Identifying, Assessing, and Treating PTSD at School (häftad)
Format
Häftad (Paperback / softback)
Språk
Engelska
Antal sidor
166
Utgivningsdatum
2010-10-28
Upplaga
Softcover reprint of hardcover 1st ed. 2009
Förlag
Springer-Verlag New York Inc.
Medarbetare
Reeves, Melissa A. / Brock, Stephen E.
Illustrationer
18 Tables, black and white; XIV, 166 p. 10 illus.
Dimensioner
235 x 155 x 10 mm
Vikt
281 g
Antal komponenter
1
Komponenter
1 Paperback / softback
ISBN
9781441946423
Identifying, Assessing, and Treating PTSD at School (häftad)

Identifying, Assessing, and Treating PTSD at School

Häftad Engelska, 2010-10-28
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By age 16, significant - one might even say "alarming" - numbers of students are demonstrating signs of posttraumatic stress disorder (PTSD). Students with PTSD are more likely to develop a range of problems, from delinquent behavior to eating disorders to substance abuse to dropping out. For the school-based professional, the ability to recognize these symptoms and warning signs is essential. Emphasizing prevention as well as intervention, Identifying, Assessing, and Treating PTSD at School clearly defines PTSD, explains its adverse affects on children's academic and social-emotional skills, and offers expert guidance on how to recognize student needs and provide appropriate services. This volume, designed as a practical, easy-to-use reference for school psychologists and other educational professionals: (1) Makes the case for why school psychologists and their colleagues need to be more prepared, willing, and able to identify and serve students with PTSD. (2) Identifies the causes, prevalence, and associated conditions of PTSD. (3) Provides a review of screening, referral, and diagnostic assessment processes. (4) Reviews appropriate treatments for students with PTSD. Today's youth live in an increasingly uncertain world, and school psychologists, counselors, social workers, and general and special education personnel will find Identifying, Assessing, and Treating PTSD at School an invaluable resource in their practices.
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Amanda B. Nickerson, Ph.D., is an assistant professor at the University at Albany - State University of New York. A nationally certified school psychologist and a licensed psychologist, she has conducted more than 50 professional presentations on the topics of preventing and intervening with aggression and bullying, school crisis prevention and intervention, assessing and treating children with emotional and behavioral disorders, and parent and peer relationships. She has published more than 20 journal articles and book chapters and is co-author of the Educators' Handbook on Effective Testing. In addition, she serves on the editorial boards of Psychology in the Schools and The School Psychologist. She is also a recipient of the 2006 National Association of School Psychologists Presidential Award for her work with the crisis prevention and intervention workgroup. Melissa A. Reeves, Ph.D., NCSP is a school psychologist, licensed special education teacher, and adjunct faculty member with a specialty in working with behaviorally and emotionally challenged youth. She has worked in public school and treatment settings for more than 15 years with children ages preschool through high school. She has conducted more than 40 presentations and has consulted with various school districts in the areas of crisis prevention and intervention, psychological safety, risk and suicide assessments, the impact of trauma, establishing safe schools, response to intervention models addressing both academics and behavior, and establishing effective programs for students with behavioral and emotional needs. As an adjunct faculty member she has taught courses in psychosocial aspects of exceptional children, social-emotional assessment, crisis prevention and intervention, and academic and behavioral interventions. She was a founding member of the Colorado Society of School Psychologists State-Wide Crisis Response Team where she responded to various local crises, including student and faculty deaths and Columbine. She is a recipient of the 2006 National Association of School Psychologists Presidential Award for her work with the crisis prevention and intervention workgroup. Stephen E. Brock, Ph.D., is a professor at California State University Sacramento. Previously, he worked for 18 years as a school psychologist with the Lodi Unified School District (the last six of which included assignments as Lead Psychologist and member of an autism specialty team). His professional preparation includes a Ph.D. at the University of California, Davis, where he researched AD/HD, school crisis intervention, and suicide prevention. Dr. Brock currently serves on the editorial boards of both state and national school psychology association newsletters and is an Associate Editor of The California School Psychologist (a peer-reviewed journal with the second largest distribution of a school psychology journal in the United States). He is Past President of the California Association of School Psychologists and a member of the National Association of School Psychologists Delegate Assembly and its National Emergency Assistance Team. Dr. Brock has authored more than 140 publications (including three books) and has made over 65 refereed or invited state/national conference presentations. His other areas of academic interest and research include autism, behavioral interventions, violence prevention, threat assessment, child development, and reading comprehension. Shane R. Jimerson, PhD is an Associate Professor of Counseling, Clinical, and School Psychology Program and Associate Dean for Research at the University of California, Santa Barbara in the United States. Among over 150 professional publications, he is a co-author of a five-book grief support group curriculum series (The Mourning Child Grief Support Group Curriculum (Taylor and Francis), co-author of Assessing, Identifying, and Treating Autism at School (Springer) and a co-editor of Best Practices in School Crisis Preventio

Innehållsförteckning

Causes.- Prevalence and Associated Conditions.- Case Finding, Screening, and Referral.- Diagnostic Assessment.- Psychoeducational Assessment.- Treatment.