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Many parents find getting their child to school in the morning to be quite a challenge. If your child consistently pleads with you to let him stay home from school, if he skips school, if his morning routine is fraught with misbehaviors, or if he exhibits signs of distress and anxiety related to attending school, this book can help.

Getting Children to Say Yes to School: A Guide for Parents is designed to help you address your childs school refusal behavior in the early stages. This guide helps you identify school refusal behavior and provides step-by-step instructions to solve the problem. Learn different techniques for getting your child to school, including enhancing relaxation, changing your child's negative thoughts about school, establishing a clear and predictable morning routine, and setting up a system of rewards for going to school.

Tools such as worksheets, lists of Dos and Don'ts, sample parent/child dialogues, and Fridge Notes combine to create a workbook-type resource that will help you increase your childs school attendance and relieve your own feelings of concern and worry. Easy to read and filled with concrete strategies, this book is the first of its kind dedicated to educating and arming parents with the tools they need to resolve their child's school refusal behavior.

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School refusal behavior is a common and difficult problem facing parents of children and teenagers. The behavior can have severe consequences by contributing to a child's academic, social, and psychological problems. A child's absence from school can also significantly increase family conflict. If your child experiences anxiety or noncompliance about attending school and has trouble remaining in classes for an entire day, this workbook, and the corresponding Therapist Guide, can help.

This Parent Workbook is designed to help you work with a qualified therapist to resolve your child's school refusal behavior. The Workbook outlines four possible treatment procedures that may be prescribed by a therapist, depending on your child's reasons for refusing school. Scientific evidence has shown these programs to be highly effective in treating youth 5-17 years old who exhibit school refusal behavior.

Regardless of whether your child refuses school to relieve school-related distress, to avoid negative social situations at school, to receive attention from you or another family member, or to obtain tangible rewards outside of school, the flexible treatments described in this book will help you and your child overcome school refusal behavior. The Workbook describes what you can expect during your child's assessment and treatment and provides answers to questions you may have about the process. It also provides instructions for continuing certain aspects of the program at home, including relaxation and breathing techniques, as well as exposure exercises to decrease your childs anxiety. Instructions are also given for completing daily logbooks with your child to track progress, creating a morning routine to keep you both on schedule, and developing written contracts to enhance attendance and discourage nonattendance. With this user-friendly manual, you can take an active role in your childs successful return to school.

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This volume provides school-based practitioners with a comprehensive and comparative guide to the strategic interventions, therapeutic modalities, and treatment approaches that are most commonly and effectively used in educational settings. Three main sections of the text present a foundation of universal interventions, targeted interventions, and alternative interventions appropriate for use in schools. Unifying the chapters are two central case examples, allowing the reader to see and evaluate the strengths and potential challenges of each technique in a familiar situation. This emphasis on case examples and the comparative structure of the volume will provide a level of hands-on and practical learning that is helpful for both students and mental health practitioners working in schools for the first time, and as a resource for more seasoned professionals who need to expand the tools at their disposal.

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School Psychology for the 21st Century, Second Edition: Foundations and Practices by The Guilford Press

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 problem-solving-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.

 

New to This Edition

*Incorporates up-to-date research findings and professional standards.

*Expanded coverage of response to intervention, cultural and linguistic diversity issues, and evidence-based practice in mental health.

*Chapter on legal issues includes expanded coverage of IDEIA and other recent federal mandates.

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Conducting School-Based Functional Behavioral Assessments, Second Edition: A Practitioner's Guide (Guilford Practical Intervention in the Schools)

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Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Plans (Guilford School Practitioner) Description

Practical and comprehensive, this book focuses on the nuts and bolts of designing positive behavior support plans for students with such disabilities as mental retardation, autism, learning disabilities, and emotional/behavioral disorders. Strategies are provided for addressing individual behavioral problems at all levels of severity. Filled with illustrative examples, the book shows how to conduct a functional assessment and develop an overall support plan, using a team-based approach. Of particular utility, chapters detail specific types of interventions that could be included in the plan: antecedent interventions, alternative skills training, responses to problem behavior, long-term supports, home-based strategies, and more. Featuring self-check questions to facilitate learning and problem solving, this is an invaluable classroom text and professional guide.

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This clearly written guide provides a succinct and well-organized overview of the principles of diagnostic classification used by the DSM-IV. Readers learn how the DSM-IV "works" as a method of organizing and communicating our understanding of adjustment and cognitive disorders in youth. Chapters group diagnoses thematically by prominent presenting symptoms, focusing on the disorders most commonly encountered in school-age children and adolescents. The volume has now been updated with new information reflecting changes in the DSM-IV-TR, published in 2000, and the IDEA 1997 final regulations, published in 1999.

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This popular trade book, originally released in hardcover in the Spring of 1999, has been newly expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This paperback edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original hardcover edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods - to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. "How People Learn" examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. The topics include: how learning actually changes the physical structure of the brain; how existing knowledge affects what people notice and how they learn; what the thought processes of experts tell us about how to teach; the amazing learning potential of infants; the relationship of classroom learning and everyday settings of community and workplace; learning needs and opportunities for teachers; and a realistic look at the role of technology in education.

****** Save Cognitive Therapy for Adolescents in School Settings (Guilford Practical Intervention in the Schools)

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Cognitive Therapy for Adolescents in School Settings (Guilford Practical Intervention in the Schools) Description

 This first concise guide to conducting cognitive therapy (CT) with adolescents  in school settings 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 16 reproducible handouts, worksheets, and forms. Purchasers also get access to a Web page where they can download and print the reproducible materials.

This book is in The Guilford Practical Intervention in the Schools Series.

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This hands-on guide is designed to help school practitioners conduct effective multidimensional assessments of a wide range of emotional and behavioral difficulties. Each chapter focuses on a particular method, describes its applications in the school setting, and offers clear guidelines for implementation, illustrated with realistic case examples. Approaches discussed include direct observation, analogue assessment, child self-reports, teacher and parent interviewing, informant reports, and self-monitoring procedures. Recommendations for working with culturally and linguistically diverse children and adolescents are also provided.

The theoretical and empirical underpinnings of the assessment strategies demonstrated here are thoroughly reviewed in the companion volume, Behavioral Assessment in Schools, Second Edition: Theory, Research, and Clinical Foundations.

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This important resource presents the latest information on brain-behavior relationships and describes ways school practitioners can apply neuropsychological principles in their work with children. Bridging the gap between neuropsychological theory, assessment, and intervention, this accessible text addresses complex topics in a straightforward, easy-to-understand fashion. The authors challenge previous conceptions about brain functions and present the cognitive hypothesis-testing model, an innovative method that helps practitioners form accurate understandings of learner characteristics and conduct meaningful and valid individualized interventions with children with a range of learning and behavior disorders. Including case studies and examples that illustrate what practitioners might actually see and do in the classroom, the volume comes in a large-size format with reproducible worksheets and forms.

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In this practical text, readers "watch" experienced and effective psychologists, counselors and other human service professionals practice consultation and collaboration. By reading and responding to nine cases, they will be able to bridge the gap between theory and practice, between knowing what consultation is and knowing how to consult. Readers will also gain practice in making their own decisions about how they would handle these same cases, and can apply what they have learned to a series of nine practice cases. By the time they finish the book, readers will have begun to forge their own personalized approach to consultation.

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Children who miss substantial amounts of school pose one of the most vexing problems for school officials. In many cases, school personnel must assess these students and successfully help them to return to the academic setting. This can be difficult considering most school-based professionals are pressed for time and do not have access to proper resources. The information in this book can help school officials combat absenteeism and reduce overall dropout rates.

Designed for guidance counselors, teachers, principals and deans, school psychologists, school-based social workers, and other school professionals, this book outlines various strategies for helping children get back to school with less distress that can easily be implemented in schools. The book describes four clinical interventions that can be used to effectively address moderate cases of absenteeism, as well as instructions for adapting these procedures for use within the school system. A chapter on assessment describes several methods for identifying school refusal behavior, including time-limited techniques for school officials who have little opportunity to conduct detailed evaluations. Worksheets for facilitating assessment are included and can easily be photocopied from the book. Other chapters provide advice for working collaboratively with parents, preventing relapse, and tackling special issues such as children with anxiety, children who take medication, and children who are victims of bullying. Topics such as poverty, homelessness, teenage pregnancy, violence, and school safety are also addressed.

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School Discipline and Self-Discipline: A Practical Guide to Promoting Prosocial Student Behavior (Guilford Practical Intervention in Schools) by The Guilford Press

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.

This book is in The Guilford Practical Intervention in the Schools Series.

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