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Record Nr. |
UNINA9910800098403321 |
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Titolo |
Cognitive-behavioral interventions in educational settings : a handbook for practice / / edited by Rosemary B. Mennuti, Ray W. Christner, Arthur Freeman |
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Pubbl/distr/stampa |
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New York : , : Routledge, , 2012 |
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ISBN |
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1-136-48697-6 |
1-136-48698-4 |
0-203-13636-5 |
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Edizione |
[2nd ed.] |
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Descrizione fisica |
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1 online resource (783 p.) |
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Altri autori (Persone) |
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ChristnerRay W. <1972-> |
FreemanArthur <1942-> |
MennutiRosemary B. <1947-> |
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Disciplina |
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Soggetti |
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School psychology |
Cognitive therapy for children |
Behavior modification |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Cognitive-behavioral Interventions in Educational Settings; Copyright; Contents; List of Figures; List of Tables; Foreword; Acknowledgments; Contributors; Section I : Foundations; Chapter 1 : an Introduction to Cognitive-behavioral Therapy with Youth; Chapter 2 : Implementation of Cognitive-behavioral Therapy (cbt) to School-based Mental Health: a Developmental Perspective; Chapter 3 : Multicultural Issues in School Mental Health: Responsive Intervention in the Educational Setting; Chapter 4 : a Cognitive-behavioral Case Conceptualization for Children and Adolescents |
Section II : Application of Cbt Interventions with Specific DisordersChapter 5 : Anxiety Disorders: School-based Cognitive- Behavioral Interventions; Chapter 6 : School Refusal Behavior: School-based Cognitive-behavioral Interventions; Chapter 7 : Selective Mutism: Cognitive-behavioral Assessment and Intervention; Chapter 8 : Depression: School-based Cognitive- Behavioral Interventions; Chapter 9 : Bipolar Disorder: School-based Cognitive- Behavioral Interventions; |
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Chapter 10 : Adolescents with Eating Disorders: School- Based Cognitive-behavioral Interventions |
Chapter 11 : Anger and Aggression: School-based Cognitive-behavioral InterventionsChapter 12 : Bullying and Coercion: School-based Cognitive-behavioral Interventions; Chapter 13 : Children with Learning Disabilities: School- Based Cognitive-behavioral Interventions; Chapter 14 : Attention Deficit Hyperactivity Disorder: School-based Cognitive-behavioral Interventions; Chapter 15 : Individuals with Developmental Disabilities: School-based Cognitive-behavioral Interventions; Chapter 16 : Autism: School-based Cognitive-behavioral Interventions |
Chapter 17 : Lesbian, Gay, Bisexual, Transgendered, and Questioning (lgbtq) Youth: School Climate, Stressors, and InterventionsChapter 18 : Children with Chronic Health Conditions: School- Based Cognitive-behavioral Interventions; Chapter 19 : Substance-abuse Prevention: School-based Cognitive-behavioral Approaches; Section III: Application of Cbt Interventions with Systems; Chapter 20 : Cognitive-behavioral Strategies for School Behavioral Consultation; Chapter 21 : Cognitive-behavioral Approaches to School- Crisis Response; Chapter 22 : Building Resilience in Schools |
Chapter 23 : Incorporating Cognitive-behavioral Therapy in a School-wide Positive Behavioral Support System: Promoting Good Mental Health in All ChildrenSection IV : Summary; Chapter 24 : the Future of Cognitive-behavioral Interventions in Schools; Index |
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Sommario/riassunto |
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"This revised volume serves as an updated resource for school-based practitioners, as well as others providing treatment to children and adolescents, by presenting evidence-based interventions for a variety of issues commonly seen in school settings. Leading professionals provide assessment and intervention approaches based on a cognitive-behavioral framework, with specific sensitivity given to the unique needs of youth within the context of school and family. Including both innovative and well-established approaches to working with children and adolescents in schools, this text offers interventions for a variety of issues and concerns faced by school-aged youth. The use of case studies and session outlines, as well as the balance of theoretical and clinical concerns, enhances this book's value as a reference for both clinicians and students."-- |
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