Beth Doll, PhD, is Associate Dean for Academic Affairs and Professor of School Psychology in the College of Education and Human Sciences at the University of Nebraska-Lincoln. She has served as an officer or president of three state school psychology associations as well as Division 16 (School Psychology) of the American Psychological Association. Dr. Doll's research addresses models of school mental health that foster resilience and enhance the well-being of students and program evaluation strategies that demonstrate the impact and accountability of school mental health services. She has published journal articles on issues of resilience, school mental health, self-determination, the identification of emotional disabilities, and students' friendships. Dr. Doll generally works within collaborative groups that include school practitioners and other community members, and involves graduate students as full members of these groups.Katherine Brehm, PhD, is a practicing school psychologist with experience in the Ysleta Independent School District (Texas) and Denver Public Schools (Colorado). She has been a member of the school psychology faculty at the University of Texas at El Paso and the University of Colorado at Denver. As a school psychologist, Dr. Brehm led her district in developing cross-disciplinary roles for school psychologists that increase the relevance of mental health services to learning, provided inservice training on teaching children with attention deficits, and planned for the district's implementation of standards-based education. She has conducted research in consultation, has coauthored a book on interventions for school emotional and behavioral problems, has published nationally on the topic of resilience, and has completed postdoctoral training in family therapy and neurological practices.Steven Zucker, PhD, is a private consultant in school psychology in the Denver metropolitan area. He was a member of the faculty of the University of Colorado at Denver, practiced as a school psychologist for 17 years in the Cherry Creek Public Schools (Colorado), and was instrumental in creating a school environment that valued the full inclusion of students with disabilities. Dr. Zucker co-crafted Colorado's Blueprint for the Future, the state's agenda for integrated educational and mental health services for students. He has presented statewide and nationally on resilience, systems change, and inclusive practices. Dr. Zucker co-developed the ClassMaps model with Dr. Doll and served as a coordinator on the first ClassMaps project. His experience as a practitioner with inclusion, systems change, and school mental health has been invaluable in the preparation of this book.

Until the first edition of Resilient Classrooms was published, I'd been searching for decades for a research-based, easy-to-use resource for improving classroom climate, student connectedness, and achievement. This book enables teachers to define concerns, develop doable solutions, and show measurable progress, and it helps school psychologists and administrators work with teachers to support implementation. Real-life examples and worksheets help you structure your intervention plans. Resilient Classrooms, Second Edition, exemplifies the best of effective consultation, team-based problem solving, and instructional leadership. It should be made available to every teacher and grade-level team in your school.--Kevin P. Dwyer, MA, NCSP, past president, National Association of School PsychologistsThis book provides a link between schoolwide and individual service models by addressing the classroom community as the focus of assessment, prevention, and intervention. Well-developed case studies serve as implementation guidelines for practitioners and can also be used to provide training for preservice educational professionals at both graduate and undergraduate levels. Resilient Classrooms, Second Edition, is required reading for those engaged in consultation and intervention, especially in multi-tiered service systems.--Jean A. Boyer, PhD, School Psychology Program, Temple UniversityThis book combines a strong theoretical and empirical foundation with a how-to guide for educators and consultants. A highlight is the inclusion of strategies and examples of how children can participate in building resilient classrooms. The book contains an invaluable range of resources for educators interested in creating environments that facilitate children's learning. I highly recommend this second edition for graduate students and professionals who work directly in classrooms or work with teachers as consultants.--Bonnie K. Nastasi, PhD, Department of Psychology, Tulane UniversityThis book offers a welcome classroom-centered approach to school problem solving. Shifting the focus from targeting individual student deficits, Doll, Brehm, and Zucker present a user-friendly model built on classroom meetings and teacher-student collaboration. The resilient classrooms model combines respect for student perspectives with practical, everyday strategies that teachers can use to improve learning environments and promote positive social relationships. Written in a clear, accessible style, this is a great resource for school psychologists, counselors, teachers, and administrators, as well as school psychology trainers.--Stephanie H. McConaughy, PhD, Departments of Psychiatry and Psychology (Emerita), University of Vermont -

• 1. Introduction to the Resilient Classroom2. What Are Resilient Classrooms?3. Relationship Characteristics of Resilient Classrooms4. Autonomy-Promoting Characteristics of Resilient Classrooms5. Assessing the Resilience of Classrooms6. Convening the Systems for Change7. Including the Classroom's Students in Planning and Decision Making8. Developing and Implementing Effective Strategies9. Evaluating the Impact of Resilient Classrooms for External Audiences10. Integrating the Resilient Classroom with Existing School Mental Health ServicesAppendix A. ClassMaps SurveyAppendix B. Worksheets

Beth Doll, PhD, is Associate Dean for Academic Affairs and Professor of School Psychology in the College of Education and Human Sciences at the University of Nebraska-Lincoln. She has served as an officer or president of three state school psychology associations as well as Division 16 (School Psychology) of the American Psychological Association. Dr. Doll's research addresses models of school mental health that foster resilience and enhance the well-being of students and program evaluation strategies that demonstrate the impact and accountability of school mental health services. She has published journal articles on issues of resilience, school mental health, self-determination, the identification of emotional disabilities, and students' friendships. Dr. Doll generally works within collaborative groups that include school practitioners and other community members, and involves graduate students as full members of these groups.Katherine Brehm, PhD, is a practicing school psychologist with experience in the Ysleta Independent School District (Texas) and Denver Public Schools (Colorado). She has been a member of the school psychology faculty at the University of Texas at El Paso and the University of Colorado at Denver. As a school psychologist, Dr. Brehm led her district in developing cross-disciplinary roles for school psychologists that increase the relevance of mental health services to learning, provided inservice training on teaching children with attention deficits, and planned for the district's implementation of standards-based education. She has conducted research in consultation, has coauthored a book on interventions for school emotional and behavioral problems, has published nationally on the topic of resilience, and has completed postdoctoral training in family therapy and neurological practices.Steven Zucker, PhD, is a private consultant in school psychology in the Denver metropolitan area. He was a member of the faculty of the University of Colorado at Denver, practiced as a school psychologist for 17 years in the Cherry Creek Public Schools (Colorado), and was instrumental in creating a school environment that valued the full inclusion of students with disabilities. Dr. Zucker co-crafted Colorado's Blueprint for the Future, the state's agenda for integrated educational and mental health services for students. He has presented statewide and nationally on resilience, systems change, and inclusive practices. Dr. Zucker co-developed the ClassMaps model with Dr. Doll and served as a coordinator on the first ClassMaps project. His experience as a practitioner with inclusion, systems change, and school mental health has been invaluable in the preparation of this book.

Until the first edition of Resilient Classrooms was published, I'd been searching for decades for a research-based, easy-to-use resource for improving classroom climate, student connectedness, and achievement. This book enables teachers to define concerns, develop doable solutions, and show measurable progress, and it helps school psychologists and administrators work with teachers to support implementation. Real-life examples and worksheets help you structure your intervention plans. Resilient Classrooms, Second Edition, exemplifies the best of effective consultation, team-based problem solving, and instructional leadership. It should be made available to every teacher and grade-level team in your school.--Kevin P. Dwyer, MA, NCSP, past president, National Association of School PsychologistsThis book provides a link between schoolwide and individual service models by addressing the classroom community as the focus of assessment, prevention, and intervention. Well-developed case studies serve as implementation guidelines for practitioners and can also be used to provide training for preservice educational professionals at both graduate and undergraduate levels. Resilient Classrooms, Second Edition, is required reading for those engaged in consultation and intervention, especially in multi-tiered service systems.--Jean A. Boyer, PhD, School Psychology Program, Temple UniversityThis book combines a strong theoretical and empirical foundation with a how-to guide for educators and consultants. A highlight is the inclusion of strategies and examples of how children can participate in building resilient classrooms. The book contains an invaluable range of resources for educators interested in creating environments that facilitate children's learning. I highly recommend this second edition for graduate students and professionals who work directly in classrooms or work with teachers as consultants.--Bonnie K. Nastasi, PhD, Department of Psychology, Tulane UniversityThis book offers a welcome classroom-centered approach to school problem solving. Shifting the focus from targeting individual student deficits, Doll, Brehm, and Zucker present a user-friendly model built on classroom meetings and teacher-student collaboration. The resilient classrooms model combines respect for student perspectives with practical, everyday strategies that teachers can use to improve learning environments and promote positive social relationships. Written in a clear, accessible style, this is a great resource for school psychologists, counselors, teachers, and administrators, as well as school psychology trainers.--Stephanie H. McConaughy, PhD, Departments of Psychiatry and Psychology (Emerita), University of Vermont -

• 1. Introduction to the Resilient Classroom2. What Are Resilient Classrooms?3. Relationship Characteristics of Resilient Classrooms4. Autonomy-Promoting Characteristics of Resilient Classrooms5. Assessing the Resilience of Classrooms6. Convening the Systems for Change7. Including the Classroom's Students in Planning and Decision Making8. Developing and Implementing Effective Strategies9. Evaluating the Impact of Resilient Classrooms for External Audiences10. Integrating the Resilient Classroom with Existing School Mental Health ServicesAppendix A. ClassMaps SurveyAppendix B. Worksheets

Beth Doll, PhD, is Associate Dean for Academic Affairs and Professor of School Psychology in the College of Education and Human Sciences at the University of Nebraska-Lincoln. She has served as an officer or president of three state school psychology associations as well as Division 16 (School Psychology) of the American Psychological Association. Dr. Doll's research addresses models of school mental health that foster resilience and enhance the well-being of students and program evaluation strategies that demonstrate the impact and accountability of school mental health services. She has published journal articles on issues of resilience, school mental health, self-determination, the identification of emotional disabilities, and students' friendships. Dr. Doll generally works within collaborative groups that include school practitioners and other community members, and involves graduate students as full members of these groups.Katherine Brehm, PhD, is a practicing school psychologist with experience in the Ysleta Independent School District (Texas) and Denver Public Schools (Colorado). She has been a member of the school psychology faculty at the University of Texas at El Paso and the University of Colorado at Denver. As a school psychologist, Dr. Brehm led her district in developing cross-disciplinary roles for school psychologists that increase the relevance of mental health services to learning, provided inservice training on teaching children with attention deficits, and planned for the district's implementation of standards-based education. She has conducted research in consultation, has coauthored a book on interventions for school emotional and behavioral problems, has published nationally on the topic of resilience, and has completed postdoctoral training in family therapy and neurological practices.Steven Zucker, PhD, is a private consultant in school psychology in the Denver metropolitan area. He was a member of the faculty of the University of Colorado at Denver, practiced as a school psychologist for 17 years in the Cherry Creek Public Schools (Colorado), and was instrumental in creating a school environment that valued the full inclusion of students with disabilities. Dr. Zucker co-crafted Colorado's Blueprint for the Future, the state's agenda for integrated educational and mental health services for students. He has presented statewide and nationally on resilience, systems change, and inclusive practices. Dr. Zucker co-developed the ClassMaps model with Dr. Doll and served as a coordinator on the first ClassMaps project. His experience as a practitioner with inclusion, systems change, and school mental health has been invaluable in the preparation of this book.

Until the first edition of Resilient Classrooms was published, I'd been searching for decades for a research-based, easy-to-use resource for improving classroom climate, student connectedness, and achievement. This book enables teachers to define concerns, develop doable solutions, and show measurable progress, and it helps school psychologists and administrators work with teachers to support implementation. Real-life examples and worksheets help you structure your intervention plans. Resilient Classrooms, Second Edition, exemplifies the best of effective consultation, team-based problem solving, and instructional leadership. It should be made available to every teacher and grade-level team in your school.--Kevin P. Dwyer, MA, NCSP, past president, National Association of School PsychologistsThis book provides a link between schoolwide and individual service models by addressing the classroom community as the focus of assessment, prevention, and intervention. Well-developed case studies serve as implementation guidelines for practitioners and can also be used to provide training for preservice educational professionals at both graduate and undergraduate levels. Resilient Classrooms, Second Edition, is required reading for those engaged in consultation and intervention, especially in multi-tiered service systems.--Jean A. Boyer, PhD, School Psychology Program, Temple UniversityThis book combines a strong theoretical and empirical foundation with a how-to guide for educators and consultants. A highlight is the inclusion of strategies and examples of how children can participate in building resilient classrooms. The book contains an invaluable range of resources for educators interested in creating environments that facilitate children's learning. I highly recommend this second edition for graduate students and professionals who work directly in classrooms or work with teachers as consultants.--Bonnie K. Nastasi, PhD, Department of Psychology, Tulane UniversityThis book offers a welcome classroom-centered approach to school problem solving. Shifting the focus from targeting individual student deficits, Doll, Brehm, and Zucker present a user-friendly model built on classroom meetings and teacher-student collaboration. The resilient classrooms model combines respect for student perspectives with practical, everyday strategies that teachers can use to improve learning environments and promote positive social relationships. Written in a clear, accessible style, this is a great resource for school psychologists, counselors, teachers, and administrators, as well as school psychology trainers.--Stephanie H. McConaughy, PhD, Departments of Psychiatry and Psychology (Emerita), University of Vermont -

• 1. Introduction to the Resilient Classroom2. What Are Resilient Classrooms?3. Relationship Characteristics of Resilient Classrooms4. Autonomy-Promoting Characteristics of Resilient Classrooms5. Assessing the Resilience of Classrooms6. Convening the Systems for Change7. Including the Classroom's Students in Planning and Decision Making8. Developing and Implementing Effective Strategies9. Evaluating the Impact of Resilient Classrooms for External Audiences10. Integrating the Resilient Classroom with Existing School Mental Health ServicesAppendix A. ClassMaps SurveyAppendix B. Worksheets