Cognitive-Behavioral Interventions in Educational Settings : A Handbook for Practice book cover
2nd Edition

Cognitive-Behavioral Interventions in Educational Settings
A Handbook for Practice

ISBN 9780415807401
Published February 15, 2012 by Routledge
814 Pages

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Book Description

Schools and school staff play a critical role in the cognitive, behavioral, emotional, social, and interpersonal development of children and adolescents. This second edition of Cognitive-Behavioral Interventions in Educational Settings teaches readers to think strategically about the individual and plan for effective and specific interventions based on the student’s age, developmental level, and presenting problems. It is written by forward-thinking, established professionals whose writing represents the state-of-the-art in cognitive behavioral interventions in educational settings, and presents evidence-based interventions for a variety of issues commonly seen in schools. Including both innovative and well-established approaches, they offer assessment methods and interventions for a variety of issues and concerns faced by school-aged youth. The use of case studies and session outlines, as well as the balance of theoretical and clinical concerns, enhances this book’s value as a reference for both clinicians and students. New to this edition are topics on cyber-bullying, parent and school consultation, school-wide positive behavioral support, and bipolar disorder. This is the ideal reference for those who wish to select and utilize precise interventions in school settings.

Table of Contents

Beck, Foreword. Part I: Foundations. Mennuti, Christner, An Introduction to Cognitive-Behavioral Therapy with Youth. Christner, Kamon, Mennuti, Implementation of Cognitive-Behavioral Therapy (CBT) to School-Based Mental Health: A Developmental Perspective. Ortiz, Multicultural Issues in School Mental Health: Responsive Intervention in the Educational Setting. Murphy, Christner, A Cognitive-Behavioral Case Conceptualization for Children and Adolescents. Part II: Application of CBT Interventions with Specific Disorders. Gosch, Flannery-Schroeder, Brecher, Anxiety Disorders: School-Based Cognitive-Behavioral Interventions. Kearney, Spear, School Refusal Behavior: School-Based Cognitive-Behavioral Interventions. Mulligan, Christner, Depression: School-Based Cognitive-Behavioral Interventions. West, Weinstein, Bipolar Disorder: School-Based Cognitive-Behavioral Interventions. Mennuti, Bloomgarden, Mathison, Gabriel, Adolescents with Eating Disorders: School-Based Cognitive-Behavioral Interventions. Lochman, Boxmeyer, Powell, Siddiqui, Stromeyer, Kelly, Anger and Aggression: School-Based Cognitive-Behavioral Interventions. Doll, Swearer, Collins, Chadwell, Dooley, Chapla, Bullying and Coercion: School-Based Cognitive-Behavioral Interventions. Perkins, Fischetti, Children with Learning Disabilities: School-Based Cognitive-Behavioral Interventions. DuPaul, Carson, Gormley, Junod, Flammer-Rivera, Attention Deficit Hyperactivity Disorder: School-Based Cognitive-Behavioral Interventions. Petronko, Kormann, Individuals with Developmental Disabilities: School-Based Cognitive-Behavioral Interventions. Bolton, McPoyle-Callahan, Christner, Autism: School-Based Cognitive-Behavioral Interventions. Weiler-Timmins, Lesbian, Gay, Bisexual, Transgendered, and Questioning (LGBTQ) Youth: School Climate, Stressors, and Interventions. Power, DeRosa, Children with Chronic Health Conditions: School-Based Cognitive-Behavioral Interventions. Forman, Sharp, Substance-Abuse Prevention: School-Based Cognitive-Behavioral Interventions. Part III: Application of CBT Interventions with Systems. Williams, Smallwood, Monahon, Cognitive-Behavioral Strategies for School Behavioral Consultation. Smallwood, Williams, Monahon, Cognitive-Behavioral Approaches to School-Crisis Response. Nelson, Schnorr, Powell, Huebner, Building Resilience in Schools. Livanis, Mulligan, Florin, Mougrabi, Incorporating Cognitive-Behavioral Therapy in a School-wide Positive Behavioral Support System: Promoting Good Mental Health in All Children. Part IV: Summary. Poponi, Mennuti, The Future of Cognitive-Behavioral Interventions in Schools.

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Rosemary B. Mennuti, EdD, NCSP, is Professor and Director of School Psychology Programs in the Department of Psychology at the Philadelphia College of Osteopathic Medicine (PCOM). 

Ray W. Christner, PsyD, NCSP, is CEO and Director of Cognitive Health Solutions, LLC, in Hanover, Pennsylvania. He is a licensed psychologist, a certified school psychologist, and an adjunct faculty member at PCOM.

Arthur Freeman, EdD, ABPP, is Director of the Clinical Psychology doctoral program at Midwestern University.


"...This book is a good resource for school psychologists who are interested in providing direct mental health services in schools. It fills an important niche by providing school-based recommendations for the application of evidence-based mental health interventions." - Kevin J. Filter, NCSP in Communiqué Vol. 35, No.4.

“School psychologists and school counselors are increasingly called upon to provide therapeutic interventions for students who experience a wide range of academic, emotional, and behavioral difficulties. Resources to support their important work in these areas are urgently needed. This new edition of Cognitive-Behavioral Interventions in Educational Settings again gives practitioners a compendium of evidence-based strategies that are eminently useful in schools. It is also a valuable text for training the next generation of school mental health workers.” - Joseph F. Kovaleski, D.Ed., NCSP, Professor of Educational and School Psychology, Indiana University of Pennsylvania, USA

“… [This] is one of those rare books that is, at the same time, broad, scholarly, and clinically savvy. Comprehensive and timely, it provides clinicians and educational professionals with evidence-based tools for understanding and assisting children with a broad range of concerns. From depression, anxiety, and ADHD to bullying, learning disabilities and autism spectrum disorders, the authors address the most important concerns confronting teachers and school psychologists today. The book is a must-have for child clinicians and school professionals.” - Mark A. Reinecke, PhD, Professor of Psychiatry & Behavioral Sciences, Chief Psychologist, Northwestern University, Illinois, USA