Download School-Based Mental Health: A Practitioner's Guide to by Ray W. Christner PDF
By Ray W. Christner
This volume provides school-based practitioners with a finished and comparative consultant to the strategic interventions, healing modalities, and therapy methods which are most ordinarily and successfully utilized in academic settings. 3 major sections of the textual content current a starting place of common interventions, distinctive interventions, and replacement interventions acceptable to be used in colleges. Unifying the chapters are valuable case examples, permitting the reader to determine and evaluation the strengths and strength demanding situations of every method in a well-recognized scenario. This emphasis on case examples and the comparative constitution of the quantity will offer a degree of hands-on and functional studying that's invaluable for either scholars and psychological overall healthiness practitioners operating in faculties for the 1st time, and as a source for extra pro pros who have to extend the instruments at their disposal.
Read or Download School-Based Mental Health: A Practitioner's Guide to Comparative Practices PDF
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Additional info for School-Based Mental Health: A Practitioner's Guide to Comparative Practices
Example text
2, the desired interventions can be conceived along a continuum. In keeping with public health and public education perspectives, such a continuum encompasses efforts to enable academic, social, emotional, and physical development and address behavior, learning, and emotional problems at every school. Most schools have some programs and services that fit along the entire continuum. However, the tendency to focus on the most severe problems has skewed the process so that too little is done to prevent and intervene early after the onset of a problem.
Various states and localities have adopted this third component as a policy basis for developing the type of comprehensive intervention framework that is described in the next section. (See information about these Ending the Marginalization of Mental Health in Schools Instructional Component (to directly facilitate learning) Student 29 What’s Missing Management Component (for governance and resource management) Instructional Component Enabling Component* (to directly facilitate learning) Student School (to address barriers to learning) Family Community Management Component (for governance and resource management) FROM TO Direct Facilitation of Development & Learning Developmental/ Instructional Component Direct Facilitation of Development & Learning Developmental/ Instructional Component Addressing Barriers to Learning Enabling Component* Besides offering a small amount of school-owned student “support” services, schools outreach to the community to add a few school-based/linked services.
Although resource-oriented mechanisms might be created solely around psychosocial programs, they are meant to focus on resources related to all major student support programs and services. In addition, when the mechanisms include a “team” (see next section), a new means is created for enhancing working relationships and solving turf and operational problems. , programs, services, personnel, and facilities) that are in place to support students, families, and staff. A comprehensive “gap” assessment is generated as resource mapping is aligned with unmet needs and desired outcomes.