Mental Health Assessment, Prevention, and Intervention

This book presents and integrates innovative ways in which the disciplines of school, clinical, and counseling psychology conceptualize and approach mental health assessment, prevention, and intervention for promoting child and youth well-being. It describes a synthesized model of clinical reasoning across school, clinical, and counseling psychology that demonstrates how decisions are made with respect to assessment, prevention, and intervention across situational contexts to ensure successful outcomes for children and youth. In addition, the volume examines theoretical,empirical, and practical frameworks and methods with respect to addressing the mental health and well-being needs of children and adolescents within and across school, clinical, and counseling psychology disciplines. In addition, the book presents transformative, constructivist, multicultural, innovative, and evidenced-based approaches for working with children and youth as well as their families relative to the identification of mental health concerns, enhanced service system integration, social justice and advocacy.

This book is an essential resource for researchers, clinicians, therapists, practitioners, and graduate students in clinical , counselling,and school psychology, social work, educational psychology, child and adolescent psychiatry, developmental psychology, pediatrics and all interrelated disciplines.

Auteur

Jac J.W. Andrews, Ph.D., is Professor and Chair of School and Applied Child Psychology in the Werklund School of Education at the University of Calgary. His current research interests are in the areas of childhood psychopathology, educational psychology, psychoeducational assessment and intervention, clinical reasoning, and diversity education. He has published numerous scientific articles in various journals and has given more than 200 presentations to professional associations nationally and internationally. Dr. Andrews has written, co-written, and edited 10 books related to subjects such as Diversity Education (2015), Exceptional Life Journeys: Stories of "Childhood Disorder (2012), Principles of Educational Psychology (2006 and 2010), Handbook of Psychoeducational Assessment (2001), The Inclusive Classroom: Educating Exceptional Children (1993 and 2000), and Enhancing Learning and Thinking (1990), Teaching Students with Diverse Needs: Elementary Classrooms (1996), Teaching Students with Diverse Needs: Secondary Classrooms (1996). He has been awarded several awards for research, leadership, and teaching (1996-2020). Dr. Andrews has taught in public elementary and secondary schools and is certified as a teacher in Ontario, Saskatchewan, and Alberta, Canada. He is also a registered psychologist in the Canadian province of Alberta. Steven R. Shaw, Ph.D., is Associate Professor in the Department of Educational and Counselling Psychology at McGill University in Montreal. He was graduate program director of the CPA-accredited School and Applied Child Psychology program from 2011 to 2017 and 2019 to 2020. Before entering academia, he had 17 years of experience as a practicing school psychologist. From 1997 to 2004, he served as lead psychologist and associate professor of pediatrics at The Children's Hospital in Greenville, South Carolina, and Medical University of South Carolina. In 2000, the South Carolina Association of School Psychologists recognized him for "Outstanding Contributions to Education" for his work on addressing overrepresentation of minority groups in special education and development of teaching techniques for children with borderline intelligence. In 2010, he received the Distinguished Teaching Award from the Faculty of Education at McGill University. In 2012, he received the President's Award from NASP for his innovative research-to-practice efforts. He has more than 210 scholarly publications and presentations and has published five books, including Pediatric Intellectual Disabilities at School, with Dr. Anna M. Jankowska (Springer, 2018). He is on the editorial board of six international scholarly journals, former editor of School Psychology Forum, and current editor of the Canadian Journal of School Psychology.

José F. Domene, Ph.D., is Professor of Counselling Psychology in the Werklund School of Education, University of Calgary. His areas of research interest include relational contexts of career development, particularly during the transition to work, intersections of technology and counselling/career development, and professional issues in counselling and counselling psychology in Canada. He has published more than 50 journal articles and book chapters on these topics and presented more than 150 papers and posters at scholarly conferences. Dr. Domene is co-author of Transition to adulthood: Action, projects and counselling (2010), and co-editor of Counseling and action: Toward life-enhancing work, relationships and identity (2014). He has also served as an associate editor/editor in chief for three scholarly journals, Antistasis: An Open Education Journal, Asia Pacific Career Development Journal, and Canadian Journal of Counselling and Psychotherapy.

Carly McMorris, Ph.D., received her doctorate in Clinical-Developmental Psychology from York University in Toronto, Ontario, Canada. She completed her clinical internship at The Hospital for Sick Children (SickKids, Toronto) and is a registered psychologist in Alberta. In the fall of 2015, she moved to Calgary and completed a postdoctoral fellowship in the Department of Paediatrics, Cumming School of Medicine at the University of Calgary and the Owerko Centre at the Alberta Children's Hospital Research Institute. Dr. McMorris joined the Werklund School of Education in 2016 as an Assistant Professor in the School and Applied Child Psychology program. She is also cross-appointed in the Cumming School of Medicine (Psychiatry and Paediatrics) and is a full or associate member of various research institutes at UCalgary, the Alberta Children's Hospital Research Institute (ACHRI), the Hotchkiss Brain Institute and the O'Brien Institute for Public Health. Her program of research focuses on how to improve the mental health and well-being of children and adolescents with neurodevelopmental disorders (NDD), such as autism spectrum disorder, fetal alcohol spectrum disorder, and cerebral palsy. She is particularly interested in understanding the risk/protective factors for the development of mental health issues in NDD. Dr. McMorris also investigates the underlying neuropsychological, social, neurological, and physiological mechanisms of mental health issues in NDD and how such issues impact children and families. In addition, she examines the service use patterns and needs, and barriers/facilitators to accessing services for families of individuals with NDD and co-occurring mental health issues. She determines the effectiveness of psychological (e.g., CBT) and pharmacological interventions for individuals with NDDs and mental health issues.

Contenu

Chapter 1. Psychological Process and Product of Mental Health Practice for Child and Youth Well-Being.- Section 1. Mental Health Assessment, Prevention, and Intervention in School Psychology.- Chapter 2. Theory and Research-Based School Psychology Practice.- Chapter 3. Cultural Adaptations to Evidence-Based Clinical Treatments.- Chapter 4. Integrated Assessment-to-Intervention Approach to Enhance Mental Health Screening in School.- Chapter 5. Skill-by-Treatment Interaction.- Chapter 6. Assessment of Culturally and Linguistically Diverse Children and Adolescents.- Chapter 7. Thematic Integration of Child and Youth Mental Health Practice in School Psychology.- Section 2. Mental Health Assessment, Prevention, and Intervention in Clinical Psychology.- Chapter 8. Mobilizing Evidence-Based Practices and Programs.- Chapter 9. Value of Practice Guidelines for Mental Health Assessment, Prevention, and Intervention.- Chapter 1…