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Despite the marked increase in anxiety, depression, and suicidal behaviour among school-aged youth, millions of children with mental health needs never receive treatment. Too many are overlooked by "refer-test-place" approaches that only consider evidence of psychopathology without examining students' psychological well-being (or lack of well-being). Consequently, many vulnerable students slip through the cracks without receiving interventions. Fostering the Emotional Well-Being of Our Youth provides an alternative--a dual-factor model of students' mental health that integrates wellness and…mehr
Despite the marked increase in anxiety, depression, and suicidal behaviour among school-aged youth, millions of children with mental health needs never receive treatment. Too many are overlooked by "refer-test-place" approaches that only consider evidence of psychopathology without examining students' psychological well-being (or lack of well-being). Consequently, many vulnerable students slip through the cracks without receiving interventions. Fostering the Emotional Well-Being of Our Youth provides an alternative--a dual-factor model of students' mental health that integrates wellness and pathology into a single multi-tier system of mental health support. Philip J. Lazarus, Shannon M. Suldo, and Beth Doll, with foremost scholars in the field, explain what this paradigm shift means for school mental health professionals: why the promotion of well-being is important; how practitioners' day-to-day practices will change; and what the outcomes will be. This volume provides the tools to advocate for and implement supports that foster students' complete mental health.
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Autorenporträt
Philip J. Lazarus, Director of the School Psychology Program, Florida International University, is a licensed psychologist, licensed school psychologist, and past president of the National Association of School Psychologists. Shannon M. Suldo, Professor of School Psychology, University of South Florida, is a licensed psychologist and partners with schools to create evidence-based positive psychology interventions to increase youth well-being. Beth Doll, Professor of School Psychology, University of Nebraska-Lincoln, is a licensed psychologist and works in partnerships with schools to strengthen classroom supports for mental health.
Inhaltsangabe
* Introduction: Are our Youth All Right? * Philip J. Lazarus, Shannon M. Suldo, and Beth Doll * 1. Conceptualizing Youth Mental Health through a Dual-Factor Model * Shannon M. Suldo and Beth Doll * 2. Framing School Mental Health Services within a Dual-Factor Model of Mental Health * Beth Doll, Evan H. Dart, Prerna Arora, and Tai A. Collins * 3. Building Culturally Responsive Schools: A Model Based on the ASCD's Whole Child Approach * Janine Jones and Antoinette Halsell Miranda * 4. Implementing Positive Behavior Interventions and Supports: A Framework for Mental Health Promotion * Donald Kincaid and Natalie Romer * 5. Adopting a Trauma-Informed Approach to Social-Emotional Learning * Maurice J. Elias, Erica R. Powlo, Ava Lorenzo, and Brian Eichert * 6. Promoting School Safety, School Climate, and Student Mental Health: Interdependent Constructs Built Upon Comprehensive Multidisciplinary Planning * Amy-Jane Griffiths, Elena Diamond, Zachary Maupin, James Alsip, Michael J. Keller, Kathryn Moffa, and Michael Furlong * 7. Preventing School Violence and Advancing School Safety * Dewey Cornell and Brittany Crowley * 8. Cultivating Student Engagement and Connectedness * Amy L. Reschly and Christopher Pinzone * 9. Creating Resilient Classrooms and Schools * Beth Doll and Hong Ni * 10. Strengthening the Quality of Preschool, Childcare and Parenting * Soo-Young Hong, Holly Hatton Bowers, and Lisa Knoche * 11. Building Family-School Partnerships to Support Positive Parenting and Promote Healthy Families * S. Andrew Garbacz and Linda M. Raffaele Mendez * 12. Promoting Physical Activity, Nutrition, and Sleep * Ellyn M. Schmidt, Tessa N. Hamilton, and Jessica A. Hoffman * 13. Teaching Emotional Self-Regulation to Children and Adolescents * Philip J. Lazarus and Annela Costa * 14. Promoting Students' Positive Emotions, Character, and Purpose * Shannon M. Suldo, Jenni Menon Mariano, and Hannah Gilfix * 15. Building a Foundation for Trauma-Informed Schools * Philip J. Lazarus, Stacy Overstreet, and Eric Rossen * 16. Preventing Bullying in Schools * Amanda B. Nickerson and Timothy Parks * 17. Supporting the Well-Being of Highly Mobile Students * Michael L. Sulkowski * 18. Enfranchising Socially Marginalized Students * Amanda L. Sullivan, Andy V. Pham, Mollie Weeks, Thuy Nguyen, and Quennie Dong * 19. Preventing School Failure and School Dropout * Robyn S. Hess and Cynthia E. Hazel * 20. Providing Evidence-Based Supports to Students in the Aftermath of a Crisis * Philip J. Lazarus, Franci Crepeau-Hobson, Kathy Sievering, and Cathy Kennedy-Paine * 21. Raising the Emotional Well-Being of Students with Anxiety and Depression * Diana Joyce-Beaulieu and Brian Zaboski * 22. Implementing Statewide Practices that Promote Student Wellness and Resilience * Amity Noltemeyer, Cricket Meehan, Emily Jordan, and Michael Petrasek * 23. Using Universal Screening to Monitor Students' Social, Emotional, and Behavioral Health * Katie Eklund, Stephen P. Kilgus, Lauren Meyer, and Alexandra Barber * * 24. Accessing Targeted and Intensive Mental Health Services * Tammy L. Hughes and Maggie B. Mazzotta * Afterword: We Must Be Champions for the Emotional Well-Being of Our Youth * Philip J. Lazarus and Ralph Eugene Cash
* Introduction: Are our Youth All Right? * Philip J. Lazarus, Shannon M. Suldo, and Beth Doll * 1. Conceptualizing Youth Mental Health through a Dual-Factor Model * Shannon M. Suldo and Beth Doll * 2. Framing School Mental Health Services within a Dual-Factor Model of Mental Health * Beth Doll, Evan H. Dart, Prerna Arora, and Tai A. Collins * 3. Building Culturally Responsive Schools: A Model Based on the ASCD's Whole Child Approach * Janine Jones and Antoinette Halsell Miranda * 4. Implementing Positive Behavior Interventions and Supports: A Framework for Mental Health Promotion * Donald Kincaid and Natalie Romer * 5. Adopting a Trauma-Informed Approach to Social-Emotional Learning * Maurice J. Elias, Erica R. Powlo, Ava Lorenzo, and Brian Eichert * 6. Promoting School Safety, School Climate, and Student Mental Health: Interdependent Constructs Built Upon Comprehensive Multidisciplinary Planning * Amy-Jane Griffiths, Elena Diamond, Zachary Maupin, James Alsip, Michael J. Keller, Kathryn Moffa, and Michael Furlong * 7. Preventing School Violence and Advancing School Safety * Dewey Cornell and Brittany Crowley * 8. Cultivating Student Engagement and Connectedness * Amy L. Reschly and Christopher Pinzone * 9. Creating Resilient Classrooms and Schools * Beth Doll and Hong Ni * 10. Strengthening the Quality of Preschool, Childcare and Parenting * Soo-Young Hong, Holly Hatton Bowers, and Lisa Knoche * 11. Building Family-School Partnerships to Support Positive Parenting and Promote Healthy Families * S. Andrew Garbacz and Linda M. Raffaele Mendez * 12. Promoting Physical Activity, Nutrition, and Sleep * Ellyn M. Schmidt, Tessa N. Hamilton, and Jessica A. Hoffman * 13. Teaching Emotional Self-Regulation to Children and Adolescents * Philip J. Lazarus and Annela Costa * 14. Promoting Students' Positive Emotions, Character, and Purpose * Shannon M. Suldo, Jenni Menon Mariano, and Hannah Gilfix * 15. Building a Foundation for Trauma-Informed Schools * Philip J. Lazarus, Stacy Overstreet, and Eric Rossen * 16. Preventing Bullying in Schools * Amanda B. Nickerson and Timothy Parks * 17. Supporting the Well-Being of Highly Mobile Students * Michael L. Sulkowski * 18. Enfranchising Socially Marginalized Students * Amanda L. Sullivan, Andy V. Pham, Mollie Weeks, Thuy Nguyen, and Quennie Dong * 19. Preventing School Failure and School Dropout * Robyn S. Hess and Cynthia E. Hazel * 20. Providing Evidence-Based Supports to Students in the Aftermath of a Crisis * Philip J. Lazarus, Franci Crepeau-Hobson, Kathy Sievering, and Cathy Kennedy-Paine * 21. Raising the Emotional Well-Being of Students with Anxiety and Depression * Diana Joyce-Beaulieu and Brian Zaboski * 22. Implementing Statewide Practices that Promote Student Wellness and Resilience * Amity Noltemeyer, Cricket Meehan, Emily Jordan, and Michael Petrasek * 23. Using Universal Screening to Monitor Students' Social, Emotional, and Behavioral Health * Katie Eklund, Stephen P. Kilgus, Lauren Meyer, and Alexandra Barber * * 24. Accessing Targeted and Intensive Mental Health Services * Tammy L. Hughes and Maggie B. Mazzotta * Afterword: We Must Be Champions for the Emotional Well-Being of Our Youth * Philip J. Lazarus and Ralph Eugene Cash
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