Evidence-Based Practice in School Mental Health: Addressing DSM-5 Disorders in Schools (SSWAA Workshop Series)

Schools have become the default mental health providers for children and adolescents, but they are often poorly equipped to meet the mental health needs of their students. The introduction tackles how to make students eligible for school-based services using the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act. Using the new DSM-5 as an organizing principle, this book then addresses the 12 most common mental disorders of childhood and adolescence, ages 3–18. While there are many books that address child and adolescent psychopathology, this book focuses on how to help students with mental disorders in pre-K–12 schools. Each chapter addresses the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, rapid assessment instruments available, school-based interventions using multitiered systems of support, and easy-to-follow suggestions for progress monitoring. Unique to this book, each chapter has detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems so that school, home, and community work together. Each chapter ends with a list of extensive web resources and a real-life case example drawn from the clinical practice of the authors. The final chapter addresses two newly proposed diagnoses for self-harm in the DSM-5 and brings a cautious and sensible approach to assessing and helping students who may be at risk for serious self-injury or suicide. Though schools have become the default mental health providers for children and adolescents, they are poorly equipped to meet the mental health needs of their students. Evidence-Based Practice in School Mental Health differs from other books that address child and adolescent psychopathology by focusing on how to help students with mental disorders in pre-K-12th-grade schools. Chapters address the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, available rapid assessment instruments, school-based interventions using multi-tiered systems of support, and easy-to-follow suggestions for progress monitoring. Additionally, the text shares detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems. Each chapter finishes with extensive web resources and real-life case examples drawn from the author's clinical practice. This book serves as a helpful resource for school-based mental health providers (e.g., school social workers, school psychologists, and school counselors), communities-in-schools coordinators, and MSW students focusing on child and adolescent mental health. Cover......Page 1 Series......Page 3 Evidence-Based Practice in School Mental Health......Page 4 Copyright......Page 5 Contents......Page 6 Preface......Page 8 About the Editor......Page 12 About the Contributors......Page 14 Chapter 1 Introduction......Page 24 Chapter 2 Attention Deficit Hyperactivity Disorder......Page 84 Chapter 3 Autism Spectrum Disorders......Page 114 Chapter 4 Specific Learning Disorder......Page 154 Chapter 5 Early-​Onset Schizophrenia......Page 199 Chapter 6 Bipolar Disorders......Page 217 Chapter 7 Depressive Disorders......Page 239 Chapter 8 Anxiety Disorders......Page 253 Chapter 9 Obsessive-​Compulsive Disorder......Page 285 Chapter 10 Trauma-​ and Stress-​Related Disorders......Page 312 Chapter 11 Eating Disorders......Page 334 Chapter 12 Elimination Disorders......Page 363 Chapter 13 Disruptive Behavior Disorders......Page 380 Chapter 14 Self-​Harm Disorders......Page 404 Index......Page 456 Though schools have become the default mental health providers for children and adolescents, they are poorly equipped to meet the mental health needs of their students. This title differs from other books that address child and adolescent psychopathology by focusing on how to help students with mental disorders in pre-K-12th-grade schools. Chapters address the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, available rapid assessment instruments, school-based interventions using multi-tiered systems of support, and easy-to-follow suggestions for progress monitoring. Additionally, the text shares detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems