Overview

This book presents a practical framework for delivering therapeutic and instructional interventions in schools. Readers will learn how to select evidence-based interventions and make appropriate adaptations for the school context. School is where therapeutic services for children and adolescents are most commonly delivered. When schools help children to develop their social, coping, and problem-solving skills, the children can readily use these skills in their daily interactions. And interventions that take place where problems occur are more likely to be successful than those applied elsewhere. As beneficial as school-based psychological interventions may be, it can be challenging for school psychologists and other school personnel to select the most appropriate ones and to adapt them to the realities of the school environment. School-Centered Interventions presents a practical framework for delivering proven interventions that target the most common psychological, social, and learning problems experienced by children and adolescents amp ndash from externalizing and internalizing disorders to the challenges posed by ADHD and autism spectrum disorder. For each symptom profile, Dennis J. Simon examines the diagnostic and developmental considerations, the empirically supported intervention strategies, the instructional supports, crisis intervention protocols, and required family and systemic supports. Throughout, the emphasis is on the school context and its implications. The result is a comprehensive, multi-tiered approach to meeting students amp rsquo needs.

Full Product Details

9781433820854

Table of Contents

Reviews

amp ldquo Simon has written a very convincing book and essential guide to evidence-based practices in school. He gives readers a thorough description and analysis of therapeutic approaches that are likely to work best with students. His opinions are fully informed by high quality research and empirical documentation. amp rdquo -New England Psychologist amp ldquo Overall, this is a nice compilation of a range of information about executive functioning from general descriptions of what EFs are and how they develop to in-depth discussion of assessment, neurobiological mechanisms and functions, family risk and treatment development. amp rdquo -New England Psychologist amp ldquo The text surpassed my highest expectations by proving to be a superior, comprehensive resource for a school-based practitioner seeking to utilize EBIs with my students and also in terms of its usefulness as a tool for an instructor of higher education. amp rdquo -Communique

“Simon has written a very convincing book and essential guide to evidence-based practices in school. He gives readers a thorough description and analysis of therapeutic approaches that are likely to work best with students. His opinions are fully informed by high quality research and empirical documentation.” —New England Psychologist “Overall, this is a nice compilation of a range of information about executive functioning from general descriptions of what EFs are and how they develop to in-depth discussion of assessment, neurobiological mechanisms and functions, family risk and treatment development.” —New England Psychologist “The text surpassed my highest expectations by proving to be a superior, comprehensive resource for a school-based practitioner seeking to utilize EBIs with my students and also in terms of its usefulness as a tool for an instructor of higher education.” —Communique

Simon has written a very convincing book and essential guide to evidence-based practices in school. He gives readers a thorough description and analysis of therapeutic approaches that are likely to work best with students. His opinions are fully informed by high quality research and empirical documentation. --New England Psychologist Overall, this is a nice compilation of a range of information about executive functioning from general descriptions of what EFs are and how they develop to in-depth discussion of assessment, neurobiological mechanisms and functions, family risk and treatment development. --New England Psychologist The text surpassed my highest expectations by proving to be a superior, comprehensive resource for a school-based practitioner seeking to utilize EBIs with my students and also in terms of its usefulness as a tool for an instructor of higher education. --Communique

Simon has written a very convincing book and essential guide to evidence-based practices in school. He gives readers a thorough description and analysis of therapeutic approaches that are likely to work best with students. His opinions are fully informed by high quality research and empirical documentation. --New England Psychologist Overall, this is a nice compilation of a range of information about executive functioning from general descriptions of what EFs are and how they develop to in-depth discussion of assessment, neurobiological mechanisms and functions, family risk and treatment development. --New England Psychologist The text surpassed my highest expectations by proving to be a superior, comprehensive resource for a school-based practitioner seeking to utilize EBIs with my students and also in terms of its usefulness as a tool for an instructor of higher education. --Communique

Author Information

Dennis J. Simon, PhD, is a licensed clinical and school psychologist with more than 3 decades of experience within elementary and secondary schools. For 4 years, he was director of NSSEO Timber Ridge Therapeutic Day School, a zero-reject public program serving the Chicago area. His career has centered on program development and psychological interventions for children and adolescents experiencing social, emotional, and behavioral disorders. Currently, he teaches courses at Loyola University of Chicago on therapeutic interventions, clinical supervision, and consultation for systems change. Dr. Simon is the lead author of the developmental/ecological/problem-solving model of clinical supervision that supports training in evidence-based intervention practices.

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