Overview

"Despite the marked increase in anxiety, depression, and suicidal behaviour among school-aged youth, millions of children with mental health needs never receive treatment. Too many are overlooked by ""refer-test-place"" approaches that only consider evidence of psychopathology without examining students' psychological well-being (or lack of well-being). Consequently, many vulnerable students slip through the cracks without receiving interventions.Fostering the Emotional Well-Being of Our Youth provides an alternative--a dual-factor model of students' mental health that integrates wellness and pathology into a single multi-tier system of mental health support. Philip J. Lazarus, Shannon M. Suldo, and Beth Doll, with foremost scholars in the field, explain what this paradigm shift means for school mental health professionals: why the promotion of well-being is important; how practitioners' day-to-day practices will change; and what the outcomes will be. This volume provides the tools to advocate for and implement supports that foster students' complete mental health."

Full Product Details

Author:   Philip J. Lazarus (Associate Professor and Director, Associate Professor and Director, School Psychology Program, Florida International University) ,  Shannon Suldo (Professor, Professor, School Psychology Program, University of South Florida) ,  Beth Doll (Professor and Interim Dean, Professor and Interim Dean, College of Education and Human Sciences, University of Nebraska, Lincoln)
Publisher:   Oxford University Press Inc
Imprint:   Oxford University Press Inc
Dimensions:   Width: 15.50cm , Height: 3.60cm , Length: 23.10cm
Weight:   0.816kg
ISBN:  

9780190918873

ISBN 10:   019091887
Pages:   576
Publication Date:   01 March 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Introduction: Are our Youth All Right? Philip J. Lazarus, Shannon M. Suldo, and Beth Doll 1. Conceptualizing Youth Mental Health through a Dual-Factor Model Shannon M. Suldo and Beth Doll 2. Framing School Mental Health Services within a Dual-Factor Model of Mental Health Beth Doll, Evan H. Dart, Prerna Arora, and Tai A. Collins 3. Building Culturally Responsive Schools: A Model Based on the ASCD's Whole Child Approach Janine Jones and Antoinette Halsell Miranda 4. Implementing Positive Behavior Interventions and Supports: A Framework for Mental Health Promotion Donald Kincaid and Natalie Romer 5. Adopting a Trauma-Informed Approach to Social-Emotional Learning Maurice J. Elias, Erica R. Powlo, Ava Lorenzo, and Brian Eichert 6. Promoting School Safety, School Climate, and Student Mental Health: Interdependent Constructs Built Upon Comprehensive Multidisciplinary Planning Amy-Jane Griffiths, Elena Diamond, Zachary Maupin, James Alsip, Michael J. Keller, Kathryn Moffa, and Michael Furlong 7. Preventing School Violence and Advancing School Safety Dewey Cornell and Brittany Crowley 8. Cultivating Student Engagement and Connectedness Amy L. Reschly and Christopher Pinzone 9. Creating Resilient Classrooms and Schools Beth Doll and Hong Ni 10. Strengthening the Quality of Preschool, Childcare and Parenting Soo-Young Hong, Holly Hatton Bowers, and Lisa Knoche 11. Building Family-School Partnerships to Support Positive Parenting and Promote Healthy Families S. Andrew Garbacz and Linda M. Raffaele Mendez 12. Promoting Physical Activity, Nutrition, and Sleep Ellyn M. Schmidt, Tessa N. Hamilton, and Jessica A. Hoffman 13. Teaching Emotional Self-Regulation to Children and Adolescents Philip J. Lazarus and Annela Costa 14. Promoting Students' Positive Emotions, Character, and Purpose Shannon M. Suldo, Jenni Menon Mariano, and Hannah Gilfix 15. Building a Foundation for Trauma-Informed Schools Philip J. Lazarus, Stacy Overstreet, and Eric Rossen 16. Preventing Bullying in Schools Amanda B. Nickerson and Timothy Parks 17. Supporting the Well-Being of Highly Mobile Students Michael L. Sulkowski 18. Enfranchising Socially Marginalized Students Amanda L. Sullivan, Andy V. Pham, Mollie Weeks, Thuy Nguyen, and Quennie Dong 19. Preventing School Failure and School Dropout Robyn S. Hess and Cynthia E. Hazel 20. Providing Evidence-Based Supports to Students in the Aftermath of a Crisis Philip J. Lazarus, Franci Crepeau-Hobson, Kathy Sievering, and Cathy Kennedy-Paine 21. Raising the Emotional Well-Being of Students with Anxiety and Depression Diana Joyce-Beaulieu and Brian Zaboski 22. Implementing Statewide Practices that Promote Student Wellness and Resilience Amity Noltemeyer, Cricket Meehan, Emily Jordan, and Michael Petrasek 23. Using Universal Screening to Monitor Students' Social, Emotional, and Behavioral Health Katie Eklund, Stephen P. Kilgus, Lauren Meyer, and Alexandra Barber 24. Accessing Targeted and Intensive Mental Health Services Tammy L. Hughes and Maggie B. Mazzotta Afterword: We Must Be Champions for the Emotional Well-Being of Our Youth Philip J. Lazarus and Ralph Eugene Cash

Reviews

In this text, Lazarus, Suldo, and Doll meld school-based mental health services and the promotion of well-being, drawing upon their deep knowledge of the field and passion for children and families. They bring together a veritable Who's Who in School Psychology to remind us that the best form of intervention is prevention, which involves creating supportive school stuctures and helping students develop the socioemotional skills to be their best possible selves. -- Frank C. Worrell, PhD, Professor, University of California, Berkeley This excellent text guides data-based decision making and intervention options for working with distressed youth. The book's Dual Factor Model balances wellness and psychopathology. This comprehensive research based text is essential for graduate training for all mental health practitioners. It will be an often-used reference on every practitioner's desk! -- William Pfohl, PsyD, NCSP, Psychology Professor Emeritus, Western Kentucky University, Past President of the National Association of School Psychologists (1996-97); (2006-07), Past President of the International School Psychology Association (2009-11) This book shatters the long-held notion that school practices that enhance well-being and others that intervene with dimensions of psychopathology are distinct areas of study and practice. The dual-factor model described by these leading scholars provides a compelling theoretical and empirical basis for their integration along with specific practices that can achieve both goals. --Steven W. Evans, PhD, Distinguished Professor of Psychology, Ohio University; Editor-in-Chief, School Mental Health

This book shatters the long-held notion that school practices that enhance well-being and others that intervene with dimensions of psychopathology are distinct areas of study and practice. The dual-factor model described by these leading scholars provides a compelling theoretical and empirical basis for their integration along with specific practices that can achieve both goals. * Steven W. Evans, PhD, Distinguished Professor of Psychology, Ohio University; Editor-in-Chief, School Mental Health * This excellent text guides data-based decision making and intervention options for working with distressed youth. The book's Dual Factor Model balances wellness and psychopathology. This comprehensive research based text is essential for graduate training for all mental health practitioners. It will be an often-used reference on every practitioner's desk! * William Pfohl, PsyD, NCSP, Psychology Professor Emeritus, Western Kentucky University, Past President of the National Association of School Psychologists (1996-97); (2006-07), Past President of the International School Psychology Association (2009-11) * In this text, Lazarus, Suldo, and Doll meld school-based mental health services and the promotion of well-being, drawing upon their deep knowledge of the field and passion for children and families. They bring together a veritable Who's Who in School Psychology to remind us that the best form of intervention is prevention, which involves creating supportive school stuctures and helping students develop the socioemotional skills to be their best possible selves. * Frank C. Worrell, PhD, Professor, University of California, Berkeley *

Author Information

Philip J. Lazarus, Director of the School Psychology Program, Florida International University, is a licensed psychologist, licensed school psychologist, and past president of the National Association of School Psychologists. Shannon M. Suldo, Professor of School Psychology, University of South Florida, is a licensed psychologist and partners with schools to create evidence-based positive psychology interventions to increase youth well-being. Beth Doll, Professor of School Psychology, University of Nebraska-Lincoln, is a licensed psychologist and works in partnerships with schools to strengthen classroom supports for mental health.

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