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OverviewEvidence based and practical, this book presents state-of-the-science 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. What makes the book unique is its focus on the nitty-gritty of school-based intervention, including how to integrate mental health services into the special education system, overcome obstacles, and provide needed skills to school personnel. This book will be important reading for practitioners in special education, school psychology, and child clinical psychology; others providing school-based services to students with EBDs. It will also serve as a supplemental text in graduate-level courses dealing with EBDs and cognitive-behavioral interventions. Full Product DetailsAuthor: Matthew J. Mayer (The State University of New Jersey, United States) , Richard Van Acker (University of Illinois at Chicago, United States) , John E. Lochman (University of Alabama, United States) , Frank M. Gresham (Louisiana State University, United States)Publisher: Guilford Publications Imprint: Guilford Publications Dimensions: Width: 15.20cm , Height: 2.80cm , Length: 22.90cm Weight: 0.568kg ISBN: 9781609184810ISBN 10: 1609184815 Pages: 420 Publication Date: 13 May 2011 Audience: College/higher education , Professional and scholarly , Postgraduate, Research & Scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: To order  Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us. Table of ContentsI. Foundations of Cognitive-Behavioral Interventions 1. Historical Roots, Theoretical and Applied Developments, and Critical Issues in Cognitive-Behavioral Modification, Matthew J. Mayer and Richard Van Acker 2. Intervention Development, Assessment, Planning, and Adaptation: The Importance of Developmental Models, John E. Lochman and Frank M. Gresham 3. Methodological Issues in Research Using Cognitive-Behavioral Interventions, Frank M. Gresham and John E. Lochman 4. Cognitive-Behavioral Interventions and the Social Context of the School: A Stranger in a Strange Land, Richard Van Acker and Matthew J. MayerII. Cognitive-Behavioral Interventions for Anger/Aggression 5. Cognitive-Behavioral Interventions for Anger and Aggression: Review of Research and Research-to-Practice Issues, Stephen W. Smith, Julia A. Graber, and Ann P. Daunic 6. Managing Anger and Aggression in Students with Externalizing Behavior Problems: Focus on Exemplary Programs, W. M. Nelson III and Janet R. SchultzIII. Cognitive-Behavioral Interventions for Anxiety/Phobic Disorders 7. Cognitive-Behavioral Therapy for Anxious Youth in School Settings: Advances and Challenges, Adam S. Weissman, Diana Antinoro, and Brian C. Chu 8. Cognitive-Behavioral Treatment for Childhood Anxiety Disorders: Exemplary Programs, Gretchen Schoenfield and Richard J. MorrisIV. Cognitive-Behavioral Interventions for Depression 9. Cognitive-Behavioral Interventions for Depression in Children and Adolescents: Meta-Analysis, Promising Programs, and Implications for School Personnel, John W. Maag, Susan M. Swearer, and Michael D. Toland 10. Cognitive-Behavioral Interventions for Depression during Childhood, Kevin D. Stark, Jenny Herren, and Melissa FisherV. Cognitive-Behavioral Interventions Addressing Other Needs 11. Attention-Deficit/Hyperactivity Disorder, George J. DuPaul, Lauren A. Arbolino, and Genery D. Booster 12. Cognitive-Behavioral Interventions for Students with Autism Spectrum Disorders, Laura Grofer Klinger and Amie WilliamsVI. The Future of Cognitive-Behavioral Interventions 13. The Cognitive–Ecological Model: Paradigm and Promise for the Future, Jaleel Abdul-Adil, Patrick H. Tolan, and Nancy Guerra 14. Future Challenges to Cognitive-Behavioral Interventions in Practice and Policy, Michael M. Gerber and Emily SolariReviewsFilling a critical void in the literature, this book illuminates the exciting potential of cognitive-behavioral interventions in school-based practice... The impressive collection of scholar-authors steers clear of hyperbole in favor of more dispassionate examinations of what the science is saying. Their approach leaves the reader informed, optimistic, and energized. - Jim Larson, University of Wisconsin-Whitewater, 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 Filling a critical void in the literature, this book illuminates the exciting potential of cognitive-behavioral interventions in school-based practice...The impressive collection of scholar-authors steers clear of hyperbole in favor of more dispassionate examinations of what the science is saying. Their approach leaves the reader informed, optimistic, and energized. - Jim Larson, Coordinator, School Psychology Program, University of Wisconsin-Whitewater, 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, Department of Psychiatry, Penn State Milton Hershey Medical Center, Hershey, Pennsylvania, USA """Filling a critical void in the literature, this book illuminates the exciting potential of cognitive-behavioral interventions in school-based practice... The impressive collection of scholar-authors steers clear of hyperbole in favor of more dispassionate examinations of what the science is saying. Their approach leaves the reader informed, optimistic, and energized."" - Jim Larson, University of Wisconsin-Whitewater, Wisconsin, 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" Author InformationEdited by Matthew J. Mayer, PhD, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, NJ, USA, Richard Van Acker, EdD, College of Education, University of Illinois at Chicago, Chicago, IL, USA, John E. Lochman, PhD, Department of Psychology, University of Alabama, Tuscaloosa, AL, USA, and Frank M. Gresham, PhD, Department of Psychology, Louisiana State University, Baton Rouge, LA, USA Tab Content 6Author Website:Countries AvailableAll regions |
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