Evidence-Based School Mental Health Services: Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy PDF
Preview Evidence-Based School Mental Health Services: Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy
Evidence-Based School Mental Health Services Gayle L. Macklem Evidence-Based School Mental Health Services Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy Gayle L. Macklem Massachusetts School of Professional Psychology 221 Rivermore Street Boston, MA 02132 USA [email protected] ISBN 978-1-4419-7906-3 e-ISBN 978-1-4419-7907-0 DOI 10.1007/978-1-4419-7907-0 Springer New York Dordrecht Heidelberg London © Springer Science+Business Media, LLC 2011 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Preface The need for efficient and effective mental health counseling in schools is well accepted as is the fact that the school setting is ideal for meeting the mental health needs of children and adolescents, given relatively easy access to students, the pres- ence of school-based mental health workers, and the fact that parents feel they know something about and are fairly comfortable with schools and their personnel. This text presents school counseling in the framework of the growing popular three-tiered model and incorporates the newest and best-supported mental health therapeutic approaches. Adaptations of cognitive–behavioral therapy to fit the school setting are presented, advocating for a more uniform protocol so that practitioners only have to learn a single more general approach that fits the realities of working with small groups in schools. Beyond this, affective education at each of the three tiers is dis- cussed and, in particular, emotion regulation is stressed, given that without these additions to prevention and intervention work, the populations that school psycholo- gists and other mental health workers must service are less likely to benefit from best practices. Work with school-aged students must include training in emotion awareness, emotion knowledge, emotional expression, and emotion regulation. The most current research from various fields supports cognitive–behavioral therapy, emotion regulation training, and affective education. A particular contribution to school-based counseling involves strategies and approaches to prepare younger students and, importantly, students with special needs to benefit from evidence-based approaches. Concepts must be simplified and made concrete, metacognitive weaknesses must be addressed, and generalization must be addressed from the start of interventions. The precursor skills needed to deal with the complex strategies of cognitive–behavioral therapy must be included in the training. There have been many contributions to the mental health field that deal with cog- nitive–behavioral therapy for specific disorders, for clinical work in the community or mental health clinics, and for using cognitive–behavioral therapy with children. There are far fewer resources for school-based practitioners who have different demands on their time, limited resources, and different challenges in general. School-based practi- tioners need to learn how to add detailed affective education and emotion regulation training to school-based interventions as well as to consider a uniform protocol for mental health intervention in schools. Finally, these aspects of prevention and interven- tion need to be placed into a three-tiered model. These are the goals of this text. v vi Preface It is important to acknowledge the several individuals who have been enormously helpful in the completion of this text. Beverly Kaplan deserves special thanks for so strongly urging that this text be written. Dick Macklem deserves considerable appre- ciation not only for his strong and dedicated support, but also for his proofing efforts in preparation of the manuscript. Hunter and Summer Ward contributed their won- derful artwork to the text and their help is greatly appreciated as well. Boston, MA Gayle L. Macklem Specific Group Activities and Exercises Chapter 6 What do you Think? Emotion Story Booklets Emotion Freeze Emotion Expression Boards Emotion Cards Connecting Situations and Emotions Drawing and Showing Guess Why? Making Connections North, South, East, and West Developing an Emotion Vocabulary Class Book of Feeling Words If-Then Plans Positive Self-Talk Feeling Thermometers How Many Degrees? Anger Flies Shift Crossing the Line Emotion Puzzles Steam Valve Mindfulness Training Tunnel Vision Spiral What’s in the Box? Silver Lining Generating Possible Explanations for an Event Good Things and Bad On the Other Hand Opposite Action (Linehan 2000) Oops Preface vii Chapter 8 Click it My Face–Your Face How Do You Feel Now Spilt Milk Thoughts that Don’t Help Us Thought Cue Cards Putting Situations, Thoughts, and Emotions Together Some-More-Most The Elevator’s Going Up Steps to Trouble Guess What Will Happen? How Upset Would You Feel? I Have the Power Choosing My Strategies Change Masters Transformers Two is More Than One Pull the Plug Chapter 9 Thought Detective (Knell & Desari, 2006) Thought Digger (Friedberg, Friedberg, & Friedberg, 2001) Mindfulness Meditation Thought Bubbles Dysfunctional Thought Record (Beck, 1979) Tracks of My Fears (Friedberg & McClure, 2002) Riding the Ferris Wheel Thought Tracker (Stallard, 2002b) Changing the Spell (Rosengren & Rosengren, 2007) Thought Digger (Friedberg & Crosby 2001) Box It Mad Minutes or Weighty-Worry Time Air Traffic Controller Catching Thoughts Mood Diary (Hakeberg, Berggren, Carlsson, & Gustafsson, 1997) Making Predictions Blue Shift Reframe Your Thought Map to NEWFAST Middle School Challenge Full Moon About the Author Gayle L. Macklem, MA, NCSP, LEP, is a Massachusetts-licensed school psychologist and a Massachusetts-licensed educational psychologist. She has served in the field of education for over 30 years. A former president of the Massachusetts School Psychologists Association (MSPA), she serves as the Technology Chairperson of the state association. She is an adjunct instructor in School Psychology at the Massachusetts School of Professional Psychology (MSPP) in Boston. She writes curriculum and writes on topics of interest to educators. She is a frequent presenter at regional and national conferences. Ms. Macklem is the author of Springer’s Practitioner’s Guide to Emotion Regulation in School-Aged Children (2008) and Bullying and Teasing: Social Power in Children’s Groups (2003). ix
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