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Evidence-Based School Mental Health Services (Record no. 29016)

000 -LEADER
fixed length control field 04437nam a22005175i 4500
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20140310153822.0
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
fixed length control field cr nn 008mamaa
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 101229s2011 xxu| s |||| 0|eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9781441979070
978-1-4419-7907-0
050 #4 - LIBRARY OF CONGRESS CALL NUMBER
Classification number BF721-723
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 155.4
Edition number 23
Classification number 155.424
Edition number 23
264 #1 -
-- New York, NY :
-- Springer New York,
-- 2011.
912 ## -
-- ZDB-2-BHS
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Macklem, Gayle L.
Relator term author.
245 10 - IMMEDIATE SOURCE OF ACQUISITION NOTE
Title Evidence-Based School Mental Health Services
Medium [electronic resource] :
Remainder of title Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy /
Statement of responsibility, etc by Gayle L. Macklem.
300 ## - PHYSICAL DESCRIPTION
Extent XVII, 297p. 5 illus.
Other physical details online resource.
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Preface -- Acknowledgements -- List of Tables -- Specific Group Activities and Exercises -- The Challenge of Providing Mental Health Services in Schools -- Evidence-based Tier 1, Tier 2 and Tier 3 Mental Health Interventions in Schools -- Strengthening School-Counseling Interventions -- Affect Education at Tiers 1, 2, and 3 -- Importance of Emotion Regulation Training for Children and Adolescents -- Emotion Regulation Training at Tiers 1, 2, and 3 -- Support for the Use of CBT in Schools -- Preparing Young and/or Disabled Children to Benefit from CBT in School-based Settings -- CBT in Schools -- Sustainability, Current Programs and a Look to the Future -- References.
520 ## - SUMMARY, ETC.
Summary, etc The challenges of providing mental health services to school children are numerous and diverse, ranging from staffing shortages to insufficient funding to family resistance to administrative indifference. Yet with the U.S. Surgeon General estimating that approximately 20% of young people display signs of psychological problems, the need for such services – particularly for interventions that not only address mental health issues but also reinforce protective factors – is considerable. Evidence-Based School Mental Health Services offers readers an innovative, best-practices approach to providing effective mental health services at school. The author draws on the widely used and effective three-tiered public health model to create a school-based system that addresses the emotional and behavioral needs of students most at risk for experiencing, or showing strong signs and symptoms of, emotional problems or disabilities. This prevention-oriented program adapts cognitive behavioral and other clinical therapies for use in primary through high school settings. In several concise, easy-to-read chapters, the author addresses such important topics as:  The rationale for building a three-tier mental health system in schools. The importance of making emotion regulation training available to all students. Designing strategies for adding affect education and emotion regulation training at each tier. Providing empirical support for implementing CBT in school settings. Preparing young children to benefit from school-based CBT. Also included is an Appendix of specific group activities and exercises that can be put to use in the school setting. Evidence-Based School Mental Health Services is a must-have resource for researchers, scientist-practitioners, and graduate students in school psychology, clinical child psychology, pediatrics, psychiatry, social work, school counseling, education as well as for those who develop or influence public policy. And it is essential reading for any professional who is responsible for and interested in children’s well-being and development.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Philosophy (General).
Topical term or geographic name as entry element Pediatrics.
Topical term or geographic name as entry element Educational psychology.
Topical term or geographic name as entry element Social policy.
Topical term or geographic name as entry element Social work.
Topical term or geographic name as entry element Applied psychology.
Topical term or geographic name as entry element Developmental psychology.
Topical term or geographic name as entry element Psychology.
Topical term or geographic name as entry element Child and School Psychology.
Topical term or geographic name as entry element Pediatrics.
Topical term or geographic name as entry element Social Work.
Topical term or geographic name as entry element Psychotherapy and Counseling.
Topical term or geographic name as entry element Educational Psychology.
Topical term or geographic name as entry element Social Policy.
710 2# - ADDED ENTRY--CORPORATE NAME
Corporate name or jurisdiction name as entry element SpringerLink (Online service)
773 0# - HOST ITEM ENTRY
Title Springer eBooks
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Display text Printed edition:
International Standard Book Number 9781441979063
856 40 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier http://dx.doi.org/10.1007/978-1-4419-7907-0
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme
Item type E-Book
Copies
Price effective from Permanent location Date last seen Not for loan Date acquired Source of classification or shelving scheme Koha item type Damaged status Lost status Withdrawn status Current location Full call number
2014-03-31AUM Main Library2014-03-31 2014-03-31 E-Book   AUM Main Library155.4
Languages: 
English |
العربية