This book offers a new framework for providing psychological services in schools at the individual, group, and systemic levels. It examines a variety of disorders common to school children, including anxiety, depression, ADHD, and conduct disorder, and outlines treatment options from evidence-based cognitive and cognitive-behavioral methods. The accessible real-world guidelines enable readers to design, implement, and evaluate interventions relevant to diverse student needs. Ethical, competency, and training concerns facing school practitioners in the new therapeutic environment are reviewed as well.
Featured areas of coverage include:
• Behavioral assessment in school settings.
• PTSD and secondary trauma in children and adolescents.
• Transdiagnostic behavioral therapy for anxiety and depression in school.
• CBT for children with autism spectrum and other developmental disorders.
• Implementation, technological, and professional issues.
• The Practitioner's Toolkit: evidence-based cognitive and behavioral interventions.
Cognitive and Behavioral Interventions in the Schools is an essential resource for professionals and scientist-practitioners in child and school psychology, social work, behavioral therapy, psychotherapy and counseling, and educational psychology.
Part I: Intervention Planning.- Introduction.- Behavioral Assessment in School Settings.- Part II: Childhood Disorders.- Anxiety in Youth: Assessment, Treatment, and School-based Service Delivery.- Trauma: PTSD, and Secondary Trauma in Children and Adolescents.- Depression.- Transdiagnostic Behavioral Therapy for Anxiety and Depression in Schools.- Obsessive Compulsive Disorder.- Attention-Deficit Hyperactivity Disorder: Use of Evidence-Based Assessments and Interventions.- Oppositional Defiant and Conduct Disorders.- Using CBT to Assist Children with Autism Spectrum Disorders/Pervasive Developmental Disorders in the School Setting.- Pediatric Elimination Disorders.- Part III: Interventions: The Practitioner’s Tool-Kit.- Cognitive Interventions.- Cognitive and Behavioral Interventions.- Part IV: Implementation Concerns and Future Directions.- Transporting Cognitive Behavioral Interventions to the School Setting.- Professional Issues in Cognitive and Behavioral Practice for School Psychologists.- Technology-Based Cognitive Behavioral Therapy in School Settings.
Rosemary Flanagan, Ph.D., ABPP, is a professor in the School
Psychology Program at Touro College, New York. Previously she was a full-time
faculty member and director of the school psychology program at the Gordon F.
Derner Institute for Advanced Psychological Studies at Adelphi University, Garden
City, New York. Prior to coming to Adelphi, she was a practicing school psychologist
for 18 years, while serving as adjunct faculty at St. John’s and Hofstra
Universities. She has taught assessment and intervention courses for 20 years
and has more than 30 publications on assessment, intervention, and professional
issues in school psychology. She is a member of the editorial board of Psychology
in the Schools and has served as a co-guest editor of two special issues of
the journal, one on cognitive-behavior therapy in the schools. Dr. Flanagan
also serves on the editorial boards of theJournal of School Psychology and the
Journal of Rational Emotive and Cognitive Behavior Therapy. She is the Editor
ofThe School Psychologist,the newsletter published by Division 16 of the American
Psychological Association.She is a Fellow of the American Psychological Association,
American Academy of School Psychology and the Society for Personality Assessment,
an Associate Fellow of the Albert Ellis Institute, and a Diplomate of the American
Board of Professional Psychology (ABPP). She has served ABPP in numerous capacities,
having been president of the American Board of School Psychology and a member
of the ABPP Board of Trustees. She maintains an independent practice of psychology.
She received her PhD in clinical and school psychology from Hofstra University,
and co-authored the recently published Specialty Competencies in School Psychology(Oxford
Eva Levine, Ph.D., is a psychologist in independent practice in New York City, where she provides psychotherapy and psychoeducational testing services, and designs cognitive-behavioral interventions for children, adolescents and adults. Previously, Dr. Levine was employed on the faculties of Weill Medical College of Cornell University, where she was the primary psychologist for a grant-funded study looking at ADHD diagnosis and treatment in primary care settings, and at the NYU Child Study Center, where she was a researcher and clinician for the School-Based Intervention Program and the Families Forward programs of the Institute for Trauma and Resilience. She also worked as pediatric psychologist for the New York City Health and Hospitals Corporation. Dr. Levine has served on the adjunct faculties of Iona College, Adelphi University, Touro College and Hofstra University, and was a co-guest editor for a special issue of Psychology in the Schools on the use of cognitive behavioral therapy in school settings. She received her PhD in School & Clinical Psychology from Hofstra University.
Korrie Allen, Psy.D., is an Associate Professor of Pediatrics at Eastern Virginia Medical School. She received an undergraduate degree in psychology from the University of Notre Dame, and doctorate in psychology from St. John’s University. Dr. Allen has successfully completed several research projects funded by agencies such as the Commonwealth Health Research Board, U.S. Department of Education, Governor’s Office of Substance Abuse Prevention and the Society for School Psychology Research. She is extensively involved in applied research that focuses on children with severe behavior problems. Her recent studies evaluated the impact of parent-child interaction training to address aggressive and oppositional behaviors among children with Autism Spectrum Disorder. In 2013 she was received the Outstanding Research in Counseling Award from the American Education Research Association and the Distinguished Alumni Award from St. John’s University.