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Designed specifically for middle and high school educators, this
guidebook clearly and thoroughly breaks down effective
classroom-based interventions for students with ADHD. Chapters walk
readers through each intervention, providing step-by-step
implementation guides, describing potential pitfalls and offering
critical tips and advice to help you ensure that your interventions
are both culturally responsive and sustainable. Filled with helpful
templates and tools, this book is essential reading for anyone who
needs help creating effective, sustainable interventions for
students with ADHD.
This innovative volume details counseling interventions for
secondary students with ADHD and its associated academic and
conduct problems, particularly focusing on youth at risk for
developing serious disruptive behaviors. It addresses the
continuing debate over counseling for youths with ADHD by
identifying key elements common to reputable therapies and
suggesting a framework for their successful implementation. The
core of the book discusses the Challenging Horizons Program (CHP),
a behavior- and solutions-focused approach to counseling
adolescents with ADHD that has been studied extensively for more
than 15 years. Based on the quality of research, the CHP has been
included in the National Registry of Evidence-based Programs and
Practices maintained by the U.S. Substance Abuse and Mental Health
Services Administration (SAMHSA). Excerpts from actual sessions
illustrate typical therapist-client interactions in the CHP, and
sample modules from the program's treatment literature expand the
book's descriptions of effective hands-on interventions. Counseling
skills featured in this book include: Bridging the
research-into-practice divide. Establishing a therapeutic alliance
with students with ADHD. Developing and implementing interventions
for memory, organization, and planning. Enhancing young clients'
social skills. Enlisting family members in the intervention
process. Working directly with teachers to improve student
behaviors. A Practical Guide to Implementing School-Based
Interventions for Adolescents with ADHD is an essential resource
for researchers, clinicians and related professionals, and graduate
students in such disciplines as school and clinical child
psychology, social work, educational psychology, psychotherapy and
counseling, and learning and instruction.
This innovative volume details counseling interventions for
secondary students with ADHD and its associated academic and
conduct problems, particularly focusing on youth at risk for
developing serious disruptive behaviors. It addresses the
continuing debate over counseling for youths with ADHD by
identifying key elements common to reputable therapies and
suggesting a framework for their successful implementation. The
core of the book discusses the Challenging Horizons Program (CHP),
a behavior- and solutions-focused approach to counseling
adolescents with ADHD that has been studied extensively for more
than 15 years. Based on the quality of research, the CHP has been
included in the National Registry of Evidence-based Programs and
Practices maintained by the U.S. Substance Abuse and Mental Health
Services Administration (SAMHSA). Excerpts from actual sessions
illustrate typical therapist-client interactions in the CHP, and
sample modules from the program's treatment literature expand the
book's descriptions of effective hands-on interventions. Counseling
skills featured in this book include: Bridging the
research-into-practice divide. Establishing a therapeutic alliance
with students with ADHD. Developing and implementing interventions
for memory, organization, and planning. Enhancing young clients'
social skills. Enlisting family members in the intervention
process. Working directly with teachers to improve student
behaviors. A Practical Guide to Implementing School-Based
Interventions for Adolescents with ADHD is an essential resource
for researchers, clinicians and related professionals, and graduate
students in such disciplines as school and clinical child
psychology, social work, educational psychology, psychotherapy and
counseling, and learning and instruction.
The handbook provides thoughtful and provocative critiques of the
science and practice of school mental health. It examines
intervention science and implementation science and the study of
professional development and stakeholder engagement. The volume
outlines the relevant issues facing the field of school mental
health and provides a framework for the areas of study. Chapters
critique the science in a specific area, draw innovative
connections between findings, and present new information about
their area of expertise. This handbook provides a concise and
critical update of the literature in school mental health and is an
essential resource for those from the wide range of disciplines
that constitute the science and practice of school mental health.
Key topics featured include: Promoting meaningful engagement and
leadership in school mental health by diverse stakeholders.
Training, coaching, and workforce development in school mental
health. Intervention science for children with specific needs
(e.g., anxiety, depression, trauma, autism). Innovations in
scaling-up and Implementation science, focusing on such topics as
multitiered systems of support and scaleup of positive behavior
support strategies. The handbook is an essential reference for
researchers, graduate students, and other professionals in child
and school psychology, special and general education, public
health, school nursing, occupational therapy, psychiatry, social
work and counseling, educational policy, and family advocacy.
Evidence-based mental health services are lacking in many school
systems, but especially in secondary schools. Adolescents who can
benefit from school mental health services are those who experience
disruptive behavior disorders, anxiety, depression, alcohol/drug
use, sexual or physical abuse, chronic health problems, crisis
situations such as suicidal ideation or attempts, natural
disasters, and exposure to community or family violence that can
interfere with academic success. Currently, one-half of students
with emotional or behavioral disorders drop out of school prior to
graduation, pointing to the need to disseminate proven strategies
that strengthen effective secondary school services. School Mental
Health Services for Adolescents includes a range of expert guidance
on implementation of school mental health services in secondary
schools. The significance of this information cannot be overstated,
as only 20% of children and adolescents who need such services
receive them. Schools are a logical venue for service provision
because emotional and behavioral problems interfere with academic
achievement, and a lack of access to mental health services is a
major barrier to treatment for youth. Authors discuss services that
can be implemented by school-based professionals and methods of
overcoming implementation barriers. Chapters cover the history and
need for services, issues of identification and referral for
treatment in schools, descriptions of evidence-based interventions,
proposed service delivery models, assessment strategies, and
integration of mental health programs in schools. This book will be
a valuable resource for researchers, trainers of school mental
health professionals, school administrators and supervisors, and
school-based mental health providers including psychologists,
counselors, and social workers.
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