociate – trauma processing, attachment work, work with the family, interactions with the community – and give frank analysis of the difficulties clinicians encounter in various therapeutic situations and how and why they arrived at particular therapeutic decisions.

A Guide for Parents and Professionals Gordon Parker and Kerrie Eyers, both at the Black Dog Institute, Sydney, Australia

Contents: Wieland, Dissociation: What it is, How it Presents, and How to

“If you suspect your teenager is depressed, read this book. It contains the distilled wisdom of Professor Gordon Parker and Kerrie Eyers who have been successfully helping young people overcome depression at their Black Dog Institute in Australia for many years. This book is a ray of light that shows the way out of a dark place.” - Alan Carr, University College Dublin, Ireland First symptoms of depression often occur during teenage years, and it can be a disturbing and confusing time for families as well as the teenager themselves. How can you tell whether it is just typical teenage ups and downs that will pass, or something more serious? How can we reliably identify and support teenagers with depression? In this book experienced clinician and researcher Gordon Parker explains how to systematically identify different mood disorders and contributing factors. He and co-author Kerrie Eyers explain when clinical treatment is required and outline treatment options. Drawing on insightful personal accounts from teenagers and young adults about their experiences, and based on extensive clinical research, this is essential reading for every parent, carer or professional looking after a young person with depression.

2010: 240pp. Pb: 978-0-415-58337-4: £9.99/$17.95 Published by Routledge

www.routledgementalhealth.com/9780415583374

Series: Psychosocial Stress Published by Routledge

www.routledgementalhealth.com/9780415877497 e-Inspection copy available for a complete list of books in this series please visit www.routledgementalhealth.com/pss Forthcoming!

Trauma-Informed Practices With Children and Adolescents William Steele, The National Institute for Trauma and Loss in Children, Michigan, USA, and Cathy A. Malchiodi, in private practice, Kentucky, USA Trauma-Informed Practices with Children and Adolescents is a sourcebook of practical approaches to working with children and adolescents that synthesizes research from leading trauma specialists and translates it into easy-toimplement techniques. The approaches laid out address the sensory and somatic experiences of trauma within structured formats that meet the “best practices” criteria for trauma informed care: safety, self-regulation, trauma integration, healthy relationships, and healthy environments. Each chapter contains short excerpts, case examples, and commentary relevant to the chapter topic from recognized leaders in the field of trauma intervention with children and adolescents.

Dissociation in Traumatized Children and Adolescents Theory and Clinical Interventions Edited by Sandra Wieland, in private practice, British Columbia, Canada

“This book is a gift to clinicians. The chapters speak to the variability of dissociation in children and adolescents and also to the learning curve that clinicians experience in identifying and treating dissociation. A much-needed and welcome resource!” - Christine A. Courtois, author of Healing the Incest Wound and coeditor of Treating Complex Traumatic Stress Disorders

Dissociation in Traumatized Children and Adolescents is a groundbreaking text for the study of dissociation in young people. In eight unique and compelling case studies, the authors lay out F R E E p o s tag e a n d pac k i n g !

2010: 384pp. Hb: 978-0-415-87749-7: £24.99/$44.95

Contents: Navigating the Maze: Three Stories of Teenage Depression. Background Stresses: Teenagers Shoulder Some Heavy Baggage. What Depression Feels Like: Young People Describe its Effects. Getting to Assessment: Some Ways to Overcome Teenage Reluctance. Making the Diagnosis: Guidelines for a Systematic Approach. The Assessment Report: And How Teenagers Adjust to the Diagnosis. A Quick Look at Treatment and Management: And the Impact of Personality Style. Maintaining Good Mental Health: Tips from Teens and Their Supporters. Appendices.

Understand it. Baita, Dalma (4 Years Old): Recognition and Treatment of DID in a Toddler. Grimminck, Emma (6 Years Old): Treatment of the Early Sexual Abuse Led to Integration. Potgieter Marks, Jason (7 Years Old): Two Week Intensive Therapy for Adopted Child with Dissociation. Waters, Ryan (9 Years Old): Treatment of Somatoform Dissociation (Encopresis and Multiple Physical Complaints) in Young Boy. Wieland, Joey (12 Years Old): Treatment of Child with DDNOS Following Early Family Trauma. Silberg, Angela (14 Years Old): Working with a Dissociative Teen with Medical Trauma. Yehuda, Leroy (7 Years Old) Speech Therapy and Consulting for a Dissociative Child in a School Setting. Wieland, Discussion and Conclusion.

SCHOOL-BASED MENTAL HEALTH

Contents: Introduction. What is Trauma Informed Practice? Trauma Informed Clinical and Standardized Assessments. Trauma Informed Art and Play-based Assessments. Trauma Informed Environments. Establishing Safety Through Self-regulation. Trauma Informed Relationships. Trauma Informed Practices with Groups. Enhancing Resilience. Trauma Integration: From Survivor to Thriver. Resources.

October 2011: 272pp. Pb: 978-0-415-89052-6: £24.99/$39.95 Published by Routledge

www.routledgementalhealth.com/9780415890526 e-Inspection copy available

For Uk, us and Canadian online orders over £20/$30

cbt with children, Adolescents and families series

CBT with Children, Adolescents and Families Series

Eating Disorders

Cognitive Behaviour Therapy with Children and Young People

Series Editor: Paul Stallard

Simon G. Gowers, University of Liverpool, UK, and Lynne Green, Cheshire and Merseyside Eating Disorders Service for Adolescents, UK

The CBT with Children, Adolescents and Families Series is designed to provide clinicians and trainees with the latest evidence-based clinical programmes and materials for a range of common problems in a concise and accessible format.

“I would strongly recommend this book to all child and adolescent mental health professionals working with young people

www.routledgementalhealth.com/cbt-with-children

with eating disorders.” - David Rothery, British Journal of Psychiatry

Post Traumatic Stress Disorder Cognitive Therapy with Children and Young People

Patrick Smith, Sean Perrin, William Yule, and David M. Clark, all at the Institute of Psychiatry, London, UK “Post Traumatic Stress Disorder provides state-of-the art guidance on how to effectively treat this neglected disorder... this book will be an invaluable resource for mental health professionals.” - Professor Anke Ehlers, King’s College London, UK Post Traumatic Stress Disorder provides the therapist with instructions on how CT models can be used with children and young people to combat the disorder.

Eating Disorders provides the clinician with an introduction about how CBT can be used to challenge beliefs about control, restraint, weight and shape, allowing young people to manage their eating disorder. 2009: 200pp. Hb: 978-0-415-44462-0: £60.00/$95.00 Pb: 978-0-415-44463-7: £20.95/$34.95

Series: CBT with Children, Adolescents and Families Published by Routledge

www.routledgementalhealth.com/9780415444637

Obsessive Compulsive Disorder

Cognitive Behaviour Therapy with Children and Young People

2009: 224pp. Hb: 978-0-415-39163-4: £60.00/$95.00 Pb: 978-0-415-39164-1: £20.95/$34.95

Edited by Polly Waite and Tim Williams, both at the University of Reading, UK

Series: CBT with Children, Adolescents and Families Published by Routledge

www.routledgementalhealth.com/9780415391641

Depression Cognitive Behaviour Therapy with Children and Young People

Chrissie Verduyn, Central Manchester and Manchester Children’s University Hospitals NHS Trust, UK, Julia Rogers, Berkshire Healthcare NHS Foundation Trust, UK, and Alison Wood, in private practice, Manchester, UK “This is a well-written, well-researched and clearly presented book. If you are training or trained in CBT and working in the area of depression with children or adolescents, this is the book for you.” - Caroline Anstiss, Counselling Children and Young People

Depression: Cognitive Behaviour Therapy with Children and Young People provides an accessible guide to recognising and treating depression in young people. 2009: 216pp. Hb: 978-0-415-39977-7: £60.00/$95.00 Pb: 978-0-415-39978-4: £20.95/$34.95

Series: CBT with Children, Adolescents and Families Published by Routledge

www.routledgementalhealth.com/9780415403894

Also in the Series Stallard: Anxiety: Cognitive Behaviour Therapy with Children and Young People Hb: 978-0-415-37256-5: 2008: 224pp. £65.00/$110.00 Pb: 978-0-415-37255-8: 2008: 224pp. £20.95/$37.50 Series: CBT with Children, Adolescents and Families www.routledgementalhealth.com/9780415372558

Published by Routledge

www.routledgementalhealth.com/9780415399784 10% DISCOU NT:

2009: 208pp. Hb: 978-0-415-40388-7: £60.00/$95.00 Pb: 978-0-415-40389-4: £20.95/$34.95

Published by Routledge

Series: CBT with Children, Adolescents and Families

In this concise, accessible book experienced contributors provide detailed guidance on carrying out assessments and treatment for children and young people with OCD from a cognitive behavioural perspective. This approach has been developed from extensive research and clinical work with young people with OCD and associated problems.

for FREE downloadable resources for books in this series visit www.routledgementalhealth.com/cbt-with-children/resources

O r d er o n l in e at w w w.sc h o o l psyc h o lo gya r en a .c o m

Routledge Series on Counseling and Psychotherapy with Boys and Men

Substance Abuse Counseling with Adolescent Males and Adult Men A Practitioner’s Guide to Gender-Responsive Prevention and Treatment Practices Mark S. Woodford, The College of New Jersey, USA This text is a guidebook that takes a developmental lifespan approach to discuss the biological and psychosocial factors that may be either protective or risk factors for substance use disorders for males. This developmental approach provides substance abuse prevention specialists and treatment clinicians with a basic understanding of male development in order to ensure greater gender-sensitivity with their prevention efforts.

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.

Project Gentlemen on the Move

Contents: Part I: Substance Use Disorders in Men. Substance Use Disorders Among Adolescent Males and Adult Men. Understanding the Male Socialization Process. Part II: Substance Abuse Prevention and Intervention with Adolescent Males. Substance Abuse Counseling with Early Adolescent Males (12 to 18). Substance Abuse Counseling with Late Adolescent Males (18-24). Part III: Substance Abuse Prevention and Intervention with Older Adult Males. Substance Abuse Counseling with Males in Early Adulthood (24 to 34). Substance Abuse Counseling with Males in Middle Adulthood (34 to 60). Substance Abuse Counseling with Older Adult Males (60 and above).

Nurturing Excellence in African American Youth

February 2012: 224pp. Hb: 978-0-415-87099-3: £50.00/$90.00 Pb: 978-0-415-87100-6: £19.95/$34.95

Deryl F. Bailey, University of Georgia, USA, and Mary BradburyBailey, Empowered Youth Programs, Georgia, USA

Routledge Series on Counseling and Psychotherapy with Boys and Men

This book is a practical and scholarly guide to planning, implementing, and sustaining a successful enrichment program for adolescent African American males. It details a project begun and overseen by the authors, Gentleman on the Move, and provides step-by-step instructions for educators, school counselors, mental health professionals, and others working with this population. Part I, Understanding the Problem, consists of two chapters providing an overview of the educational reality for adolescent African American males, as well as the beliefs and assumptions necessary to build positive relationships with this population. Part II, Getting Started, reviews staff training, program components, necessary ingredients for maintaining a successful program, and lessons learned. Part III, Staying in the Game, provides the reader with information concerning evaluation, ways to replicate the program for other populations, and potential funding sources.

www.routledgementalhealth.com/9780415871006

www.routledgementalhealth.com/boys-and-men Forthcoming!

Published by Routledge

Contents: Part I: Understanding the Problem. Life Trajectory of Students of Color. Empowered Youth Programs. Part II: Getting Started. Staffing and Training. Components. Ingredients for Imaginable Outcomes. Promises and Pitfalls. Part III: Staying in the Game. Evidence of Impact. Success Stories. Funding Sources.

February 2012: 192pp. Hb: 978-0-415-88414-3: £50.00/$90.00 Pb: 978-0-415-88415-0: £16.95/$29.95

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

www.routledgementalhealth.com/9780415884150

routledge series on counseling and psychotherapy with boys and men

Forthcoming!

Resiliency, Achievement, and Manhood Promoting the Healthy Development of African American Men Edited by Cyrus Marcellus Ellis and Jon Carlson, both at Governors State University, Illinois, USA In this important new book, Cyrus Ellis and Jon Carlson, together with their group of contributing authors, examine such key questions as: what is manhood, and how is African American manhood distinct? How can African American men develop interpersonal effectiveness and emotional resilience in the face of societal contradictions and conflicting expectations? Resiliency, Achievement, and Manhood provides practitioners, counselors-intraining, and scholars with a clear understanding of the historical and social context of African American men. Contents: Part I: Laying the Foundation. Ellis, Carlson, Manhood. Ellis, The Veil. Part II: Major Issues and Challenges of African American Males. Ellis, Self-concept and Identity Development for African American Males. Grimmet, Striving for Authenticity. Locke, Character Formation. Moore, Moral Choices. Robinson, Relationships and Intimacy. Tolson, Crime and Punishment. Caldwell, Anger and Resentment. Part III: Case Study 1 and 2. Ellis, Carlson, Humanisitic Psychology/Adlerian Psychology. Case Study 1: The Case of Jermaine. Case Study 2: The Case of Rafael. Concluding Thoughts. Illumination References.

February 2012: 224pp. Hb: 978-0-415-88412-9: £50.00/$90.00 Pb: 978-0-415-88413-6: £16.95/$34.95

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

www.routledgementalhealth.com/9780415884136 F R E E p o s tag e a n d pac k i n g !

For Uk, us and Canadian online orders over £20/$30

routledge series on counseling and psychotherapy with boys and men

New!

Engaging Boys in Treatment Creative Approaches to the Therapy Process Edited by Craig Haen, Andrus Children’s Center, New York, USA “My favorite books are those that challenge my structured beliefs, stretch my comfort zone, ignite my curiosity, and elicit actions and reactions! Such is Haen’s new edited book on therapy with boys... This is a great compilation of topics from an array of smart, experienced, and gifted professionals.” - Eliana Gil, Gil Center for Healing and Play, Virginia, 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; and the use of computers and digital animation.

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.

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

www.routledgementalhealth.com/9780415804479

Counseling Boys and Men with ADHD

George Kapalka, Monmouth University, New Jersey, USA

Contents: Part I: Laying the Ground. Haen, Boys and Therapy: The

Need for Creative Reformulation. Barker, Crenshaw, Honoring Masculine Strivings in Individual Psychotherapy with Boys. Malekoff, Strengths-based Group Work with Boys. Part II: Creative Approaches. Harvey, Physical Play with Boys of all Ages. Fine, Dennis, Bowers, Incorporating Animalassisted Interventions in Therapy with Boys at Risk. Enfield, From Virtual to Real: Video Games in the Treatment of Boys. Haen, The Therapeutic Use of the Superhero in the Treatment of Boys. Cruz, Breaking through with Art: Art Therapy Approaches for Working with At-risk Boys. Part III: Special Populations. Currie, Doing Anger Differently: Working Creatively with Angry and Aggressive Boys. Grönlund, Renck, Body-based Treatment Approaches for Young Boys Diagnosed with ADHD. Bergman, Creeden, Attachment is a Verb: Experiential Treatment for Addressing Selfregulation Issues in Boys with Sexual Behavior Difficulties. Caldwell, DeLoney, Mincy, Klempin, Rafferty, Strengthening Bonds Between Nonresident African American Fathers and Sons as a Way to Reduce or Prevent Youth Risky Behaviors. Beauregard, Moore, Creative Approaches to Working with Gender Variant and Sexual Minority Boys. March 2011: 346pp. Hb: 978-0-415-87405-2: £56.00/$100.00 Pb: 978-0-415-87406-9: £21.95/$39.95 Published by Routledge

www.routledgementalhealth.com/9780415874069

Therapy with Young Men 16-24 Year Olds in Treatment Dave Verhaagen, Southeast Psychological Services, North Carolina, USA “Therapy with Young Men is an excellent book... this is a must read.” - Scott P. Sells, author of Parenting Your Out of Control Teenager and Treating the Tough Adolescent

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 10% DISCOU NT:

“A must-read for clinicians working with ADHD at any age.” - Mary Fristad, Ohio State University, USA

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. The use of medication in conjunction with counseling is also considered. 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

Routledge Series on Counseling and Psychotherapy with Boys and Men

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 addresses 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.

www.routledgementalhealth.com/9780415993449

Also in the Series Kiselica et al., Eds.: Counseling Troubled Boys: A Guidebook for Professionals Pb: 978-0-415-95547-8: 2007: 336pp. £24.95/$39.95 Published by Routledge

www.routledgementalhealth.com/9780415955478

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. £24.95/$39.95 Published by Routledge

www.routledgementalhealth.com/9780415963183 for a complete list of books in this series please visit www.routledgementalhealth.com/boys-and-men

O r d er o n l in e at w w w.sc h o o l psyc h o lo gya r en a .c o m

A 9-Year-Old Girl. A 5-Year-Old Girl. A 9-Year-Old Girl. Part III: Broadening the Frame. A 5-Year-Old Boy. A 7-Year-Old Girl. An 11-Year-Old Girl. A 7-Year-Old Boy. Conclusion.

Narrative Tools for Stimulating Process and Dialogue in Therapy Groups for Children and Adolescents

March 2011: 324pp. Hb: 978-0-415-88557-7: £62.99/$100.00 Pb: 978-0-415-88558-4: £21.99/$34.95 Published by Routledge

www.routledgementalhealth.com/9780415885584

Georgia A. DeGangi, in private practice, Maryland, USA, and Marc A. Nemiroff, Washington School of Psychiatry, Washington, D.C., USA Kids’ Club Letters provides an innovative approach to group psychotherapy for school-aged children who experience a range of social and emotional problems. A narrative therapy approach is adapted, taking the form of letters written by the therapist in the voice of a child who is asking for advice about interpersonal or emotional problems. The child in the letter is asking for guidance from the participants in the group. These letters were devised and written for the purpose of structuring responses in group psychotherapy, allowing the participants to address relevant issues for them individually and at the group level. The children in the groups had previously experienced difficulty discussing these issues spontaneously. Hence the ‘Dear Group’ letter format was born. The children did not know that the therapist had written the letters. 2009: 256pp. Pb: 978-0-415-99432-3: £27.95/$49.95 Published by Routledge

e-Inspection copy available New!

Starting Treatment With Children and Adolescents A Process-Oriented Guide for Therapists Steven Tuber, and Jane Caflisch, both at City University of New York, USA “Here is one of those rare examples of a can’t-put-down book that you want immediately to share with all your friends and colleagues... It is the best ‘how to do it’ psychotherapy book I have ever read, and is destined to be on the shelves of all psychoanalysts, psychotherapists and child mental health workers, students and doyens alike.” - Jeremy Holmes, University of Exeter, UK Starting Treatment With Children and Adolescents provides therapists with a time-tested framework for treatment and a moment-by-moment guide to the first few sessions with a new patient. In twelve remarkable case studies, verbatim transcripts of individual play-therapy sessions are brought to life through running commentary on techniques and theory and a fine-grained analysis of what worked, what didn’t, and what else the clinician could have done to make the session as productive as possible.

Sandtray Therapy A Practical Manual Second Edition Linda E. Homeyer, Texas State University, USA, and Daniel S. Sweeney, George Fox University, Oregon, USA

“How is it possible to put so much in such a small book? Homeyer and Sweeney have written a definitive primer for beginning sandtray therapists. This manual is a practical, comprehensive, concise, and easy to understand approach to the essentials of sandtray therapy that could best be described as a sandtray therapy road map.” - Garry L. Landreth, University of North Texas, USA

This new edition of Sandtray Therapy is an essential read for professionals and students who wish to incorporate the use of sandtray therapy into their work with clients of all ages. All aspects of this therapeutic technique are explored engagingly and in detail. The authors describe how to select appropriate types of sand, put together a sandtray, and develop a collection of miniatures for their clients to use. Their six-step protocol guides beginners through a typical session, including room set-up, creation of the client’s sandtray and the therapist’s role, processing the sandtray, cleanup, and post-session documentation.

www.routledgementalhealth.com/9780415994323

e-Inspection copy available

SCHOOL-BASED MENTAL HEALTH

Kids’ Club Letters

Contents: Introduction. Some History and Rationale for Sandtray Therapy. Sand and Sandtray. Miniatures and Arrangement. Protocol for a Sandtray Therapy Session. Processing the Sandtray Therapy Session. Integrating Cognitive and Structured Techniques in Sandtray Therapy. Group Sandtray Therapy. Couples and Families Sandtray Therapy. Sandtray Therapy and Psychic Trauma. Research and Assessment.

2010: 122pp. Pb: 978-0-415-88334-4: £16.95/$29.95 Published by Routledge

www.routledgementalhealth.com/9780415883344

find us on www.facebook.com/RoutledgeMentalHealth

Contents: Preface: Process and Purpose. Setting the Frame for Psychologically-minded Treatment. Part I: Setting the Frame. A 13-Year-Old Boy. A 7-Year-Old Boy. A 9-Year-Old Girl. A 14-Year-Old Boy. Part II: Responding to Challenges to the Frame. A 9-Year-Old Girl.

F R E E p o s tag e a n d pac k i n g !

For Uk, us and Canadian online orders over £20/$30

SCHOOL-BASED MENTAL HEALTH

New!

Advanced Play Therapy Essential Conditions, Knowledge, and Skills for Child Practice Dee C. Ray, University of North Texas, USA “Ray has contributed something to the field of play therapy that fills a void: a quality text with a focus on advanced skills and understanding... Practitioners, supervisors, instructors, and scholars will find this book to be valuable, informative, and enlightening.” - Stephen A. Armstrong, Texas A&M University-Commerce, USA

The purpose of this text is to present a resource to students and practitioners of play therapy that addresses topics beyond the training level. Current play therapy resources offer details on how to conduct play therapy, but are limited in addressing the challenges that develop when therapists conduct play therapy with real-life clients. It provides advanced knowledge on the three main areas of play, child development, and play therapy and integrates them to help the play therapist gain a holistic understanding of how play therapy works. An accompanying CD includes a Child-Centered Play Therapy Treatment Manual and materials for use in supervision, self-reporting, and other tools the advanced play therapy student would find of use. Contents: History, Rationale and Purpose of Play. A Primer on Child

Development. A Philosophy of Working with Children: The Child Centered Way. The Person, Knowledge, and Skills of the Play Therapist. Basics of Play Therapy. Limit Setting. Themes in Play Therapy. Progress and Termination. Parent Consultation. Aggression In and Out of the Playroom. Group Play Therapy. Play Therapy in the Schools. Play Therapy in Community Agencies and Private Practice. Supervision of Play Therapy. Evidentiary Research in Child Centered Play Therapy. Appendix: Child-Centered Play Therapy Treatment Manual. February 2011: 332pp. Hb: 978-0-415-88604-8: £27.95/$44.95 Published by Routledge

Contents: Part I: Play in Child Development. Russ, Fiorelli, Spannagel, Cognitive and Affective Processes in Play. Jent, Niec, Baker, Play and Interpersonal Processes. Part II: Play in Evidence-Based Assessment. Kaugars, Assessment and Pretend Play. Knight, Salamone, Measuring Parent-Child Interactions through Play. Tharinger, Christopher, Matson, Play, Playfulness, and Creativity in Therapeutic Assessment with Children. Part III: Play in Evidence-Based Intervention. Niec, Gering, Abbenante, Parent-child Interaction Therapy: The Role of Play in the Behavioral Treatment of Childhood Conduct Problems. Briggs, Runyon, Deblinger, The Use of Play in Trauma-Focused Cognitive-Behavioral Therapy. Kasari, Huynh, Gulrud, Play Interventions for Children with Autism. Pincus, Chase, Chow, Weiner, Pian, Integrating Play into Cognitive-Behavioral Therapy for Child Anxiety Disorders. Knell, Dasari, Cognitive-Behavioral Play Therapy. Short, Noeder, Gorovoy, Manos, Lewis, The Importance of Play in Both the Assessment and Treatment of Young Children. Part IV: Play in EvidenceBased Prevention Programs in School Settings. Bishop-Josef, Zigler, Play and Head Start. Russ, Pearson, Play Intervention and Prevention Programs in School Settings. Russ, Niec, Conclusions and Implications for the Use of Play in Intervention and Prevention Programs. February 2011: 352pp. Hb: 978-1-60918-046-1: £30.95 Published by Guilford Press

www.guilfordpress.co.uk/9781609180461

Bestseller! Play Therapy The Art of the Relationship Second Edition

www.routledgementalhealth.com/9780415886048

Garry L. Landreth

Inspection copy available

Hb: 978-1-58391-327-7: 2002: 432pp. £29.95/$47.50 Published by Routledge

New!

www.routledgementalhealth.com/9781583913277

Play in Clinical Practice

Inspection copy available

Evidence-Based Approaches Edited by Sandra W. Russ, Case Western Reserve University, Ohio, USA, and Larissa N. Niec, Central Michigan University, USA “Play research and play therapy have much to learn from one another. This book opens up an important conversation between the two fields, reviewing a variety of clinical approaches and techniques that incorporate a play component. Fostering collaboration among researchers and clinicians is sure to help all of us better serve children and their families. The book will make a good supplemental text for courses in child development or play therapy.” - Linda E. Homeyer, Texas State University–San Marcos, USA 32

This innovative book goes beyond traditional play therapy to present a range of evidence-based assessment and intervention approaches that incorporate play as a key element. It is grounded in the latest knowledge about the importance of play in child development. Leading experts describe effective strategies for addressing a wide variety of clinical concerns, including behavioral difficulties, anxiety, parent–child relationship issues, trauma, and autism. The empirical support for each approach is summarized and clinical techniques are illustrated. The book also discusses school-based prevention programs that utilize play to support children’s learning and social-emotional functioning.

10% DISCOU NT:

www.twitter.com/routledgemh

O r d er o n l in e at w w w.sc h o o l psyc h o lo gya r en a .c o m

FROM

R OUTLEDGE E DUCATION !

NEW EDITION

Bullying in North American Schools Second Edition

NEW in 2011!

NEW

SCHOOL-BASED MENTAL HEALTH

N EW

Handbook of Research on Learning and Instruction

Handbook of Special Education

Edited by Dorothy L. Espelage and Susan M. Swearer

Edited by James M. Kauﬀman Edited by Richard E. Mayer and Patricia A. Alexander and Daniel P. Hallahan

This book provides an exciting compilation of research, with a social-ecological perspective that illustrates the complexity of bullying behaviors and oﬀers suggestions for data-based decision-making to intervene and reduce those behaviors.

During the past twenty years researchers have made exciting progress in the science of learning and the science of instruction. This handbook examines learning and instruction in a variety of environments and with a variety of learners.

This 13-part, 57-chapter handbook proﬁles and brings greater clarity to this growing ﬁeld. It is an appropriate reference for anyone interested in the state of special education: its research base, current issues and practices, and future trends.

October 2010: 316pp Pb: 978-0-415-80655-8: $62.95 / £39.99 Hb: 978-0-415-80654-1: $160.00 / £100.00

December 2010: 506pp Pb: 978-0-415-80461-5: $114.95 / £70.00 Hb: 978-0-415-80460-8: $295.00 / £160.00

Handbook of Self-Regulation of Learning and Performance Edited by Barry J. Zimmerman and Dale H. Schunk

April 2011: 864pp Pb: 978-0-415-80072-3: $119.95 / £85.00 Hb: 978-0-415-80071-6: $295.00 / £140.00

NEW in 2011!

This is the first volume to integrate all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences March 2011: 496pp * Pb: 978-0-415-87112-9: $114.95 / £70.00 * Hb: 978-0-415-87111-2: $295.00 / £185.00

Becoming a School Consultant: A Casebook Sylvia Rosenﬁeld

NEW in 2011!

This casebook is designed to help students become eﬀective school consultants in both consultee-centered and instructional consultation models. August 2011: 208pp * Pb: 978-0-415-88344-3: $34.95 / £24.99 * Hb: 978-0-415-88343-6: $105.95 / £75.00

Cyberbullying Prevention and Response: Expert Perspectives Justin W. Patchin and Sameer Hinduja

NEW in 2011!

This book provides a comprehensive, up-to-date look at all the major issues that teachers, school administrators, counselors, social workers, parents, and other adults who work with youth need to be aware of with respect to cyberbullying identiﬁcation, prevention and response. August 2011: 256pp * Pb: 978-0-415-89237-7: $34.95 / £21.99 * Hb: 978-0-415-89236-0: $150.00 / £100.00

Handbook of School-Family Partnerships

Edited by Sandra L. Christenson and Amy L. Reschly This is the ﬁrst comprehensive review of what is known about the eﬀects of school-family partnerships on student and school achievement. It provides a brief history of school-family partnerships, presents evidence-based practices for working with families across developmental stages, and provides an agenda for future research and policy. 2009: 544pp * Pb: 978-0-415-96376-3: $114.95 / £70.00 * Hb: 978-0-415-96375-6: $305.00 / £190.00

Handbook of Youth Prevention Science

Edited by Beth Doll, William Pfohl and Jina S. Yoon The Handbook of Youth Prevention Science describes current research and practice in mental health preventive interventions for youth. 2009: 484pp * Pb: 978-0-8058-6332-1: $114.95 / £85.00 * Hb: 978-0-8058-6331-4: $250.00 / £145.00

www.routledge.com/education F R E E p o s tag e a n d pac k i n g !

Complimentary Exam Copy

For Uk, us and Canadian online orders over £20/$30

e-Inspection

book order form

To order in the UK and Europe

10%

RESPONSE CODE: RMHSBMH11

FREE

Please send this order form with payment details to: Taylor & Francis Customer Services, Bookpoint, 130 Milton Park ,Abingdon, Oxon, OX14 4SB, UK

DISCOUNT 10% discount for all online orders

POSTAGE AND PACKING

Tel: +44 (0) 1235 400 524 Fax: +44 (0) 1235 400 525 email: tandf@bookpoint.co.uk

For UK online orders over £20

or visit www.routledgementalhealth.com

Visit www.routledgementalhealth.com

please send me the books indicated below Author/Editor

Title

ISBN

Price

Postage and Packing: All orders must be prepaid. For orders placed by mail, phone, fax: UK: £1.50 for the first item and £0.50 for each additional item. Europe: £2.25 for the first item, and £0.50 for each additional item. ROW: £4.99 for the first item, and £2.99 for each additional item. For UK orders over £20.00 placed online at www.routledgementalhealth.com we offer free Postage and Packing. Please note: All prices and extents are correct at the time of going to press, but are subject to change without notice. Some of the books featured may not be published yet. All orders will be recorded and books sent automatically on publication. Cheques will be banked immediately but credit cards will be debited on publication (please specify expiry date).

your details

Quantity

Amount Payable

Postage and Packing Total Amount Payable

(block capitals please)

Name Full Address

Postcode

Telephone

Country

payment details (please tick box)

Please invoice me

I authorise you to debit my card with the amount of

(Cheques should be made out to Taylor and Francis Informa Ltd. Eurocheques cannot be accepted)

I enclose a cheque for

Card type Card number

Expiry Date

Start Date /

Issue No.

3-Digit Security Code

Signature

/ Date /

Credit Card Address (if different from above)

Please tick here if you do NOT wish to receive special offers and updates by email IMPORTANT: If your organisation uses whitelists, please whitelist webmaster@routledgementalhealth.com Routledge is part of the Taylor & Francis group, a trading division of Informa UK Ltd. Registered in England under no. 3099067. Registered Office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH

Routledge (European Distributor of Guilford Press) 27 Church Road Hove East Sussex BN3 2FA, UK 711 Third Avenue New York, NY 10017, USA PAGE 25

PAGE 7

PAGE 26

PAGE 5

www.routledgementalhealth.com www.guilfordpress.co.uk

TO ORDER A BOOK: 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

PAGE 11

PAGE 14

PAGE 13

PAGE 27

PAGE 3

PAGE 22

PAGE 16

PAGE 10

Routledge is part of the Taylor & Francis group, a trading division of Informa UK Ltd. Registered in England under no. 3099067 Registered Office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH

PEFC/16-33-228

When you have finished with this catalogue please recycle it