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Nonsuicidal self-injury (NSSI) among young people—most notably in the form of forearm- or wrist-cutting—occurs across cultural groups, social strata, and developmental stages, puzzling and repelling adults. Youth engaging in NSSI behaviors are at a higher risk for suicidality as well as other mental health and academic problems. And because NSSI is often first noticed in the school setting (as is the case with many children’s disorders), school professionals are being encouraged to take a more proactive role in intervention. The first book specifically geared toward education personnel, Identifying, Assessing, and Treating Self-Injury at School clearly defines NSSI, differentiating it from suicidal, borderline, and other behaviors and analyzing the psychological contexts in which it occurs. This school-based perspective gives readers a practical framework for earlier, more accurate diagnosis; relevant consulting with parents, teachers, and colleagues; and effective, science-based treatment. Included in the coverage: • An overview of causes of self-injury. • Current findings on prevalence and associated conditions. • Early screening guidelines, including risk factors and warning signs. • The latest information on assessment issues and diagnostic methods. • A separate chapter on psychoeducational assessment. • Up-to-date research on interventions for NSSI. Identifying, Assessing, and Treating Self-Injury at School offers a solid foundation for school psychologists and allied educational professionals to understand students with NSSI and address their complex needs.

Child mental health. --- Child psychology. --- Depression in children. --- Psychic trauma in children. --- Self-mutilation in adolescence. --- Self-injurious behavior --- School psychology --- Psychiatry --- Social Sciences --- Psychology --- Psychiatric Disorders, Individual --- Health & Biological Sciences --- Self-injurious behavior. --- School psychology. --- Psychology, School --- SIB (Behavior disorder) --- Medicine. --- Psychotherapy. --- Education. --- Educational psychology. --- Education --- Counseling. --- Developmental psychology. --- Medicine & Public Health. --- Educational Psychology. --- Child and School Psychology. --- Education, general. --- Psychotherapy and Counseling. --- Developmental Psychology. --- Psychology. --- Psychology, Applied --- Stereotyped behavior (Psychiatry) --- Applied psychology. --- Applied psychology --- Psychagogy --- Psychology, Practical --- Social psychotechnics --- Development (Psychology) --- Developmental psychobiology --- Life cycle, Human --- Psychology, Educational --- Child psychology --- Therapy (Psychotherapy) --- Mental illness --- Clinical sociology --- Mental health counseling --- Treatment --- Psychotherapy   . --- Education—Psychology. --- Counselling --- Helping behavior --- Interviewing --- Personal coaching --- Social case work --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Behavior, Child --- Child behavior --- Child study --- Pediatric psychology --- Child development --- Developmental psychology

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Nonsuicidal self-injury (NSSI) among young people—most notably in the form of forearm- or wrist-cutting—occurs across cultural groups, social strata, and developmental stages, puzzling and repelling adults. Youth engaging in NSSI behaviors are at a higher risk for suicidality as well as other mental health and academic problems. And because NSSI is often first noticed in the school setting (as is the case with many children’s disorders), school professionals are being encouraged to take a more proactive role in intervention. The first book specifically geared toward education personnel, Identifying, Assessing, and Treating Self-Injury at School clearly defines NSSI, differentiating it from suicidal, borderline, and other behaviors and analyzing the psychological contexts in which it occurs. This school-based perspective gives readers a practical framework for earlier, more accurate diagnosis; relevant consulting with parents, teachers, and colleagues; and effective, science-based treatment. Included in the coverage: • An overview of causes of self-injury. • Current findings on prevalence and associated conditions. • Early screening guidelines, including risk factors and warning signs. • The latest information on assessment issues and diagnostic methods. • A separate chapter on psychoeducational assessment. • Up-to-date research on interventions for NSSI. Identifying, Assessing, and Treating Self-Injury at School offers a solid foundation for school psychologists and allied educational professionals to understand students with NSSI and address their complex needs.

Developmental psychology --- Age group sociology --- Sociology of education --- Law --- Educational psychology --- Teaching --- Psychiatry --- pedagogische psychologie --- schoolpsychologie --- onderwijs --- psychotherapie --- kinderpsychologie --- ontwikkelingspsychologie --- counseling --- opvoeding

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ADHD is the most commonly diagnosed childhood behavioral disorder. Moreover, many students receiving special education assistance are reported to have ADHD. Children with ADHD may experience significant school adjustment difficulties and achievement problems. Problem behaviors associated with attention deficits and hyperactivity often have a negative impact on the classroom, and, therefore, may compromise the learning environment for many, if not all, students. There is a critical need for school professionals to identify, assess, and treat students with ADHD. Identifying, Assessing, and Treating ADHD at School brings science to practice, providing school professionals invaluable information to meet the needs of children with ADHD. This volume, designed as a practical, easy-to-use reference for school psychologists and other mental health and educational professionals: Explains why school psychologists and their colleagues need to be prepared and able to identify and serve students with ADHD. Identifies the prevalence, influences, and associated conditions. Provides a review of screening, referral, and diagnostic assessment processes. Offers guidance on conducting psychoeducational assessments. Reviews evidence-based treatments. Offers practical guidance on setting up programs that address individual and classroom issues. School psychologists and other education and mental health professionals will find Identifying, Assessing, and Treating ADHD at School an exceptional resource in working to enhance the mental health and academic development of students.

Attention-deficit hyperactivity disorder. --- Attention-deficit-disordered children --Education. --- Attention-deficit-disordered children --- Attention-deficit hyperactivity disorder --- Students --- Schools --- Psychology --- Attention Deficit Disorder with Hyperactivity --- Diagnosis --- Education --- Behavioral Sciences --- Education, Nonprofessional --- Persons --- Analytical, Diagnostic and Therapeutic Techniques and Equipment --- Attention Deficit and Disruptive Behavior Disorders --- Anthropology, Education, Sociology and Social Phenomena --- Named Groups --- Mental Disorders Diagnosed in Childhood --- Behavioral Disciplines and Activities --- Mental Disorders --- Psychiatry and Psychology --- Education, Special Topics --- Social Sciences --- Education. --- ADD (Child behavior disorder) --- ADHD (Child behavior disorder) --- Attention deficit disorder with hyperactivity --- Attention deficit disorders --- Hyperactive child syndrome --- Hyperkinesia in children --- Hyperkinetic syndrome --- Psychology. --- Educational psychology. --- Social work. --- Psychotherapy. --- Counseling. --- Child psychology. --- School psychology. --- Developmental psychology. --- Child and School Psychology. --- Education, general. --- Educational Psychology. --- Social Work. --- Psychotherapy and Counseling. --- Developmental Psychology. --- Behavior disorders in children --- Minimal brain dysfunction in children --- Applied psychology. --- Applied psychology --- Psychagogy --- Psychology, Practical --- Social psychotechnics --- Benevolent institutions --- Philanthropy --- Relief stations (for the poor) --- Social service agencies --- Social welfare --- Social work --- Human services --- Psychology, Educational --- Child psychology --- Development (Psychology) --- Developmental psychobiology --- Life cycle, Human --- Education—Psychology. --- Behavior, Child --- Child behavior --- Child study --- Children --- Pediatric psychology --- Child development --- Developmental psychology --- Therapy (Psychotherapy) --- Mental illness --- Clinical sociology --- Mental health counseling --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Psychology, School --- Psychology, Applied --- Counselling --- Helping behavior --- Interviewing --- Personal coaching --- Social case work --- Treatment --- Children with attention-deficit hyperactivity disorder

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Identifying, Assessing, and Treating Bipolar Disorder at School presents child and education practitioners with an evidence-based framework for accurate identification, assessment, and intervention of bipolar disorder. This straightforward resource clears up misconceptions about the condition, and outlines its complex presentation in young people, where it may appear in tandem with other disorders and bring challenges to treatment. By providing information to assist in referrals, consultations, and recommendations for special education, the authors give the reader a unique vantage point for improving students' learning environment and helping to facilitate the work of fellow professionals. Among the topics: Prevalence and associated conditions. Case finding, screening, and referrals. Diagnostic and psycho-educational assessment Treatment of bipolar disorder in children and adolescents. Plus suggested resources to assist students and their families. Identifying, Assessing, and Treating Bipolar Disorder at School is an essential reference for school psychologists and allied educational professionals, special education teachers, speech and language therapists, counselors, clinical child psychologists, and mental health practitioners.

Manic-depressive illness in adolescence --- Treatment. --- Manic-depressive psychoses in adolescence --- Psychology. --- Education. --- Psychotherapy. --- Counseling. --- Child psychology. --- School psychology. --- Developmental psychology. --- Child and School Psychology. --- Education, general. --- Psychotherapy and Counseling. --- Developmental Psychology. --- Psychoses in adolescence --- Applied psychology. --- Applied psychology --- Psychagogy --- Psychology, Practical --- Social psychotechnics --- Psychology --- Development (Psychology) --- Developmental psychobiology --- Life cycle, Human --- Counselling --- Helping behavior --- Psychology, Applied --- Clinical sociology --- Interviewing --- Personal coaching --- Social case work --- Therapy (Psychotherapy) --- Mental illness --- Mental health counseling --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Psychology, School --- Behavior, Child --- Child behavior --- Child study --- Pediatric psychology --- Child development --- Developmental psychology --- Treatment --- Education

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Nonsuicidal self-injury (NSSI) among young people most notably in the form of forearm- or wrist-cutting occurs across cultural groups, social strata, and developmental stages, puzzling and repelling adults. Youth engaging in NSSI behaviors are at a higher risk for suicidality as well as other mental health and academic problems. And because NSSI is often first noticed in the school setting (as is the case with many children's disorders), school professionals are being encouraged to take a more proactive role in intervention. The first book specifically geared toward education personnel, Identifying, Assessing, and Treating Self-Injury at School clearly defines NSSI, differentiating it from suicidal, borderline, and other behaviors and analyzing the psychological contexts in which it occurs. This school-based perspective gives readers a practical framework for earlier, more accurate diagnosis; relevant consulting with parents, teachers, and colleagues; and effective, science-based treatment. Included in the coverage: ¢ An overview of causes of self-injury. ¢ Current findings on prevalence and associated conditions. ¢ Early screening guidelines, including risk factors and warning signs. ¢ The latest information on assessment issues and diagnostic methods. ¢ A separate chapter on psychoeducational assessment. ¢ Up-to-date research on interventions for NSSI. Identifying, Assessing, and Treating Self-Injury at School offers a solid foundation for school psychologists and allied educational professionals to understand students with NSSI and address their complex needs.

Developmental psychology --- Age group sociology --- Sociology of education --- Law --- Educational psychology --- Teaching --- Psychiatry --- pedagogische psychologie --- schoolpsychologie --- onderwijs --- psychotherapie --- kinderpsychologie --- ontwikkelingspsychologie --- counseling --- opvoeding