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School Social Work


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Table of Contents

1. The Need for an Evidence-Informed Practice Approach in Schools 2. Understanding and Narrowing the Research Knowledge-Practice Knowledge Gap 3. An Evidence-Informed Process for School Social Workers 4. Empirically-Supported Tier Two Interventions 5. Parent Involvement 6. Compliance 7. Behavior Intervention Planning 8. Helping Students Cope with their Parents' Divorce 9. Preventing Bullying in Schools 10. Empirically Supported Social Skills Interventions 11. Helping Students with Anxiety in Schools 12. Problems with ADHD in a School Setting 13. Iatrogenic Interventions in Schools 14. Lessons Learned from our Evidence-Informed Process and Final Reflections Appendices Notes References Indexes

About the Author

Michael S. Kelly, PhD, is Assistant Professor of Social Work, Loyola University of Chicago. James C. Raines, PhD, is Associate Professor of Social Work, Illinois State University.Susan Stone, PhD, is Associate Professor of Social Welfare, University of California at Berkeley.Andy Frey, PhD, is Associate Professor of Social Work, University of Louisville.


"This book is one of the most helpful books I have read on effective practice in school mental health. While the book is written with an emphasis on school social work, it is relevant and timely for all disciplines concerned with mental health promotion and intervention with children, youth, and families. It scores in all realms-- from comprehensively reviewing relevant literature, to navigating the reader through key constructs, to presenting clear ideas and examples that can immediately be used to enhance training, practice, and research. The authors should be commended for this outstanding contribution, which sets a high bar for books that help to make evidence-based practice in the trenches (in this case in the schools) achievable." --Mark D. Weist, PhD, Professor and Director, Center for School Mental Health, University of Maryland School of Medicine "This text will become an instant classic for its scholarship and readability. Each chapter is filled with information for improving school social work practice using the available research evidence at every level of intervention. In this extraordinarily engaging practice book, Kelly and colleagues show practitioners the process for asking important questions about what constitutes effective school social work practice and provide specific strategies for practitioners to use when improving their practices." --Cynthia Franklin, PhD, Professor and Stiernberg/Spencer Family Professor in Mental Health, University of Texas at Austin School of Social Work "School Social Work is a timely and valuable resource for school social work students and practitioners. The authors of this book draw upon their extensive experience as school social work practitioners, educators, and scholars to provide practitioners and students with a process for bridging the gap between research and practice. Their chapter on iatrogenic effects is notable since this topic is rarely addressed in school social work practice texts." -David R. Dupper, PhD, Associate Professor of Social Work, University of Tennessee

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