School-Centered Interventions: Evidence-Based Strategies for Social, Emotional, and Academic Success

200 Pages·2015·1.708 MB·English

by  Dennis J Simon

2
SCHOOL PSYCHOLOGY BOOK SERIES
Health-Related Disorders in Children and Adolescents: A Guidebook for Understanding and Educating
Edited by LeAdelle Phelps
Enhancing Relationships Between Children and Teachers
Robert C. Pianta
Working With Parents of Aggressive Children: A Practitioner’s Guide
Timothy A. Cavell
Empowered Families, Successful Children: Early Intervention Programs That Work
Susan Epps and Barbara J. Jackson
School-Based Mental Health Services: Creating Comprehensive and Culturally Specific Programs
Bonnie Kaul Nastasi, Rachel Bernstein Moore, and Kristen M. Varjas
Working With Parents of Noncompliant Children: A Guide to Evidence-Based Parent Training for Practitioners and
Students
Mark D. Shriver and Keith D. Allen
Behavioral Interventions in Schools: Evidence-Based Positive Strategies
Edited by Angeleque Akin-Little, Steven G. Little, Melissa A. Bray, and Thomas J. Kehle
Healthy Eating in Schools: Evidence-Based Interventions to Help Kids Thrive
Catherine P. Cook-Cottone, Evelyn Tribole, and Tracy L. Tylka
Treatment Integrity: A Foundation for Evidence-Based Practice in Applied Psychology
Edited by Lisa M. Hagermoser Sanetti and Thomas R. Kratochwill
Assessing Bilingual Children in Context: An Integrated Approach
Edited by Amanda B. Clinton
Universal Screening in Educational Settings: Evidence-Based Decision Making for Schools
Edited by Ryan J. Kettler, Todd A. Glover, Craig A. Albers, and Kelly A. Feeney-Kettler
Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools
Edited by Lee A. Wilkinson
Single-Case Intervention Research: Methodological and Statistical Advances
Edited by Thomas R. Kratochwill and Joel R. Levin
Testing Accommodations for Students With Disabilities: Research-Based Practice
Benjamin J. Lovett and Lawrence J. Lewandowski
Implementation of Mental Health Programs in Schools: A Change Agent’s Guide
Susan G. Forman
Self-Regulated Learning Interventions With At-Risk Youth: Enhancing Adaptability, Performance, and Well-Being
Edited by Timothy J. Cleary
School-Centered Interventions: Evidence-Based Strategies for Social, Emotional, and Academic Success
Dennis J. Simon
3
4
Copyright © 2016 by the American Psychological Association. All rights reserved. Except as permitted under the United States Copyright Act
of 1976, no part of this publication may be reproduced or distributed in any form or by any means, including, but not limited to, the process of
scanning and digitization, or stored in a database or retrieval system, without the prior written permission of the publisher.
Electronic edition published 2016.
ISBN: 978-1-4338-2086-1 (electronic edition).
Published by
American Psychological Association
750 First Street, NE
Washington, DC 20002
www.apa.org
To order
APA Order Department
P.O. Box 92984
Washington, DC 20090-2984
Tel: [phone]; Direct: [phone]
Fax: [phone]; TDD/TTY: [phone]
Online: www.apa.org/pubs/books
E-mail: [email protected]
In the U.K., Europe, Africa, and the Middle East, copies may be ordered from
American Psychological Association
3 Henrietta Street
Covent Garden, London
WC2E 8LU England
Cover Designer: Berg Design, Albany, NY
The opinions and statements published are the responsibility of the authors, and such opinions and statements do not necessarily represent the
policies of the American Psychological Association.
Library of Congress Cataloging-in-Publication Data
Simon, Dennis J.
School-centered interventions : evidence-based strategies for social, emotional, and academic success / Dennis J. Simon.
pages cm. — (School psychology book series)
Includes bibliographical references.
ISBN 978-1-4338-2085-4 — ISBN 1-4338-2085-4 1. School mental health services. 2. Learning disabilities—Treatment. I. Title.
LB3430.S452 2016
371.7'13—dc23
2015015856
British Library Cataloguing-in-Publication Data
A CIP record is available from the British Library.
First Edition
http://dx.doi.org/10.1037/14779-000
5
To Kathy, Kristie, Cheryl, and Jeffrey.
6
CONTENTS
Series Foreword
David Shriberg
Acknowledgments
Introduction
I. Foundations of Mental Health Services in Schools
Chapter 1.  Advantages of Mental Health Work in Schools
Chapter 2.  Overview of Psychological Interventions for Children and Adolescents
Chapter 3.  Case Conceptualization in the Context of Evidence-Based Interventions: Linking Assessment
to Intervention to Outcome
II. Therapeutic Interventions for Specific Child and Adolescent Psychological Disorders
Chapter 4.  Attention-Deficit/Hyperactivity Disorder
Chapter 5.  Disruptive Behavior Disorders
Chapter 6.  Pediatric Bipolar Disorder
Chapter 7.  Depression
Chapter 8.  Anxiety and Related Disorders
Chapter 9.  Autism Spectrum Disorder
Afterword: Comprehensive Multitiered Services in Schools
Appendix: Case Conceptualization Flow Chart
References
About the Author
7
SERIES FOREWORD
Outside of their homes, children spend more time in schools than any other setting. From tragedies such
as Sandy Hook and Columbine to more hopeful developments such as the movement toward improved
mental and physical health and academic achievement, there is an ongoing need for high-quality writing that
speaks to ways in which children, families, and communities associated with schools worldwide can be
supported through the application of sound psychological research, theory, and practice.
For the past several years the American Psychological Association (APA) Books Program and APA
Division 16 (School Psychology) have partnered to produce the School Psychology Book Series. The mission
of this series is to increase the visibility of the science, practice, and policy for children and adolescents in
schools and communities. The result has been a strong collection of scholarly work that appeals not only to
psychologists but also to individuals from all fields who have reason to seek and use what psychology has to
offer in schools.
This book continues the strong tradition of the series. Schools are the most common location for
providing mental health services to youth. Blending pertinent research with his extensive clinical experiences
in schools, Dr. Dennis Simon explains the state of the art in school-based therapeutic interventions. Readers
will leave with an enriched understanding of how the school context interfaces with evidence-based
interventions as well as effective strategies for implementation.
Many individuals have made significant contributions to this book series. I thank previous series editors
Sandra L. Christensen, Catherine Christo, Jan Hughes, R. Steve McCallum, David McIntosh, LeAdelle
Phelps, Linda A. Reddy, Susan Sheridan, and Christopher H. Skinner for their wonderful service. I also
thank Linda Malnasi McCarter, Beth Hatch, and Ann Butler of APA Books for their editorial work and
support as well as all of the people at APA Books who have worked behind the scenes to bring this book to
fruition. Finally, I thank Dr. Simon for providing the vision, dedication, and knowledge that is on display in
this work. We are all the beneficiaries of his effort and talent.
The leadership of Division 16 welcomes your comments about this volume, as well as your ideas for other
topics that you would like to see explored in this series. To share your thoughts, please visit the Division 16
website at http://www.apa.org/about/division/div16.aspx.
—David Shriberg, PhD
Series Editor
8
ACKNOWLEDGMENTS
This text is rooted in over 3 decades of clinical and school experience supported by many mentors and
colleagues. Their passion and commitment to find what works to help children is embedded in these pages.
Our efforts were sustained by the youth and families who were our clients and collaborators.
I am indebted to David Shriberg, School Psychology Book Series Editor, for his support for this project,
his encouragement throughout the process, and his commitment to ensuring that all students have access to
quality psychological and educational services. Thanks to Beth Hatch, APA Books Development Editor, and
the peer reviewers for their helpful reviews and editorial support. My appreciation also goes to Karen Burger,
Wes Clevenger, Jane Haeger, and Stuart Rabins for their valuable assistance with case examples. I am
thankful for Mark Swerdlik, a frequent collaborator, and my colleagues at Loyola University, who have
encouraged my teaching activities and value the importance of field experience for training the next generation
of psychologists for evidence-based practice.
My deepest gratitude goes to my wife, Kathy Kapp-Simon, whose support has sustained me personally
and professionally in every venture. An accomplished psychologist and researcher, she was the first editor of
this text and not only encouraged me throughout the process but also made this book better, chapter by
chapter. I am grateful for the support, encouragement, and inspiration I receive from my children and their
families: Kristie and Nick, Cheryl and Dan, and Jeffrey.
9
10