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" Handbook of School-Based Mental Health Promotion : "
Alan W. Leschied, Donald H. Saklofske, Gordon L. Flett, editors.
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BL
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866055
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Handbook of School-Based Mental Health Promotion : : an evidence-informed framework for implementation /\ Alan W. Leschied, Donald H. Saklofske, Gordon L. Flett, editors.
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| Publication Statement
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[Place of publication not identified]: Springer,, [2018]
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, ©2018
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| Series Statement
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The Springer Series on Human Exceptionality,
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1 online resource
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| ISBN
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3319898426
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: 9783319898421
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3319898418
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9783319898414
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| Contents
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Intro; Dedication; Foreword; References; Acknowledgments; Contents; Contributors; About the Editors; 1: An Overview of Implementation; Schools as Part of the Solution; The Science of Implementation; Organization of the Volume; References; Part I: The Evidence for Program Implementation in Schools and Systems of Care; 2: Both Promising and Problematic: Reviewing the Evidence for Implementation Science; Why Is the Study of Implementation Critical to School-Based Prevention?; How Well Are Evidence-Based Prevention Programs Implemented in Schools?; Implementation Science
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An Example from the Field: PDSA/Usability Testing Methods for Developing and Integrating Effective Interventions, Effective Implementation, and Enabling Contexts to Produce Socially Significant Benefits on PurposeIteration #1; Iteration #2; Iteration #3; References; 5: Beyond Silos: Optimizing the Promise of School-Based Mental Health Promotion Within Integrated Systems of Care; Understanding and Leveraging Context; The Cascading Context Within School Districts; Reaching Beyond Silos for Enabling Context; Multi-tiered Systems of Support Across Sectors; Conceptual Framework
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Evaluation, Data-Based Decision-Making, and Quality Assessment and ImprovementImplementing Evidence-Based Practices; Culturally Competent Practice; Recommendations for Improving Culturally Competent Practice; Conclusion; References; 4: Shifting Systems of Care to Support School-Based Services; Define Mental Health; Population Mental Health; Implementation and Scaling Practice and Science; Changing Systems on Purpose; Effective Innovations; Effective Implementation; Enabling Context; Developing an Enabling Context; An Example from the Field
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Teacher Factors that Enhance Implementation SuccessOrganizational Factors that Enhance Implementation Success; Strategies to Overcome the Obstacles of the Implementation of School-Based Prevention Programs; Implications for Prevention Research; Conclusion and Summary; References; 3: What Works in School-Based Mental Health Service Delivery?; Brief History; Clarifying Roles and Expectations; Assuring Genuine Interdisciplinary Collaboration; Effectively Operating Within the Multitiered System of Support; Student and Family Engagement in Programs and Services
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What Is Implementation Fidelity?Barriers Related to Implementation Fidelity in School Settings; What Do We Really Mean by Fidelity of Implementation?; Measuring Fidelity; Strict Fidelity Versus Program Adaptation: Is the Tension Constructive?; Conceptual Frameworks to Guide Implementation of Prevention Programs in Schools; Characteristics of Programs that Affect Diffusion and High-Quality Implementation; Using an Ecological Framework to Enhance Implementation; How Do We Improve the Implementation of Evidence-Based Programs in Schools?; Program Factors that Enhance Implementation Success
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| Abstract
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This handbook provides a comprehensive overview to implementing effective evidence-based mental health promotion in schools. It addresses issues surrounding the increasing demands on school psychologists and educational and mental health professionals to support and provide improved student well-being, learning, and academic outcomes. The volume explores factors outside the traditional framework of learning that are important in maximizing educational outcomes as well as how students learn to cope with emotional challenges that confront them both during their school years and across the lifespan. Chapters offer robust examples of successful programs and interventions, addressing a range of student issues, including depression, self-harm, social anxiety, high-achiever anxiety, and hidden distress. In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms. Topics featured in this handbook include: · A Canadian perspective to mental health literacy and teacher preparation. · The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs. · Intervention programs for reducing self-stigma in children and adolescents. · School-based suicide prevention and intervention. · Mindfulness-based programs in school settings. · Implementing emotional intelligence programs in Australian schools. The Handbook for School-Based Mental Health Promotion is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies. -- Provided by publisher.
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| Subject
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Clinical psychology, Handbooks, manuals, etc.
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School children-- Mental health services, Handbooks, manuals, etc.
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School psychology, Handbooks, manuals, etc.
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Clinical psychology.
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EDUCATION-- General.
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PSYCHOLOGY-- Mental Health.
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School children-- Mental health services.
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School psychology.
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| Dewey Classification
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371.713
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| LC Classification
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LB3430
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