James C Raines – författare

Though recent legislation embedded with the No Child Left Behind Act and the Individuals with Disabilities Improvement Act mandates the use of evidence in school-based practice to demonstrate positive outcomes for all students, school social workers - especially those long out of school - often lack the conceptual tools to locate, evaluate, and apply evidence in order to demonstrate the effectiveness of their work. The first of its kind tailored specifically to this audience, this SSAAA Workshop title guides school professionals in infusing research throughout their daily practice. It shows school service providers a pragmatic approach to informing every major practice decision with the appropriate research so that students receive the best possible services. This includes how to use research to make reliable and valid assessments, how to use research to choose the best intervention, and how to do research to evaluate progress. Raines goes beyond creating a catalog of interventions that will soon be outdated and provides school social workers with a detailed road map of the EBP process. Chapters detail the nuts and bolts of EBP, explaining how to ask a relevant, answerable question; where to search for evidence; how to appraise the literature and avoid the pitfalls of web based information; how to adapt and apply the evidence in a developmentally and culturally sensitive way; and how to evaluate the results. Detailed examples along the way, including sample spreadsheets practitioners can easily adapt to evaluate their students'' progress, bring accountability within reach for school professionals who struggle to find the time, resources, and support sufficient to apply the best evidence to their schools.

School Social Work: An Evidence-Informed Framework for Practice offers school social work students and veteran practitioners a new framework for choosing their interventions based on the best available evidence. It is the first work that synthesizes the evidence-based practice (EBP) process with recent conceptual frameworks of school social work clinical practice offered by leading scholars and policymakers. Many other books on EBP try to fit empirically validated treatments into practice contexts without considering the multiple barriers to implementing evidence-based practices in places as complicated and multi-faceted as schools. Additionally, there are vital questions in the literature about what the best levels for intervention are in school social work. Responding to the complexity of applying EBP in schools, this volume offers a conceptual framework that addresses the real-world concerns of practitioners as they work to provide the best services to their school clients.For each domain of school social work practice, the authors critically review interventions, presenting the current research with guidelines for addressing such implementation issues as cost, school culture, adaptations for special populations, and negotiating multiple arenas of practice. In addition, the chapters are grounded in the process of evidence-based practice, illustrating how school practitioners can pose useful questions, search for relevant evidence, appraise the evidence, apply it in keeping with client values, and monitor the results. Written by four school social work scholars with over four decades of theoretical, research, and practice experience, this volume will be relevant to both research faculty studying school social work interventions and students learning about school social work practice.

Though schools have become the default mental health providers for children and adolescents, they are poorly equipped to meet the mental health needs of their students. Evidence-Based Practice in School Mental Health differs from other books that address child and adolescent psychopathology by focusing on how to help students with mental disorders in pre-K-12th-grade schools. Chapters address the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, available rapid assessment instruments, school-based interventions using multi-tiered systems of support, and easy-to-follow suggestions for progress monitoring. Additionally, the text shares detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems. Each chapter finishes with extensive web resources and real-life case examples drawn from the author's clinical practice. This book serves as a helpful resource for school-based mental health providers (e.g., school social workers, school psychologists, and school counselors), communities-in-schools coordinators, and MSW students focusing on child and adolescent mental health.

Though schools have become the default mental health providers for children and adolescents, they are poorly equipped to meet the mental health needs of their students. Evidence-Based Practice in School Mental Health differs from other books that address child and adolescent psychopathology by focusing on how to help students with mental disorders in pre-K-12th-grade schools. Chapters address the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, available rapid assessment instruments, school-based interventions using multi-tiered systems of support, and easy-to-follow suggestions for progress monitoring. Additionally, the text shares detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems. Each chapter finishes with extensive web resources and real-life case examples drawn from the author''s clinical practice. This book serves as a helpful resource for school-based mental health providers (e.g., school social workers, school psychologists, and school counselors), communities-in-schools coordinators, and MSW students focusing on child and adolescent mental health.

Though schools have become the default mental health providers for children and adolescents, they are poorly equipped to meet the mental health needs of their students. Evidence-Based Practice in School Mental Health differs from other books that address child and adolescent psychopathology by focusing on how to help students with mental disorders in pre-K-12th-grade schools. Chapters address the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, available rapid assessment instruments, school-based interventions using multi-tiered systems of support, and easy-to-follow suggestions for progress monitoring. Additionally, the text shares detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems. Each chapter finishes with extensive web resources and real-life case examples drawn from the author''s clinical practice. This book serves as a helpful resource for school-based mental health providers (e.g., school social workers, school psychologists, and school counselors), communities-in-schools coordinators, and MSW students focusing on child and adolescent mental health.

School Social Work: An Evidence-Informed Framework for Practice offers school social work students and veteran practitioners a new framework for choosing their interventions based on the best available evidence. It is the first work that synthesizes the evidence-based practice (EBP) process with recent conceptual frameworks of school social work clinical practice offered by leading scholars and policymakers. Many other books on EBP try to fit empirically validated treatments into practice contexts without considering the multiple barriers to implementing evidence-based practices in places as complicated and multi-faceted as schools. Additionally, there are vital questions in the literature about what the best levels for intervention are in school social work. Responding to the complexity of applying EBP in schools, this volume offers a conceptual framework that addresses the real-world concerns of practitioners as they work to provide the best services to their school clients.For each domain of school social work practice, the authors critically review interventions, presenting the current research with guidelines for addressing such implementation issues as cost, school culture, adaptations for special populations, and negotiating multiple arenas of practice. In addition, the chapters are grounded in the process of evidence-based practice, illustrating how school practitioners can pose useful questions, search for relevant evidence, appraise the evidence, apply it in keeping with client values, and monitor the results. Written by four school social work scholars with over four decades of theoretical, research, and practice experience, this volume will be relevant to both research faculty studying school social work interventions and students learning about school social work practice.

Ethical predicaments are endemic for mental health professionals working in schools. New interventions, evolving technologies, and a patchwork of ethical and legal guidelines create a constant stream of potential dilemmas. The seven-step model presented in this book allows readers to apply a practical process to complex questions while both minimizing liability and protecting students.Beginning with an introduction of the moral, legal, and clinical foundations that undergird ethical practice, James C. Raines and Nic T. Dibble present an ethical decision making model with seven steps: know yourself and your responsibilities, analyze the dilemma, seek consultation, identify courses of action, manage clinical concerns, enact the decision, and reflect on the process. Ethical Decision-Making in School Mental Health provides ethical guidelines from four different professions and addresses mental health issues in schools. This new edition includes meticulously updated chapters based on recent changes to all of the codes of ethics over the past ten years.

Ethical predicaments are endemic for mental health professionals working in schools. New interventions, evolving technologies, and a patchwork of ethical and legal guidelines create a constant stream of potential dilemmas. The seven-step model presented in this book allows readers to apply a practical process to complex questions while both minimizing liability and protecting students.Beginning with an introduction of the moral, legal, and clinical foundations that undergird ethical practice, James C. Raines and Nic T. Dibble present an ethical decision making model with seven steps: know yourself and your responsibilities, analyze the dilemma, seek consultation, identify courses of action, manage clinical concerns, enact the decision, and reflect on the process. Ethical Decision-Making in School Mental Health provides ethical guidelines from four different professions and addresses mental health issues in schools. This new edition includes meticulously updated chapters based on recent changes to all of the codes of ethics over the past ten years.

Ethical predicaments are endemic for mental health professionals working in schools. New interventions, evolving technologies, and a patchwork of ethical and legal guidelines create a constant stream of potential dilemmas. The seven-step model presented in this book allows readers to apply a practical process to complex questions while both minimizing liability and protecting students.Beginning with an introduction of the moral, legal, and clinical foundations that undergird ethical practice, James C. Raines and Nic T. Dibble present an ethical decision making model with seven steps: know yourself and your responsibilities, analyze the dilemma, seek consultation, identify courses of action, manage clinical concerns, enact the decision, and reflect on the process. Ethical Decision-Making in School Mental Health provides ethical guidelines from four different professions and addresses mental health issues in schools. This new edition includes meticulously updated chapters based on recent changes to all of the codes of ethics over the past ten years.

School Social Work: An Evidence-Informed Framework for Practice offers school social work students and veteran practitioners a new framework for choosing their interventions based on the best available evidence. It is the first work that synthesizes the evidence-based practice (EBP) process with recent conceptual frameworks of school social work clinical practice offered by leading scholars and policymakers. Many other books on EBP try to fit empirically validated treatments into practice contexts without considering the multiple barriers to implementing evidence-based practices in places as complicated and multi-faceted as schools. Additionally, there are vital questions in the literature about what the best levels for intervention are in school social work. Responding to the complexity of applying EBP in schools, this volume offers a conceptual framework that addresses the real-world concerns of practitioners as they work to provide the best services to their school clients.For each domain of school social work practice, the authors critically review interventions, presenting the current research with guidelines for addressing such implementation issues as cost, school culture, adaptations for special populations, and negotiating multiple arenas of practice. In addition, the chapters are grounded in the process of evidence-based practice, illustrating how school practitioners can pose useful questions, search for relevant evidence, appraise the evidence, apply it in keeping with client values, and monitor the results. Written by four school social work scholars with over four decades of theoretical, research, and practice experience, this volume will be relevant to both research faculty studying school social work interventions and students learning about school social work practice.