Evidence-Based School Mental Health Services: Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Springer
2011
|
| Schlagworte: | |
| Online-Zugang: | Inhaltstext Inhaltsverzeichnis |
| Beschreibung: | XVI, 297 s. Ill. |
| ISBN: | 9781441979063 1441979069 |
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Datensatz im Suchindex
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| adam_text |
IMAGE 1
CONTENTS
1 THE CHAUENGE OF PROVIDING MENTAL HEALTH SERVICES IN SCHOOLS . THE NEED
FOR MENTAL HEALTH PROGRAMMING 2
PREVENTION SCIENCE 5
BAITIERS TO MENTAL HEALTH PROGRAMMING IN
SCHOOLS. 6
MATERIAL RESOURCE BARRIERS TO MENTAL HEALTH PROGRAMMING IN
SCHOOLS.
7
HUMAN RESOURCE BARRIERS TO MENTAL HEALTH PROGRAMRNING IN SCHOOLS 7
SCHOOL CULTURAL BAITIERS TO MENTAL HEALTH PROGRAMRNING IN
SCHOOLS. 9 FAMILY BARRIERS TO MENTAL HEALTH PROGRAMMING IN
SCHOOLS LL
TECHNICAL COMPLICATIONS PRESENTING BARRIERS TO MENTAL HEALTH PROGRAMMING
LL
CULTURAL DIVERSITY BARRIERS TO SUCCESSFUL MENTAL HEALTH PROGRAMMING IN
SCHOOLS 13
DEVELOPING CULTURAL AWARENESS AND
SENSITIVITY. 14
ADDRESSING CONCEMS AND IMPROVING OUTCOMES 15
2 EVIDENCE-BASED TIER 1, TIER 2, AND TIER 3 MENTAL HEALTH INTERVENTIONS
IN SCHOOLS 19
THE THREE TIERS OF INTERVENTION 23
TIER I: UNIVERSAL PROGRAMS 24
TIER 2: SELECTED OR TARGETED
PROGRAMS. 32
TIER 3: INDICATED PROGRAMS AND
INTERVENTIONS. 34
3 STRENGTHENING SCHOOL-COUNSELING
INTERVENTIONS. 39
IMPLEMENTING COMPREHENSIVE SCHOOL-BASED MENTAL HEALTH SERVICES 40 TIER
I: IMPLEMENTATION
CHALLENGES.
40
TIER I: ADAPTATIONS TO EVIDENCE-BASED PROGRAMS 42
SCREENING FOR TIER 2 42
TIER 2: INTERVENTIONS. 44
IDENTIFICATION OF STUDENTS FOR TIER 3 44
TIER 3: INTERVENTIONS 49
XI
IMAGE 2
XII
CONTENTS
IMPROVING TIER 2 AND 3 INTERVENTIONS 50
IMPROVING INTERVENTIONS: GENERALIZATION 50
DOSAGE AND TIME EFFECTS 53
MATCHING PROGRAMMING TO
DEFICITS. 54
ADDRESS CONTEXTUAL FACTORS 55
ADDI TIONAL
FACTORS.
55
PROGRESS MONITORING AND OUTCOME
EVALUATION. 57
CURRENT
ISSUES.
59
4 AFFECT EDUCATION AT TIERS 1,2, AND
3. 61
AFFECT EDUCATION 62
EMOTION KNOW LEDGE 64
EMOTION AWARENESS: INDIVIDUAL
DIFFERENCES. 66
EMOTION KNOWLEDGE: INTENSITY 67
EMOTION KNOWLEDGE: UNIVERSAL EMOTIONS AND TRIGGERS 67
EMOTION KNOWLEDGE: POSITIVE EMOTIONS 68
EMOTION AWARENESS. 69
EMOTION AWARENESS: LEXICAL KNOWLEDGE AND VERBAL IDENTIFICATION OF
EMOTION 69
EMOTION AWARENESS: EMOTION
VOCABULARY. 70
EMOTION IDENTIFICATION AND EXPRESSION: VISUOSPATIAL
PROCESSING. 72 EMOTION EXPRESSION: DISPLAY RULES 75
AFFECTIVE EDUCATION IN
SCHOOLS.
77
AFFECT EDUCATION IN SCHOOL PREVENTION AND
INTERVENTION. 79
COMPONENTS OFEMOTION UNDERSTANDING AND EMOTIONAL LITERACY.
80
5 IMPORTANCE OF EMOTION REGULATION TRAINING FOR CHILDREN AND ADOLESCENLS
85
ENVIRONMENTAL INFLUENCES: INFLUENCE OF PARENTS, THE FIRST FEW YEARS 87
ENVIRONMENTAL INFLUENCES: THE PRESCHOOL
PERIOD. 88
INTRINSIC INFLUENCES: CHILD
TEMPERAMENT. 91
ENVIRONMENTAL INFLUENCES: SCHOOL-AGED STUDENTS AND
PEERS. 92
ENVIRONMENTAL INFLUENCES: ADOLESCENCE. 94
ENVIRONMENTAL INFLUENCES: THE INFLUENCE OF CULTURE 95
INTRINSIC INFLUENCES: THE NEUROBIOLOGY OF EMOTION REGULATION 97
INTRINSIC INFLUENCES: EMOTION REGULATION AND ATTENTION 99
INTRINSIC INFLUENCES: ATTENTION SHIFTING 100
EMOTION REGULATION: WORKING MEMORY 100
INTRINSIC INFLUENCES: EMOTION REGULATION AND
MOOD. 101
EMOTION REGULATION: A LIMITED
RESOURCE. 102
EMOTION DYSREGULATION 103
EMOTION DYSREGULATION: INTERNALIZING DISORDERS 104
EMOTION DYSREGULATION: EXTEMALIZING DISORDERS 105
IMAGE 3
CONTENTS XIII
6 EMOTION REGULATION TRAINING AT TIERS 1, 2, AND
3. 107
THREE- TIERED PREVENTIONIINTERVENTION STRATEGIES TO DEVELOP EMOTION
LITERACY AND EMOTION REGULATION 108
EMOTION REGULATION TRAINING. 108
APPROACHES AND STRATEGIES TO INCREASE STUDENT'S BASIC UNDERSTANDING OF
EMOTIONS 109
POSITIVE AND NEGATIVE EMOTIONS 110
MULTIPLE AND SOCIAL
EMOTIONS.
112
STRATEGIES FOR INCREASING POSITIVE EMOTIONS 113
STRATEGIES TO INCREASE STUDENTS' KNOWLEDGE OF FUNCTION, CAUSES, AND
EFFECTS OF EMOTION 114
UNDERSTANDING EMOTIONAL ACTION TENDENCIES 115
STRATEGIES TO INCREASE STUDENTS' UNDERSTANDING OF EMOTION IN OTHERS'
EXPRESSIONS 117
STRATEGIES TO INCREASE STUDENTS' UNDERSTANDING OF THEIR OWN EMOTIONAL
EXPRESSIONS. 119
STRATEGIES TO INCREASE STUDENTS' ABILITY TO CONNECT SITUATIONSLEVENTS
WITH EMOTIONS 119
STRATEGIES TO INCREASE STUDENTS' UNDERSTANDING OF DISPLAY RULES AND
MASKING.
121
STRATEGIES TO INCREASE STUDENTS' EMOTION
VOCABULARY/SE1F-TALK. 122 STRATEGIES TO INCREASE
AWARENESS AND CONTROL OF EMOTIONAL INTENSITY 124 STRATEGIES TO INCREASE
STUDENTS' ABILITY TO SHIFT EMOTIONS. 128
STRATEGIES TO HELP STUDENTS RECOGNIZE EMOTION
PATTERNS. 130
STRATEGIES TO INCREASE STUDENTS' ABILITY TO DOWNREGULATE 130
STRATEGIES TO INCREASE STUDENTS' ABILITY TO REGULATE EMOTIONS 132
STRATEGIES TO INCREASE STUDENTS' ABILITY TO USE COGNITIVE STRATEGIES 134
7 SUPPORT FOR THE USE OF CT IN SCHOOLS 141
EFFICACY OF COGNITIVE-BEHAVIORAL THERAPY 141
CBT INTERVENTIONS IN SCHOOLS 145
EFFICIENCY OF CBT: RATIONALE FR GROUP
TREATMENT. 146
CBT AND PREVENTION OF EMOTIONAL DISORDERS IN SCHOOLS 147
THE CRITICAL COMPONENTS OF CBT 149
INVESTIGATING THE COMMON PRACTICE ELEMENTS OF CBT 151
OTHER EFFORTS TO IDENTIFY COMMON
COMPONENTS. 153
UNIFIED PROTOCOL: INCORPORATING EMOTION SCIENCE INTO CBT 154
UNIFIED TREATMENT PROTOCOL FOR YOUTH 155
8 PREPARING YOUNG AND/OR DISABLED CHILDREN TO ENEFIT FROM CT IN
SCHOOL-ASED SETTINGS 157
CONCERNS AROUND THE EFFECTIVENESS OF CBT FOR YOUNG
CHILDREN. 157 COGNITIVE CAPACITIES NEEDED FOR COGNITIVE
BEHAVIORAL THERAPY. 159
IMAGE 4
XIV
CONTENTS
CHILDREN WITH SPECIAL NEEDS :. 161
ADAPTATIONS TO INCREASE THE EFFECTIVENESS OF CBT WITH YOUNG CHILDREN 164
CBT STUDIES INVOLVING PRESCHOOLERS AND EARLY ELEMENTARY LEVEL STUDENTS
169
WHAT CHANGES WHEN CHILDREN ARE SUCCESSFULLY HELPED WITH CBT? 169
ASSESSMENT OF CHILDREN'S READINESS TO ENGAGE IN CBT 170
PREPARING YOUNG CHILDREN FOR CBT 173
GENERAL CONSIDERATIONS WHEN WORKING WITH YOUNG AND SPECIAL NEEDS
CHILDREN 186
9 CT IN SCHOOLS 187
RATIONALE FOR THE USE OF CBT BY SCHOOL PSYCHOLOGISTS 188
STRUCTURE OF CBT SESSIONS 188
PROCESS VARIABLES FOR SCHOOL PRACTITIONERS 189
REVIEW AND SETTING THE AGENDA 193
CONTENT OF THE SESSION: BEHAVIORAL SKILLS TRAINING 193
CONTENT OF THE SESSION: COGNITIVE SKILLS TRAINING 197
PROBLEM SOLVING. 212
HOMEWORK IN COGNITIVE THERAPY
INTERVENTIONS. 213
10 SUSTAINABILITY, CURRENT PROGRAMS, AND A LOOK TO THE
FUTURE. 219
THE SCHOOL CONTEXT AND SUSTAINABILITY OF PROGRAMS 220
FAMILIES AND SCHOOLS WORKING TOGETHER 221
EVIDENCE- B ASED
PRACTICE.
222
THIRD WAVE CBT 224
CBT AND TECHNOLOGY 226
EMOTION REGULATION IN CBT 228
EMOTION REGULATION IN THERAPIES FOR CHILDREN AND ADOLESCENTS 229 FINAL
THOUGHTS 232
REFERENCES. 233
INDEX , 285 |
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| isbn | 9781441979063 1441979069 |
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| physical | XVI, 297 s. Ill. |
| publishDate | 2011 |
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| spelling | Macklem, Gayle L. Verfasser aut Evidence-Based School Mental Health Services Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy Gayle L. Macklem New York [u.a.] Springer 2011 XVI, 297 s. Ill. txt rdacontent n rdamedia nc rdacarrier Gesundheitserziehung (DE-588)4020759-6 gnd rswk-swf Schule (DE-588)4053474-1 gnd rswk-swf Schule (DE-588)4053474-1 s Gesundheitserziehung (DE-588)4020759-6 s DE-604 X:MVB text/html http://deposit.dnb.de/cgi-bin/dokserv?id=3536978&prov=M&dok_var=1&dok_ext=htm Inhaltstext V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022470999&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Macklem, Gayle L. Evidence-Based School Mental Health Services Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy Gesundheitserziehung (DE-588)4020759-6 gnd Schule (DE-588)4053474-1 gnd |
| subject_GND | (DE-588)4020759-6 (DE-588)4053474-1 |
| title | Evidence-Based School Mental Health Services Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy |
| title_auth | Evidence-Based School Mental Health Services Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy |
| title_exact_search | Evidence-Based School Mental Health Services Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy |
| title_full | Evidence-Based School Mental Health Services Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy Gayle L. Macklem |
| title_fullStr | Evidence-Based School Mental Health Services Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy Gayle L. Macklem |
| title_full_unstemmed | Evidence-Based School Mental Health Services Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy Gayle L. Macklem |
| title_short | Evidence-Based School Mental Health Services |
| title_sort | evidence based school mental health services affect education emotion regulation training and cognitive behavioral therapy |
| title_sub | Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy |
| topic | Gesundheitserziehung (DE-588)4020759-6 gnd Schule (DE-588)4053474-1 gnd |
| topic_facet | Gesundheitserziehung Schule |
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