Title Cognitive Behavioral Therapy in K-12 School Settings, 2/e
Subtitle A Practitioner’s Workbook
Author Diana Joyce-Beaulieu, Michael L. Sulkowski
ISBN 9780826183125
List price USD 55.00
Price outside India Available on Request
Original price
Binding Paperback
No of pages 210
Book size 178 x 254 mm
Publishing year 2020
Original publisher Springer Publishing Company
Published in India by .
Exclusive distributors .
Sales territory Bangladesh, India, Pakistan, Sri Lanka
Status New Arrival
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Description:

“The second edition (like the first edition) is well written and based upon up-to-date research. It provides a comprehensive description of best practice and is a must read/must have book for mental health experts who work with students in school settings. I recommend this book with considerable enthusiasm.”

—Thomas L. Good, Professor Emeritus

Department of Educational Psychology, University of Arizona, American Educational Research Association Fellow; American Psychological Association Fellow

From the Foreword

Providing content that is conveniently embedded within current school-based delivery models, this text delivers a workbook of effective, easily applied cognitive-behavioral counseling strategies focused on helping children and adolescents with common mental health issues. School-based practitioners will learn the nuts and bolts of applied practice for fostering meaningful student outcomes, especially related to improving their patterns of thought, behavior, and emotional regulation skills.

The second edition adds value by offering new content on mindfulness interventions, acceptance and commitment therapy, habit reversal training, and behavioral activation. Step-by-step CBT applications are described in greater detail, and two additional case studies help readers to better grasp CBT techniques. Additional new features include enhanced coverage of culturally responsive CBT research, scholarship, and applied practice tips, along with 50 practical worksheets.

The book is distinguished by its in-depth coverage of CBT counseling skills along with an enhanced session-ready application approach for delivering effective interventions in the K-12 context. It offers specific strategies and session sequence based on behavioral diagnosis, and it includes numerous counseling tools such as therapy worksheets, schematics of core concepts, and software apps for use in session or as homework. Also provided are tools for teaching core CBT concepts to children, worksheets to reinforce them, and parent handouts.


New to the Second Edition:

  • Provides new interventions such as mindfulness, acceptance and commitment therapy, habit reversal training, and behavioral activation
  • Describes step-by-step CBT applications in greater detail for ease of understanding
  • Includes two new case studies with detailed progress monitoring and therapy closure
  • Translates current clinical CBT practice in depth for the school-based audience
  • Offers enhanced coverage of culturally responsive CBT research, scholarship, and applied practice tips
  • Includes 50 worksheets for use in planning, structuring and conducting therapy
  • Reflects current gold-standard treatment protocol

 

Key Features:

  • Focuses specifically on counseling within K-12 school-based setting using multi-tiered systems of support
  • Delivers proven support strategies for common mental health needs of children and youth
  • Offers detailed guidance on case conceptualization, session planning, and therapy closure
  • Includes CBT teaching diagrams and worksheet for counseling sessions including online content for customization
  • Based on the DSM 5 and contextualizes services delivery within a MTSS model

 

Contents:

Contributors

Foreword by Thomas L. Good, PhD

Preface

Acknowledgments

 

PART I: School-Based Cognitive Behavioral Therapy

Chapter 1. Effective Cognitive Behavioral Therapy in Schools (Alexa R. Dixon and Joseph W. Graham, coauthors) • Introduction • Overview of Mental Health Needs of Children in the United States • DSM-5 Child and Adolescent Diagnoses and Age of Onset • Counseling Within MTSS in Schools • Progress Monitoring • CBT Efficacy in School-Based Applications • Contraindications for Counseling Therapy

Chapter 2. Cognitive Theoretical Foundations • Introduction • An Overview of the CBT Theoretical Model • The Medical Model of Psychopathology • Internalizing Psychopathology • Externalizing Psychopathology • Culturally Responsive CBT

Chapter 3. Cognitive Behavioral Therapy Essential Components • Introduction • Case Conceptualization • Case Conceptualization Models • Home–School Collaboration • Adapting for Developmental Factors • Emergency Indicators • Therapy Session Planning • Psychoeducation • Getting Started • Terminating Therapy

 

PART II: Counseling Techniques

Chapter 4. Emotional and Behavioral Regulation Strategies • Introduction • Recognizing Emotions and Physiological Triggers • Recognizing Feelings • Identifying Physiological Precursors/Triggers • Relaxation Training • Diaphragmatic Breathing • Progressive Muscle Relaxation • Guided Imagery • When to Use/Not Use Relaxation Training • Mindfulness Training • Cultivation of Attitude of Openness, Curiosity, and Acceptance • When to Use/Not Use Mindfulness Training • Additional Behavioral Regulation Strategies • Behavioral Activation • Habit Reversal Training

Chapter 5. Exposure and Response Prevention and Cognitive Behavioral Therapy (Brian A. Zaboski, coauthor) • Introduction • Exposure and Response Prevention Therapy • Starting Exposure Therapy • Functional Assessment • Types of Exposures • The Fear Hierarchy • Implementing Exposures • Maximizing Exposure Effectiveness • When to Use or Not Use Exposure Therapy • Cognitive Restructuring • The CBT Triad • Specific Cognitive Distortions • Thought Journaling and Records • Socratic Questioning • Downward Arrow • When to Use and Not to Use Cognitive Restructuring

Chapter 6. Applied Cognitive Behavioral Therapy Session Activities (Janise S. Parker, coauthor) • Introduction • Counseling Activities for Children Ages 7 to 11 • Teaching the Relationship Between Thoughts, Feelings, and Behaviors • Building Feeling Vocabulary • Cognitive Restructuring • Counseling Activities for Ages 12 and Older • Sentence Completion and If/Then QuestionnairesThought Journaling • Identifying Distortions Through Media • Incorporating Technology: Low-Intensity CBT Interventions

Chapter 7. Case Studies (Kendra Saunders, Theresa LaPuma, Christopher Poitevien, and Greg M. Muller, coauthors) • Introduction • Child Counseling Case Study: Self-Regulation • Reason for Referral • Background Information • Intervention Plan • Counseling Sessions • Intervention Results • Child Counseling Case Study: Unspecified Anxiety • Reason for Referral • Background Information • Intervention Plan • Counseling Sessions • Intervention Results • Adolescent Counseling Case Study: Social Anxiety • Reason for Referral • Background Information • Intervention Plan • Counseling Sessions • Intervention Results • Adolescent Counseling Case Study: OCD • Reason for Referral • Background Information • Intervention Plan • Counseling Sessions • Intervention Results

Appendix: Counseling Worksheets and Handouts

Index

 

About the Authors:

Diana Joyce-Beaulieu, PhD, NCSP, is a faculty member in the National Association of School Psychologists–approved and American Psychological Association–accredited School Psychology Program at the University of Florida, Gainesville, Florida. She has taught numerous graduate courses, including topics in developmental psychopathology and diagnosis, as well as social–emotional assessment and counseling. She is a licensed psychologist and nationally certified school psychologist with supervision responsibilities for graduate-student practical experiences across several school districts and outpatient clinics. Her research interests include mental health services for children and adolescents, including diagnosis and counseling. Her publications include four books and numerous peer-reviewed chapters and articles. She also has served as coprincipal investigator for two professional development grants to research training models for multitiered systems of support, including applications of cognitive behavioral therapy in the school setting.

Michael L. Sulkowski, PhD, NCSP, is a faculty member in the National Association of School Psychologists–approved and American Psychological Association–accredited School Psychology Program at the University of Arizona, Tucson, Arizona. He has a conjoint appointment in the Department of Psychiatry, where he trains psychology interns and psychiatric fellows in the use of evidence-based forms of psychotherapy. He also maintains a private practice in Tucson, Arizona, in which he treats children, adolescents, and adults using variants of cognitive behavioral therapy. He is a licensed psychologist and is nationally certified as a school psychologist. His research focuses on the use of evidence based interventions for children with mood and anxiety disorders as well as on supporting the emotional and behavioral needs of vulnerable or at-risk populations. To date, he has published three books and over 50 journal articles. His research has been highlighted by the receipt of awards from the American Psychological Association and the National Association of School Psychologists.

 

Target Audience:

For counselors working in K-12 School settings.

 
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