This book offers guidance for school-based professionals participating in the special education process. It provides a foundation for effective oral communication and meeting facilitation in team meetings while highlighting methods to enhance collaboration between educators and families. School psychologists across the United States share how they structure meetings, provide examples for how to communicate educational and psychological concepts, and describe personas they present to support the meeting process. Chapters present a sequential facilitation process for school psychologist-led meetings and apply that process to problem-solving, suspicion of disability, eligibility/feedback, IEP, and manifestation determination meetings. Within each chapter, featured practitioners describe ways to address common challenges that arise. Aimed at graduate students and professionals, this text is a unique, example-based resource to enhance readers’ ability to facilitate and participate in the special education process.

Written by experts in the field, School-Based Family Counseling: An Interdisciplinary Practitioner’s Guide focuses on how to make integrated School-Based Family Counseling (SBFC) interventions, with a focus on integrating schools and family interventions, in an explicit step-by-step manner. Departing from the general language used in most texts to discuss a technique, this guide’s concrete yet user-friendly chapters are structured using the SBFC meta-model as an organizing framework, covering background information, procedure, evidence-based support, multicultural counseling considerations, challenges and solutions, and resources. Written in discipline-neutral language, this text benefits a wide variety of mental health professionals looking to implement SBFC in their work with children, such as school counselors and social workers, school psychologists, family therapists, and psychiatrists. The book is accompanied by online video resources with lectures and simulations illustrating how to implement specific SBFC interventions. A decision tree is included to guide intervention.

This comprehensive sourcebook covers every aspect of school service delivery, arming practitioners with the nuts and bolts of evidence-based practice. Each of the 114 chapters serves as a detailed intervention map, beginning with a summary of the problem area and moving directly into step-by-step instructions on how to implement an evidence-based program with distinct goals in mind and methods to measure the outcome. School-based professionals in need of ready access to information on mental health disorders, developmental disabilities, health promotion, child abuse, dropout prevention, conflict resolution, crisis intervention, group work, family interventions, culturally competent practice, policy, ethics, legal issues, community involvement, accountability, and funding can now find high-quality and easy-to-implement strategies at their fintertips. A concise, user-friendly format orients readers to each issue with a Getting Started section, then moves smoothly into What We Know, What We Can Do, Tools and Practice Examples, and Points to Remember. Quick-reference tables and charts highlight the most important information needed for daily reference, and lists of further reading and Web resources guide readers in gathering additional information to tailor their practice to suit their students' needs. Each chapter has been specifically crafted by leaders in their fields with the ultimate goal of giving school-based practitioners the tools they need to deliver the best mental health and social services possible to students, families, and communities. This is a must-have reference for all school-based social workers, psychologists, counselors, mental health professionals, and educators.

The School Services Sourcebook covers every aspect of school service delivery, arming practitioners with the nuts and bolts of evidence-based practice. The second edition has been significantly revised with a new structure including 73 chapters divided into five Parts across thirteen Sections, with an additional six chapters included in an online section found on the book's companion website. Fifteen new chapters cover key topics such as implementing an RTI framework, positive behavioral supports, school climate, functional behavioral assessment, the integration of ethics, Autism and suicide, school engagement, military families, Latino immigrant families, classroom management, transition planning and several chapters that speak to assessment and accountability. Each chapter serves as a detailed intervention map, quickly summarizing the problem area before presenting step-by-step instructions on how to implement an evidence-based program with clear goals in mind and methods to measure the outcome. The concise, user-friendly format from the first edition has been retained, orienting readers to each issue with a Getting Started section, then moves smoothly into What We Know, What We Can Do, Tools and Practice Examples, and Key Points to Remember. A new section, Applying Interventions within Response-to-Intervention Framework, has been added to each chapter to facilitate the implementation of an RTI model. Quick-reference tables and charts highlight the most important information needed for daily reference, and annotated lists of further reading and Web resources guide readers in gathering additional information to tailor their practice to suit their students' needs. Each chapter has been specifically crafted by leaders in their fields with the ultimate goal of giving school-based practitioners the tools they need to deliver the best mental health and social services possible to students, families, and communities. This sourcebook is an invaluable reference for all school-based social workers, psychologists, counselors, mental health professionals, educators, and administrators. Visit the companion website for more information and to access additional book content: [URL]

Tap into proven do's and don'ts for facilitating dynamic and productive meetings. Get tips on team building, brainstorming, motivating, delegating, and more.

As the rates of chronic health conditions in childhood increase, school-based professionals regularly encounter children with chronic health conditions in the school setting. Students with chronic health conditions often require accommodations, assessment, intervention, and close collaboration with medical providers and families. However, most school-based clinicians (school psychologists, counselors, social workers) responsible for addressing the special needs of these children have no prior experience and have never taken coursework related to common pediatric conditions. Pediatric Health Conditions in Schools is a practical guide for school-based clinicians working with children with chronic health issues. Section I provides a broad overview of school-related issues for working with children with long-term health problems. This includes a review of common medical conditions and terminology and cross-cutting issues related to social, emotional, and academic functioning, as well as the role of the school-based professional in collaborating across systems of care. This section also reviews legal and policy issues, as well as alternative educational settings for students with chronic health needs. Section II focuses on prevention, assessment, intervention, and consultations strategies for both individual students and entire school systems. Finally, Section III includes chapters for common groups of medical conditions. Each chapter provides an overview of the condition(s), common school-related concerns, risk and protective factors and cultural considerations, and includes practical strategies, resources, and handouts for the school-based professional. Case examples are used throughout the book to illustrate key concepts and implications for the school setting.

Informed by a social justice approach, this user-friendly text for social work students provides a comprehensive introduction to contemporary school social work practice structured around the 2022 CSWE EPAS Competencies. With a focus on skills development, this innovative text is competency-based and encompasses professionalism, cross-disciplinary collaboration, research applications, theoretical foundations, policies, engagement, assessment, intervention, and evaluation. Following a brief historical overview and introduction to the discipline, the book delves into school social work practice and delivers timely content regarding professional identity, supervision, anti-racism, diversity, equity, inclusion, and social justice. Practice knowledge is examined through social work theory, evidence-informed practice, use of data, and policies regarding school, children, and families. The text addresses the full range of client engagement, service provision, the multi-tiered system of supports, trauma-based practices, social emotional learning, termination, and transition-planning. An instructor's manual, sample syllabus, and PowerPoints accompany each chapter. Purchase includes digital access for use on most mobile devices or computers. Key Features: Organizes content by the CSWE professional competencies Provides case scenarios and practitioner spotlights in each chapter to illuminate the varied roles and responsibilities of school social workers Includes skill-development activities, additional resources, and reflection boxes to foster understanding and creative thinking Delivers a comprehensive focus covering policy, practice, and theory Addresses the full range of client engagement and service provision Incorporates contemporary issues relevant to school practice (MTSS, SEL, IDEA, ESSA) Views the discipline through a decolonial lens and acknowledges structural racism in the school system

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.

Becoming and Being a Play Therapist: Play Therapy in Practice presents a rich and illuminating account of current play therapy practice, with an emphasis on becoming and being a play therapist and on some of the varied clinical contexts in which play therapists work. Written by members of British Association of Play Therapists, this book highlights the current complexity of play therapy practice in the UK and reflects the expertise of the collected authors in working with emotional, behavioural and mental health challenges in children and young people. Divided into three parts, the book is designed to build on and consolidate the principles and professional/personal competences of play therapy practice. Key topics include: Training and establishing oneself as a play therapist in the UK, a comprehensive guide. The improvisational practitioner; therapist responses to resistance and aggressive play. Systemic considerations in play therapy with birth families and adopters; advantages and challenges. Case-study based explorations of play therapy across a range of service user groups, including childhood trauma, bereavement and sexual abuse, and agency contexts, including school and CAMHS settings. Becoming and Being a Play Therapist will be relevant both for play therapy trainees and for qualified play therapists as well as for related professionals.

Now in its Second Edition, this seminal handbook offers a comprehensive exploration of how students with disabilities might be provided classrooms and schools that are both inclusive and effective. With an enhanced focus on the elementary level, this new edition provides readers with a richer, more holistic understanding of how inclusive settings operate in K-5, featuring expanded chapters on principal engagement, teacher preparation, district-level support, school-based improvement practices, and more. Fully revised and updated to reflect changes in the field, each chapter synthesizes the research, explores if and how this knowledge is currently used in schools, and addresses the implications for practice and directions for future research.