The School Services Sourcebook A Guide for School-Based Professionals

The School Services Source Book, Third Edition is filled with evidence informing practices for school mental health professionals--social workers, counsellors, psychologists, and other student support professionals. This practical and comprehensive book is designed purposefully to communicate the nuts and bolts of delivering effective behavioral health interventions while at the same time integrating information on how to be responsive to diversity, equity and inclusion in practice. Ready access to knowledge and skills needed for how to practice effectively with behavioral health and neurodevelopmental conditions, traumatized populations, school safety issues; dropout prevention, crisis intervention, how to use groupwork, and parental and family interventions are covered along with other essential topics.

Readers will learn proven practices for helping students with depression and anxiety, trauma, suicide prevention and assessments, substance use, child abuse, school violence and safety threats, psychopharmacology, ethics and legal issues, work with BIPOC populations, and important policy and macro issues in easy-to -read chapters. A concise, user friendly format orients readers to each issue with a Getting Started Section, then moves smoothy to What We Know, What We Can Do, Tools and Practice Examples, and Key Points to Remember. Several Case studies and original videos demonstrate practice approaches. Quick reference tables, charts, web, and further learning resources make it easy to continue to improve knowledge and skills. Each chapter has been crafted by experts in the field with the ultimate goal of giving school-based practitioners the information they need to deliver effective services in schools.

Dr Cynthia Franklin, LCSW-S is the Stiernberg/Spencer Family Professor in Mental Health in the Steve Hicks School of Social Work at the University of Texas at Austin. Dr. Franklin is an international expert on solution focused brief therapy (SFBT) and school social work and school mental health services. Her career has been devoted to advances in practice and research on SFBT with the aim of preparing school social workers and other school mental health professionals for practice in schools. She was named one of the 100 most influential contemporary social work faculty (Journal of Social Service Research, 2019) and received the Gary Lee Shaffer award for academic contributions to the field of school social work.

Dr. Mary Beth Harris is retired from the Suzanne Dworak-Peck School of Social Work at the University of Southern California where she directed campus-based and virtual programs in School Social Work. Prior to entering social work education in 2000, Harris was a family therapist, clinical director, and program administrator in the U.S.-Mexico border region for more than 20 years. Dr. Harris designed numerous courses across school social work and family practice curriculum. Her research and published works centered primarily around school social work and adolescent pregnancy. She developed Taking Charge, a widely implemented school-based life skills program for pregnant and parenting mothers. She subsequently co-authored a training manual with Dr. Cynthia Franklin for that program, Taking Charge: A School-Based Life Skills Group Curriculum for Adolescent Mothers, published by Oxford University Press.

Dr. Paula Allen-Meares is an international expert on human services in educational settings, physical and mental health in under-resourced communities, and educational access and success. She served as Chancellor of University of Illinois at Chicago and Vice President of University of Illinois. Currently, she is John Corbally Presidential Professor Emerita and Professor of Medicine, College of Medicine, at the University of Illinois at Chicago. She also serves as Dean and Professor Emerita and the Norma Radin Collegiate Professor at the University of Michigan and previously served as Dean of the School Social Work at the University of Illinois at Urbana-Champaign.

Preface

Acknowledgments

Contributors

Part I: Roles and Context for Specialized Instructional Support Personnel

Section I: Frameworks and Ethics for Improving School Services

1. Roles of Different Professionals Within a Multitiered System of Supports Framework
Michael S. Kelly

2. Functional Behavioral Assessment
Kevin J. Filter, Michelle E. Alvarez, and Kimberly A. Zammitt

3.Establishing an Ethical Practice in School Mental Health
Nic Dibble and James Raines

4. Reflections on Implicit Bias
G. Lawrence Farmer and Kandra Knowles

5. Social-Emotional Learning
Aaron M. Thompson, Anna M. Kim, and Tanya Weigand

6. Collaboration With Teachers and Other School Professionals
Annahita Ball

7. Promoting Mental Health and Well-Being
Maria Hu and Stephen Hydon

Part II: Trauma, Behavioral Health, and Neurodevelopmental Interventions

Section II: Trauma Practices and TraumaInformed Schools

8. Trauma-Responsive Practice in Schools
Tory Cox and Meg A. Walkley

9. Students With Adverse Childhood Experiences
Tara Powell and Jenna Muller

10. Students Who Have Experienced Trauma
Cheryl Lanktree

11. Students Who Have Experienced Physical or Sexual Abuse
Robert M. Ortega

Section III: Behavioral Health and Neurodevelopmental Interventions

12. Mediating Mental Health Diagnoses in Schools Settings
Susan Stone

13. Students With Disruptive Behavior Disorders
Katherine L. Montgomery and Tammy Linseisen

14. Students With Anxiety Disorders
Kristina Conroy, Christopher Georgiadis, and Jonathan S. Comer

15. Effective Interventions for Adolescents With Depression
Jacqueline Corcoran

16. Suicide Assessment
Hannah S. Szlyk and Courtney Hutchison

17. Suicide Prevention
Jonathan B. Singer and Jessica Chock-Goldman

18. Students With Eating Disorders
Sarah Mermelstein

19. Students With ADHD
Martell L. Teasley and Bonita R. Teasley

20. Students With Autism Spectrum Disorder
Michelle Ballan and Sarah Grosser

21. Substance Use Prevention and Intervention
Audrey Hang Hai and Ai Bo

22. Contemporary Issues in Psychopharmacological Treatment for Child and Adolescent Mental and Emotional Challenges
Kia J. Bentley, Kathryn S. Collins, and Molly Chinoy

Part III: School Engagement, Safety, and Dropout Prevention

Section IV: School Engagement, Attendance, and Dropout Prevention

23. Expansive Ecological Model for Attendance and Engagement Interventions
Samantha Guz and Sireen Irsheid

24. Solution-Focused Brief Therapy for Students Who Are at Risk
Cynthia Franklin, Katharine Sucher, Johnny Kim, and Stephen Tripodi

25. Resources and Programs for Pregnant and Parenting Students
Mary Beth Harris

Section V: Developing and Sustaining Safe Schools

26. School Safety and Climate in Evolving Contexts
Rami Benbenishty and Ron Avi Astor

27. Current Approaches to School Safety: Integrating Resources, Capacity, and Programs
Heather M. Reynolds, Ron Avi Astor, Kate R. Watson, and Roxana Marachi

28. Improving School Climate
Gordon Capp and Ron Avi Astor

29. Multi-Tiered Trauma Focused Interventions for Safer Schools
Marleen Wong, Vivien Villaverde, and Pamela Vona

30. School Disciplinary Practices and Staff-Student Relationships
David R. Dupper

31. School Threat Assessment
Dewey G. Cornell and Emily Warren

32. Gang-Involved Youth in Schools: A Comprehensive Approach to Support
Robert A. Hernandez, Lauren M. Garcia, and Margaret Y. W. Tam

33. Addressing and Preventing Bullying and Sexual Harassment in K-12 Schools
Dorothy L. Espelage and Jun Sung Hong

Part IV: Crisis Intervention, Group Work, and Parental and Family Resources

Section VI: Crisis Intervention Methods and Resources

34. A Solution-Focused Approach to Crisis Intervention
Xiao Ding, Weiwen Zeng, Cynthia Franklin, and Jack Nowicki

35. Natural Disasters, Pandemics, and Other Crises
Tara Powell and Karen Knox

36. School-Based Interventions Following Violent Crises
Jun Sung Hong, Isak Kim, Jungup Lee, and Dorothy L. Espelage

37. Best Practice Grief Work With Students in the Schools
Linda Goldman

Section VII: Designing and Facilitating Groups in Schools

38. Groups With Adolescents
Ondine Gros

39. Groups With Children: Promoting Social Competence
Craig Winston LeCroy

40. Social Skills Groups: Helping Vulnerable Students With Communication Skills
Joan D. Landguth and Mary Beth Harris

Section VIII: Parental Involvement and Family Resources

41. Strategies to Promote and Support Parent and Guardian Involvement in Schools
Hilary D. Joyce, Amber Lasseigne, Hilary Ward, Karen Sterling, and Dawn Anderson-Butcher

42. Family Services in Schools: A Solution-Focused Approach
Linda Metcalf

43. Supporting Students Experiencing Homelessness and Their Families
Hadass Moore

44. Welcoming Crisis Migrants to School Communities
Kerri Evans and Andrew Reynolds

45. Home Visits With Families
Tiffany Gholson

Part V: Best Practices for Race, Ethnicity, and Culture

Section IX: Practice With Students and Families of Color and Other Marginalized Groups

46. Defying the Legacy of Racialized Oppression in K-12 Education in the 21st Century
Terence D. Fitzgerald

47. Research and Intervention Practice on School-Based Mental Health Services for Black Male Students
James Green and Waldo E. Johnson Jr.

48. Working With First Nations Students and Families
Dorie J. Gilbert and Jennifer L. Hopson

49. Latinx Students and Families and Refugees
Jorge Delva, Dawn Belkin Martinez, and Rocio Calvo

50. Asian Students and Families
Mo Yee Lee, Yitong Xin, Chang Liu, and Yao Wang

51. Working With Students of Diverse Sexual Orientations, Gender Identities, and Gender Expressions
Diane E. Elze

Part VI: Accountability and Macro Practices in Schools

Section X: Policy and Macro Interventions

52. Advocating for Evidence Informed Change With School Stakeholders
Stacy A. Gherardi and Erica Warshawer

53. Evaluating Intervention and Program Effectiveness
Beth Gerlach, Monica Faulkner, and Xiao Ding

54. Implementation Science in Schools
Katherine L. Montgomery and Elizabeth Connors

55. Understanding and Accessing Public School Funding for Student Support Services in the Post-Covid Context
David Osher, Kelly Wells, Sophia Arredondo, and Melissa M. Chavez

56. Every Student Succeeds and Other Federal Policies
Sarah Anne Eckert and John W. Sipple

57. Where Do We Go From Here? Mental Health and Evidence-Based Practice
Paula Allen-Meares and Katherine L. Montgomery

Index