Evidence-Based School Mental Health Services (eBook)

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 Springerâs Practitioner's Guide to Emotion Regulation in School-Aged Children (2008) and Bullying and Teasing: Social Power in Childrenâs Groups (2003).

Evidence-BasedSchool Mental Health Services 3
Preface 5
About the Author 9
Contents 11
List of Tables 15
List of Figures 17
Chapter 1: The Challenge of Providing Mental Health Services in Schools 19
The Need for Mental Health Programming 20
Prevention Science 23
Barriers to Mental Health Programming in Schools 24
Material Resource Barriers to Mental Health Programming in Schools 25
Human Resource Barriers to Mental Health Programming in Schools 25
School Cultural Barriers to Mental Health Programming in Schools 27
Family Barriers to Mental Health Programming in Schools 29
Technical Complications Presenting Barriers to Mental Health Programming 29
Cultural Diversity Barriers to Successful Mental Health Programming in Schools 31
Developing Cultural Awareness and Sensitivity 32
Addressing Concerns and Improving Outcomes 33
Chapter 2: Evidence-Based Tier 1, Tier 2, and Tier 3 Mental Health Interventions in Schools 36
The Three Tiers of Intervention 40
Tier 1: Universal Programs 41
Tier 2: Selected or Targeted Programs 49
Tier 3: Indicated Programs and Interventions 51
Chapter 3: Strengthening School-Counseling Interventions 55
Implementing Comprehensive School-Based Mental Health Services 56
Tier 1: Implementation Challenges 56
Tier 1: Adaptations to Evidence-Based Programs 58
Screening for Tier 2 58
Tier 2: Interventions 60
Identification of Students for Tier 3 60
Tier 3: Interventions 65
Improving Tier 2 and 3 Interventions 66
Improving Interventions: Generalization 66
Dosage and Time Effects 69
Matching Programming to Deficits 70
Address Contextual Factors 71
Additional Factors 71
Progress Monitoring and Outcome Evaluation 73
Current Issues 75
Chapter 4: Affect Education at Tiers 1, 2, and 3 77
Affect Education 78
Emotion Knowledge 80
Emotion Awareness: Individual Differences 82
Emotion Knowledge: Intensity 83
Emotion Knowledge: Universal Emotions and Triggers 83
Emotion Knowledge: Positive Emotions 84
Emotion Awareness 85
Emotion Awareness: Lexical Knowledge and Verbal Identification of Emotion 85
Emotion Awareness: Emotion Vocabulary 86
Emotion Identification and Expression: Visuospatial Processing 88
Emotion Expression: Display Rules 91
Affective Education in Schools 93
Affect Education in School Prevention and Intervention 95
Components of Emotion Understanding and Emotional Literacy 96
Chapter 5: Importance of Emotion Regulation Training for Children and Adolescents 100
Environmental Influences: Influence of Parents, the First Few Years 102
Environmental Influences: The Preschool Period 103
Intrinsic Influences: Child Temperament 106
Environmental Influences: School-Aged Students and Peers 107
Environmental Influences: Adolescence 109
Environmental Influences: The Influence of Culture 110
Intrinsic Influences: The Neurobiology of Emotion Regulation 112
Intrinsic Influences: Emotion Regulation and Attention 114
Intrinsic Influences: Attention Shifting 115
Emotion Regulation: Working Memory 115
Intrinsic Influences: Emotion Regulation and Mood 116
Emotion Regulation: A Limited Resource 117
Emotion Dysregulation 118
Emotion Dysregulation: Internalizing Disorders 119
Emotion Dysregulation: Externalizing Disorders 120
Chapter 6: Emotion Regulation Training at Tiers 1, 2, and 3 122
Three-Tiered Prevention/Intervention Strategies to Develop Emotion Literacy and Emotion Regulation 123
Emotion Regulation Training 123
Approaches and Strategies to Increase Student’s Basic Understanding of Emotions 124
Positive and Negative Emotions 125
Multiple and Social Emotions 127
Strategies for Increasing Positive Emotions 128
Strategies to Increase Students’ Knowledge of Function, Causes, and Effects of Emotion 129
Understanding Emotional Action Tendencies 130
Strategies to Increase Students’ Understanding of Emotion in Others’ Expressions 132
Strategies to Increase Students’ Understanding of Their Own Emotional Expressions 134
Strategies to Increase Students’ Ability to Connect Situations/Events with Emotions 134
Strategies to Increase Students’ Understanding of Display Rules and Masking 136
Strategies to Increase Students’ Emotion Vocabulary/Self-Talk 137
Strategies to Increase Awareness and Control of Emotional Intensity 139
Strategies to Increase Students’ Ability to Shift Emotions 143
Strategies to Help Students Recognize Emotion Patterns 145
Strategies to Increase Students’ Ability to Downregulate 145
Strategies to Increase Students’ Ability to Regulate Emotions 147
Strategies to Increase Students’ Ability to Use Cognitive Strategies 149
Chapter 7: Support for the Use of CBT in Schools 156
Efficacy of Cognitive-Behavioral Therapy 156
CBT Interventions in Schools 160
Efficiency of CBT: Rationale for Group Treatment 161
CBT and Prevention of Emotional Disorders in Schools 162
The Critical Components of CBT 164
Investigating the Common Practice Elements of CBT 166
Other Efforts to Identify Common Components 168
Unified Protocol: Incorporating Emotion Science into CBT 169
Unified Treatment Protocol for Youth 170
Chapter 8: Preparing Young and/or Disabled Children to Benefit from CBT in School-Based Settings 172
Concerns Around the Effectiveness of CBT for Young Children 172
Cognitive Capacities Needed for Cognitive Behavioral Therapy 174
Children with Special Needs 176
Adaptations to Increase the Effectiveness of CBT with Young Children 179
CBT Studies Involving Preschoolers and Early Elementary Level Students 184
What Changes When Children Are Successfully Helped with CBT? 184
Assessment of Children’s Readiness to Engage in CBT 185
Preparing Young Children for CBT 188
General Considerations When Working with Young and Special Needs Children 201
Chapter 9: CBT in Schools 202
Rationale for the Use of CBT by School Psychologists 203
Structure of CBT Sessions 203
Process Variables for School Practitioners 204
Review and Setting the Agenda 208
Content of the Session: Behavioral Skills Training 208
Content of the Session: Cognitive Skills Training 212
Problem Solving 227
Homework in Cognitive Therapy Interventions 228
Chapter 10: Sustainability, Current Programs, and a Look to the Future 234
The School Context and Sustainability of Programs 235
Families and Schools Working Together 236
Evidence-Based Practice 237
Third Wave CBT 239
CBT and Technology 241
Emotion Regulation in CBT 243
Emotion Regulation in Therapies for Children and Adolescents 244
Final Thoughts 247
References 248
Index 300