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Fostering the Emotional Well-Being of Our Youth
A School-Based Approach
«In this text, Lazarus, Suldo, and Doll meld school-based mental health services and the promotion of well-being, drawing upon their deep knowledge of the field and passion for children and families. They bring together a veritable Who's Who in School Psychology to remind us that the best form of intervention is prevention, which involves creating supportive school stuctures and helping students develop the socioemotional skills to be their best possible selves."»
Frank C. Worrell, PhD, Professor, University of California, Berkeley
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). Les mer
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.
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.
Detaljer
- Forlag
- Oxford University Press Inc
- Innbinding
- Paperback
- Språk
- Engelsk
- ISBN
- 9780190918873
- Utgivelsesår
- 2021
- Format
- 24 x 16 cm
Anmeldelser
«In this text, Lazarus, Suldo, and Doll meld school-based mental health services and the promotion of well-being, drawing upon their deep knowledge of the field and passion for children and families. They bring together a veritable Who's Who in School Psychology to remind us that the best form of intervention is prevention, which involves creating supportive school stuctures and helping students develop the socioemotional skills to be their best possible selves."»
Frank C. Worrell, PhD, Professor, University of California, Berkeley
«This excellent text guides data-based decision making and intervention options for working with distressed youth. The book's Dual Factor Model balances wellness and psychopathology. This comprehensive research based text is essential for graduate training for all mental health practitioners. It will be an often-used reference on every practitioner's desk!"»
William Pfohl, PsyD, NCSP, Psychology Professor Emeritus, Western Kentucky University, Past Presiden
«This book shatters the long-held notion that school practices that enhance well-being and others that intervene with dimensions of psychopathology are distinct areas of study and practice. The dual-factor model described by these leading scholars provides a compelling theoretical and empirical basis for their integration along with specific practices that can achieve both goals."»
Steven W. Evans, PhD, Distinguished Professor of Psychology, Ohio University; Editor-in-Chief, Schoo