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The Springer Series on Human Exceptionality Series Editors: Donald
H. Saklofske and Moshe Zeidner Handbook for School-Based Mental
Health Promotion An Evidence-Informed Framework for Implementation
Alan W. Leschied, Donald H. Saklofske, and Gordon L. Flett, Editors
This handbook provides a comprehensive overview to implementing
effective evidence-based mental health promotion in schools. It
addresses issues surrounding the increasing demands on school
psychologists and educational and mental health professionals to
support and provide improved student well-being, learning, and
academic outcomes. The volume explores factors outside the
traditional framework of learning that are important in maximizing
educational outcomes as well as how students learn to cope with
emotional challenges that confront them both during their school
years and across the lifespan. Chapters offer robust examples of
successful programs and interventions, addressing a range of
student issues, including depression, self-harm, social anxiety,
high-achiever anxiety, and hidden distress. In addition, chapters
explore ways in which mental health and education professionals can
implement evidence-informed programs, from the testing and
experimental stages to actual use within schools and classrooms.
Topics featured in this handbook include: * A Canadian perspective
to mental health literacy and teacher preparation. * The relevance
of emotional intelligence in the effectiveness of delivering
school-based mental health programs. * Intervention programs for
reducing self-stigma in children and adolescents. * School-based
suicide prevention and intervention. * Mindfulness-based programs
in school settings. * Implementing emotional intelligence programs
in Australian schools. The Handbook for School-Based Mental Health
Promotion is a must-have resource for researchers, clinicians and
related professionals, and policymakers as well as graduate
students across such interrelated disciplines as child and school
psychology, social work, education policy and politics, special and
general education, public health, school nursing, occupational
therapy, psychiatry, school counseling, and family studies.
The Springer Series on Human Exceptionality Series Editors: Donald
H. Saklofske and Moshe Zeidner Handbook for School-Based Mental
Health Promotion An Evidence-Informed Framework for Implementation
Alan W. Leschied, Donald H. Saklofske, and Gordon L. Flett, Editors
This handbook provides a comprehensive overview to implementing
effective evidence-based mental health promotion in schools. It
addresses issues surrounding the increasing demands on school
psychologists and educational and mental health professionals to
support and provide improved student well-being, learning, and
academic outcomes. The volume explores factors outside the
traditional framework of learning that are important in maximizing
educational outcomes as well as how students learn to cope with
emotional challenges that confront them both during their school
years and across the lifespan. Chapters offer robust examples of
successful programs and interventions, addressing a range of
student issues, including depression, self-harm, social anxiety,
high-achiever anxiety, and hidden distress. In addition, chapters
explore ways in which mental health and education professionals can
implement evidence-informed programs, from the testing and
experimental stages to actual use within schools and classrooms.
Topics featured in this handbook include: * A Canadian perspective
to mental health literacy and teacher preparation. * The relevance
of emotional intelligence in the effectiveness of delivering
school-based mental health programs. * Intervention programs for
reducing self-stigma in children and adolescents. * School-based
suicide prevention and intervention. * Mindfulness-based programs
in school settings. * Implementing emotional intelligence programs
in Australian schools. The Handbook for School-Based Mental Health
Promotion is a must-have resource for researchers, clinicians and
related professionals, and policymakers as well as graduate
students across such interrelated disciplines as child and school
psychology, social work, education policy and politics, special and
general education, public health, school nursing, occupational
therapy, psychiatry, school counseling, and family studies.
Perfectionism is growing more prevalent among young people today,
with increasing numbers of children admitting they feel pressure to
be, or appear to be, perfect. This book describes perfectionism's
mental health costs and effects on achievement, explaining the
myriad and often surprising ways children and adolescents exhibit
perfectionism in their family, school, and social environments.
Most important, the authors suggest clinical interventions to help
perfectionistic children regain perspective, and accept their
limitations. Authors Gordon L. Flett and Paul L. Hewitt expertly
summarize relevant studies, demonstrating that perfectionism is
pernicious and requires a complex and multi-faceted approach to
prevention and treatment. A clinically-focused section rounds out
the book, with concrete steps counselors and educators can take to
help build resilience and adaptability.
Grounded in decades of influential research, this book thoroughly
examines perfectionism: how it develops, its underlying mechanisms
and psychological costs, and how to target it effectively in
psychotherapy. The authors describe how perfectionistic
tendencies--rooted in early relational and developmental
experiences--make people vulnerable to a wide range of clinical
problems. They present an integrative treatment approach and
demonstrate ways to tailor interventions to the needs of individual
clients. A group treatment model is also detailed. State-of-the-art
assessment tools are discussed (and provided at the companion
website). Throughout the book, vivid clinical illustrations make
the core ideas and techniques concrete.
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