Skip to main content

Strengthening School-Counseling Interventions

  • Chapter
  • First Online:
Book cover Evidence-Based School Mental Health Services
  • 3541 Accesses

Abstract

Once a school district has decided to implement comprehensive school-based mental health services, the goal is to tackle this effort following best practices. However, some schools and school districts are not yet ready to tackle this effort and may want instead to review what they are doing, move more slowly, and make improvements in what is already in place. There are a number of ways to approach either task, and both will require some to a great deal of change in a school. Change is not easy in any system. Both approaches are considered.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Achenbach, T. M. (1991). Manual for the child behavior checklist/4-18 and 1991 profile. Burlington, VT: Department of Psychiatry, University of Vermont.

    Google Scholar 

  • Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. Burlington, VT: University of Vermont.

    Google Scholar 

  • Alter, P. J., Conroy, M. A., Mancil, G. R., & Haydon, T. (2008). A comparison of functional behavior assessment methodologies with young children: Descriptive methods and functional analysis. Journal of Behavioral Education, 17(2), 200–219. doi:10.1007/s10864-008-9064-3.

    Article  Google Scholar 

  • Angold, A., Costello, E. J., Messer, S. C., Pickles, A., Winder, F., & Silver, D. (1995). Development of a short questionnaire for use in epidemiological students of depression in children and adolescents. International Journal of Methods in Psychiatric Research, 5, 237–249. Retrieved from http://www3.interscience.wiley.com/journal/112094311/home?CRETRY=1&SRE TRY=0

  • Barlow, D. J. (2005). What’s new about evidence-based assessment? Psychological Assessment, 17(3), 308–311. doi:10.1037/1040-3590.17.3.308.

    Article  PubMed  Google Scholar 

  • Barrett, P. M. (1999). Interventions for child and youth anxiety disorders: Involving parents, teachers, and peers. The Australian Educational and Developmental Psychologist, 16, 5–24. Retrieved from http://www.newcastle.edu.au/journal/ajedp/

  • Bellioni, S., Peters, J., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Journal of Remedial and Special Education, 28(3), 153–162. doi:10.1177/07419325070280030401.

    Article  Google Scholar 

  • Birmaher, B., Khetarpal, S., Brent, D., Cully, M., Balach, L., Kaufman, J., et al. (1997). The Screen for Child Anxiety Related Emotional Disorders (SCARED): Scale construction and psychometric characteristics. Journal of the American Academy of Child and Adolescent Psychiatry, 36(4), 545–553. doi:10.1097/00004583-199704000-00018.

    Article  PubMed  Google Scholar 

  • Briesch, A. M., & Volpe, R. J. (2007). Important considerations in the selection of progress monitoring measures for classroom behaviors. School Psychology Forum: Research in Practice, 1(2), 59–74. Retrieved from http://www.nasponline.org/publications/spf/index.aspx

  • Carey, W. B., & McDevitt, S. C. (1995). Coping with children’s temperament: A guide for professionals. New York: Basic Books.

    Google Scholar 

  • Carey, S. P., & Stoner, G. (1994). Contextual considerations in social skills instruction. School Psychology Quarterly, 9(2), 137–141. doi:10.1037/h0088849.

    Article  Google Scholar 

  • Catts, H. (2006). School-wide screening. Paper presented at the National SEA Conference on SLD Determination, April 19–21, 2006. Kansas City, MO. Retrieved from http://www.nrcld.org/sea/index.htm

  • Chiodo, D. (2006). Progress monitoring. Paper presented at the National SEA Conference on SLD Determination, April 19–21, 2006. Kansas City, MO. Retrieved August 19, 2006, from http://www.nrcld.org/sea/index.htm

  • Ciarrochi, J. (2006). The current state of emotional intelligence research: Answers to some old questions and discovery of some new ones. In J. Ciarrochi, J. P. Forgas, & J. D. Mayer (Eds.), Emotional intelligence in everyday life (2nd ed., pp. 251–260). New York: Psychology Press.

    Google Scholar 

  • Clarke, G. N., & Lewinsohn, P. M. (1995). The adolescent coping with stress class: Leaders manual. Portland, OR: Kaiser Permanente Center for Health Research.

    Google Scholar 

  • Clarke, G. N., Lewinsohn, P. M., & Hops, H. (1990). Leader’s manual for adolescent groups: Adolescent coping with depression course. Portland, OR: Kaiser Permanente Center for Health Research. Retrieved from http://www.kpchr.org/public/acwd/CWDA_manual.pdf

  • Cole, P. M., Dennis, T. A., Martin, S. E., & Hall, S. E. (2008). Emotion regulation and the early development of psychopathology. In M. Vandekerckhove, C. von Scheve, S. Ismer, S. Jung, & S. Kronast (Eds.), Regulating emotions: Culture, social necessity and biological inheritance (pp. 171–188). Malden, MA: Blackwell.

    Google Scholar 

  • Connell, M. C., Carta, J. J., & Baer, D. M. (1993). Programming generalization of in-class transition skills: Teaching preschoolers with developmental delays to self-assess and recruit contingent teacher praise. Journal of Applied Behavior Analysis, 26(3), 345–352. doi:10.1901/jaba.1993.26-345.

    Article  PubMed  Google Scholar 

  • Crowley, K., & Siegler, R. S. (1999). Explanation and generalization in young childrens’ strategy learning. Child Development, 70(2), 304–316. doi:10.1111/1467-8624.00023.

    Article  PubMed  Google Scholar 

  • Cummings, K. D., Kaminski, R. A., & Merrell, K. W. (2008). Advances in the assessment of social competence: Findings from a preliminary investigation of a general outcome measure for social behavior. Psychology in the Schools, 45(10), j930–j946. doi:10.1002/pits.20343.

    Article  Google Scholar 

  • Domitrovich, C. E., & Greenberg, M. (2000). The study of implementation: Current findings from effective programs that prevent mental disorders in school-aged children. Journal of Educational and Psychological Consultation, 11(2), 193–221. doi:10.1207/S1532768XJEPC1102_04.

    Article  Google Scholar 

  • Durand, V. M., & Crimmins, D. B. (1992). The Motivation Assessment Scale: Administrative guide. Topeka, KS: Monaco & Associates.

    Google Scholar 

  • Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3–4), 327–350. doi:10.1007/s10464-008-9165-0.

    Article  PubMed  Google Scholar 

  • Elias, M. J., & Weissberg, R. P. (2000). Primary preventions: Educational approaches to enhance social and emotional learning. Journal of School Health, 7(5), 186–190. doi:10.1111/j.1746-1561.2000.tb06470.x.

    Article  Google Scholar 

  • Fagan, A. A., & Mihalic, S. (2003). Strategies for enhancing the adoption of school-based prevention programs: Lessons learned from the Blueprints for Violence Prevention replications of the Life Skills training program. Journal of Community Psychology, 31(3), 235–254. doi:10.1002/jcop. 10045.

    Article  Google Scholar 

  • Farrell, A. D., Meyer, A. L., Kung, E. M., & Sullivan, T. N. (2001). Developmental and evaluation of school-based violence prevention programs. Journal of Clinical and Child Psychology, 30(1), 207–220. doi:10.1207/S15374424JCCP3002_8.

    Article  Google Scholar 

  • Farrell, A. D., Meyer, A. L., & Sullivan, T. N. (2001). Development and evaluation of school-based violence programs. Journal of Clinical Child Psychology, 30(2), 207–220. doi:10.1207/S15374424JCCP3002_8.

    Article  PubMed  Google Scholar 

  • Flannery-Schroeder, E. C., & Kendall, P. C. (1996). Cognitive-behavioral therapy for anxious children: Therapist manual for group treatment. Ardmore, PA: Workbook Publishing.

    Google Scholar 

  • Floyd, R. G., Phaneuf, R. L., & Wilczynski, S. M. (2005). Measurement properties of indirect assessment methods for functional behavioral assessment: A review of research. School Psychology Review, 34(1), 58–73. Retrieved from http://www.nasponline.org/publications/spr/sprmain.aspx

    Google Scholar 

  • Fuchs, L., & Fuchs, D. (2006). Progress monitoring. Paper presented at the National SEA Conference on SLD Determination, April 19–21, 2006. Kansas City, MO. Retrieved from http://www.nrcld.org/sea/index.htm

  • Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and depression. Personality and Individual Differences, 30, 1311–1327. doi:10.1016/S0191-8869(00)00113-6.

    Article  Google Scholar 

  • Genrich, J. H., & McGuire, L. C. (2009). Identifying mental illness early though routine mental health screening. Medscape Psychiatry & Mental Health. Retrieved March 26, 2010, from http://www.medscape.com/viewarticle/711264

  • Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41–54. doi:10.1007/s10862-008-9102-4.

    Article  Google Scholar 

  • Greenwood, C. R. (2009). Treatment integrity: Revisiting some big ideas. School Psychology Review, 38(4), 547–553. Retrieved from http://www.nasponline.org/publications/spr/sprmain.aspx

    Google Scholar 

  • Gresham, F., & Elliot, S. (1990). The social skills rating system. Circle Pines, MN: American Guidance Service.

    Google Scholar 

  • Gresham, F., Sugai, G., & Horner, R. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. The Council for Exceptional Children, 67(3), 331–344. Retrieved from http://www.cec.sped.org/Content/NavigationMenu/Publications2/ExceptionalChildren/default.htm

  • Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships and well-being. Journal of Personality and Social Psychology, 85, 348–362. doi:10.1037/0022-3514.85.2.348.

    Article  PubMed  Google Scholar 

  • Hahn, R., Fuqua-Whitley, D., Wethington, H., Lowy, J., Crosby, A., Fullilove, M., et al. (2007). Effectiveness of universal school-based programs to prevent violent and aggressive behavior: A systematic review. American Journal of Preventive Medicine, 33(2), S114–S129. doi:10.1016/j.amepre.2007.04.012.

    Article  PubMed  Google Scholar 

  • Hahn, E. J., Powers, N. M., Rayens, M. K., & Myers, C. D. (2002). Efficacy of training and fidelity of implementation of the life skills training program. Journal of School Health, 72(7), 282–287. doi:10.1111/j.1746-1561.2002.tb01333.

    Article  PubMed  Google Scholar 

  • Hammond, A., Westyhues, A., & Hanbidge, A. S. (2009). Assessing the impact of an emotion regulation booster program for elementary school-aged program. Journal of Primary Prevention, 30(5), 569–586. doi:10.1007/s10935-009-0188-6.

    Article  PubMed  Google Scholar 

  • Hannan, A. P., Rapee, R. M., & Hudson, J. L. (2000). The prevention of depression in children: A pilot study. Behavior Change, 17, 78–83. doi:10.1375/bech.17.2.78.

    Article  Google Scholar 

  • Izard, C. E. (2002). Translating emotion theory and research into preventive interventions. Psychological Bulletin, 128(5), 796–824. doi:10.1037//0033-2909.128.5.796.

    Article  PubMed  Google Scholar 

  • Jellinek, M. S., Murphy, J. M., Little, M., Pagano, M. E., Comer, D. M., & Kelleher, K. J. (1999). Use of the Pediatric Symptom Checklist to screen for psychosocial problems in pediatric primary care: A national feasibility study. Archives of Pediatrics & Adolescent Medicine, 153(3), 254–260. Retrieved from http://archpedi.ama-assn.org/

  • Jenkins, J. R., Hudson, R. F., & Johnson, E. S. (2007). Screening for at-risk readers in a response to intervention framework. School Psychology Review, 36(4), 582–600. Retrieved from http://www.nasponline.org/publications/spr/sprmain.aspx

  • Kats-Gold, I., & Priel, B. (2009). Emotion understanding and social skills among boys at risk of attention-deficit hyperactivity disorder. Psychology in the Schools, 46(7), 658–678. doi:10.1002/pits.20406.

    Article  Google Scholar 

  • Kern, L., Hilt-Panahon, A., & Sokol, N. (2009). Further examining the triangle tip: Improving support for students with emotional and behavioral needs. Psychology in the Schools, 46(1), 18–32. doi:10.1002/pits.20351.

    Article  Google Scholar 

  • Kirby, K. C., & Bickel, W. K. (1988). Toward an explicit analysis of generalization: A stimulus control interpretation. Behavior Analyst, 11(2), 115–129. Retrieved from http://www.abainternational.org/TBA.asp

  • Kusche, C., Beilke, R., & Greenberg, M. (1988). Kusche affective interview-revised. Seattle, WA: University of Washington.

    Google Scholar 

  • Kutach, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision-makers. Tampa, FL: University of South Florida. Retrieved from http://rtckids.fmhi.usf.edu/rtcpubs/study04/default.cfm

  • Lane, K. L., Kalberg, J. R., & Shepcaro, J. C. (2009). An examination of the evidence base for function-based interventions for students with emotional and/or behavioral disorders attending middle and high schools. Exceptional Children, 75(3), 321–340. Retrieved from http://www.cec.sped.org/Content/NavigationMenu/Publications2/ExceptionalChildren/default.htm

  • Langberg, J. M., Epstein, J. N., & Graham, A. J. (2008). Organizational-skills interventions in the treatment of ADHD. Expert Review of Neurotherapeutics, 8(10), 1549–1561. doi:10.1586/14737175.8.10.1549.

    Article  PubMed  Google Scholar 

  • Leffert, J., & Siperstein, G. (2003). A focus on social skills instruction for students with learning disabilities. Current Practice Alerts, 9. Retrieved from http://www.didcec.org/alert9_03.pdf

  • Levitt, V. H., & Merrell, K. W. (2009). Linking assessment to intervention for internalizing problems of children and adolescents. School Psychology Forum: Research in Practice, 3(1), 13–26. Retrieved from http://www.nasponline.org/publications/spf/index.aspx

  • Lochman, J. E., Wells, K. C., & Lenhart, L. A. (2008). Coping power: Child group program. Facilitator guide. New York: Oxford University Press.

    Google Scholar 

  • Lundquist, L. M., & Hansen, D. J. (1998). Enhancing treatment adherence, generalization, and social validity of parent-training with physically abusive and neglectful families. In J. R. Lutzker (Ed.), Handbook of child abuse research and treatment (pp. 449–471). New York: Plenum.

    Google Scholar 

  • Lynch, K. B., Geller, S. R., Hunt, D. R., Galano, J., & Semon, D. J. (1998). Successful program development using implementation evaluation. Journal of Prevention and Intervention in the Community, 17(2), 51–64. doi:10.1300/J005v17n02_05.

    Article  Google Scholar 

  • Manassis, K., & Monga, S. (2001). A therapeutic approach to children and adolescents with anxiety disorders and associated comorbid conditions. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 115–117. doi:10.1097/00004583-200101000-00024.

    Article  PubMed  Google Scholar 

  • Martin, R. C., & Dahlen, E. R. (2005). Cognitive emotion regulation in the prediction of depression, anxiety, stress, and anger. Personality and Individual Differences, 39(7), 1249–1260. doi:10.1016/j.paid.2005.06.004.

    Article  Google Scholar 

  • McIntosh, R., Vaughan, S., & Zaragoza, N. (1991). A review of social interventions for students with learning disabilities. Journal of Learning Disabilities, 24(8), 451–458. doi:10.1177/002221949102400802.

    Article  PubMed  Google Scholar 

  • Merrell, K. W. (2008). Behavioral, social and emotional assessment of children and adolescents (3rd ed.). New York: Lawrence Erlbaum.

    Google Scholar 

  • Miers, A. C., Blöte, A. W., & Westenberg, P. M. (2010). Peer perceptions of social skills in socially anxious and nonanxious adolescents. Journal of Abnormal Child Psychology, 38(1), 33–41. doi:10.1007/s10802-009-9345-x.

    Article  PubMed  Google Scholar 

  • Mihalic, S. (2002). The importance of implementation fidelity. Retrieved from http://www.incredibleyears.com/library/items/fidelity-importance.pdf

  • Mihalic, S. F., Fagan, A. A., & Argamaso, S. (2008). Implementing the LifeSkills training drug prevention program: Factors to implementation fidelity. Implementation Science, 3(5). doi:10.1017.S0954579402004108. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2265741/

  • Moor, S., Sharrock, G., Scott, J., McQueen, H., Wrate, R., Coan, J., et al. (2000). Evaluation of a teaching package designed to improve teachers’ recognition of depressed pupils-a pilot study. Journal of Adolescence, 23(3), 331–342. doi:10.1006/jado.2000.0318.

    Article  PubMed  Google Scholar 

  • Myers, C. L., Bour, J. L., Sidebottom, K. J., & Murphy, S. B. (2010). Same constructs, different results: Examining the consistency of two behavior-rating scales with referred preschoolers. Psychology in the Schools, 47(3), 205–216. doi:10.1002/pits. 20465.

    Google Scholar 

  • Nastasi, B. K., & Varjas, K. (2008). Best practices in developing exemplary mental health programs in schools. In A. Thomas & A. J. Grimes (Eds.), Best practices in school psychology (Vol. 4, pp. 1349–1360). Bethesda, MD: National Association of School Psychologists.

    Google Scholar 

  • Nikopoulos, C. K., & Keenan, M. (2007). Using video modeling to teach complex social sequences to children with autism. Journal of Autism and Developmental Disorders, 37(4), 678–693. doi:10.1007/s10803-006-0195-x.

    Article  PubMed  Google Scholar 

  • Noell, G. H., & Gansle, K. A. (2009). Moving from good ideas in educational systems change to sustainable program implementation: Coming to terms with some of the realities. Psychology in the Schools, 46(1), 78–88. doi:10.1002/pits.20355.

    Article  Google Scholar 

  • Noonan, R. K., Emshoff, J. G., Mooss, A., Armstrong, M., Winberg, J., & Ball, B. (2009). Adoption, adaptation, and fidelity of implementation of sexual violence prevention programs. Health Promotion Practice, 10(1 Suppl.), 59S–70S. doi:10. 1177/1524839908329374.

    Article  PubMed  Google Scholar 

  • O’Callaghan, P. M., Reitman, D., Northup, J., Hupp, S. D., & Murphy, M. A. (2003). Promoting social skills generalization with ADHD-diagnosed children in a sports setting. Behavior Therapy, 34(3), 313–330. doi:10.1016/S0005-7894(03)80003-5.

    Article  Google Scholar 

  • Osnes, P. G., & Lieblein, T. (2002). An explicit technology of generalization. The Behavior Analyst Today, 3(4), 364–374. Retrieved from http://www.abainternational.org/Special_Interests/BA_online.asp

  • Ozer, E. J., Wanis, M. G., & Bazell, N. (2010). Diffusion of school-based prevention programs in two urban districts: Adaptations, rationales, and suggestions for change. Prevention Science, 11(1), 42–55. doi:10.1007/s11121-009-0148-7.

    Article  PubMed  Google Scholar 

  • Phillips, K. F., & Power, M. J. (2007). A new self-report measure of emotion regulation in adolescents: The Regulation of Emotions Questionnaire. Clinical Psychology and Psychotherapy, 14, 145–156. doi:10.1002/epp. 523.

    Article  Google Scholar 

  • Posner, M. I., & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Development and Psychopathology, 12(3), 427–441. doi:10.1017/S0954579400003096.

    Article  Google Scholar 

  • Probst, B. (2008). Issues in portability of evidence-based treatment for adolescent depression. Child and Adolescent Social Work Journal, 25(2), 111–123. doi:10.1007/s10560-008-0115-3.

    Article  Google Scholar 

  • Rottenberg, J., & Gross, J. J. (2007). Emotion and emotion regulation: A map for psychotherapy researchers. Clinical Psychology: Science and Practice, 14(4), 323–328. doi:10.1111/j.1468-2850.2007.00093.x.

    Article  Google Scholar 

  • Sanetti, L. M., & Kratochwill, T. R. (2009). Toward development of a science of treatment integrity: Introduction to the special series. School Psychology Review, 38(4), 445–459. Retrieved from http://www.nasponline.org/publications/spr/sprmain.aspx

  • Sansosti, F. J. (2010). Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school-based professionals. Psychology in the Schools, 47(3), 257–281. doi:10.1002/pits.20469.

    Google Scholar 

  • Schulte, A. C., Easton, J. E., & Parker, J. (2009). Advances in treatment integrity research: Multidisciplinary perspectives integrity conceptualization, measurement, and enhancement of treatment integrity. School Psychology Review, 38(4), 460–475. Retrieved from http://www.nasponline.org/publications/spr/sprmain.aspx

  • Sheffield, J. K., Spence, S. H., Rapee, R. M., Kowalenko, N., Wignall, A., Davis, A., et al. (2006). Evaluation of universal, indicated, and combined cognitive-behavioral approaches to the prevention of depression among adolescents. Journal of Consulting and Clinical Psychology, 74, 66–79. doi:10.1037/0022-006X.74.1.66.

    Article  PubMed  Google Scholar 

  • Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906–916. doi:10.1037/0012-1649.33.6.906.

    Article  PubMed  Google Scholar 

  • Slade, E. P. (2002). Effects of school-based mental health programs on mental health service use by adolescents at school ad in the community. Mental Health Services Research, 4(3), 151–166.

    Article  PubMed  Google Scholar 

  • Smith, S. W., & Giles, D. L. (2003). Using key instructional elements to systematically promote social skill generalization for students with challenging behavior. Intervention in School and Clinic, 39(1), 30–37. doi:10.1177/10534512030390010401.

    Article  Google Scholar 

  • Southam-Gerow, M. A., & Kendall, P. C. (2002). Emotion regulation and understanding: Implications for child psychopathology and therapy. Clinical Psychology Review, 22, 189–222. doi:10.1016/S0272-7358(01)00087-3.

    Article  PubMed  Google Scholar 

  • Stoep, A. V., Mccauley, E., Thompson, K. A., Kui, E. S., Stewart, D. G., Anderson, C. A., et al. (2005). Universal emotional health screening at the middle school transition. Journal of Emotional and Behavioral Disorders, 13(4), 213–223. doi:10.1177/10634266050130040301.

    Article  Google Scholar 

  • Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349–367. doi:10.1901/jaba.1977.10-349.

    Article  PubMed  Google Scholar 

  • Suveg, C., & Zeman, J. (2004). Emotion regulation in children with anxiety disorders. Journal of Clinical Child and Adolescent Psychology, 33(4), 750–759. doi:10.1207/s15374424jccp3304_10.

    Article  PubMed  Google Scholar 

  • Tubbs, R. R. (2007). Temperament and emotion regulation: Toward understanding the relationship amongst young children in a psychiatric day-treatment program (unpublished doctoral thesis). West Roxbury, MA: Massachusetts School of Professional Psychology.

    Google Scholar 

  • Velting, O. N., Setzer, N., & Albano, A. M. (2004). Update on and advances in assessment and cognitive-behavioral treatment of anxiety disorders in children and adolescents. Professional Psychology: Research and Practice, 35, 42–54. Retrieved from http://www.apa.org/pubs/journals/pro/

  • Walker, H. M., & Severson, H. H. (1992). Systematic screening for behavior disorders (SSBD) (2nd ed.). Longmont, CO: Sopris West.

    Google Scholar 

  • Weems, C. F., & Pina, A. A. (2010). The assessment of emotion regulation: Improving construct validity in research on psychopathology in youth – an introduction to the special section. Journal of Psychopathology and Behavioral Assessment, 32(1), 1–7. doi:10.1007/s10862-010-9178-5.

    Article  Google Scholar 

  • Weist, M. D., Stiegler, K., Stephan, S., Cox, J., & Vaughan, C. (2010). School mental health and prevention science in the Baltimore city schools. Psychology in the Schools, 47(1), 89–100. doi:10.1002/pits.20453.

    Google Scholar 

  • Whalen, C. K., Henker, B., Ishikawa, S. S., Floro, J. N., Emmerson, N. A., Johnston, J. A., et al. (2009). ADHD and anger contexts: Electronic diary mood reports from mothers and children (advance online publication). Journal of Pediatric Psychology, 34(9), 940–953. doi:10.1093/jpepsy/jsn138.

    Article  PubMed  Google Scholar 

  • Zeidner, M., Matthews, G., & Roberts, R. D. (2006). Emotional intelligence, coping with stress and adaptation. In J. Ciarrochi, J. P. Forgas, & J. D. Mayer (Eds.), Emotional intelligence in everyday life (2nd ed., pp. 100–125). New York: Psychology Press.

    Google Scholar 

  • Zeman, J., Klimes-Dougan, B., Cassano, M., & Adrian, M. (2007). Measurement issues in emotion research with child and adolescents. Clinical Psychology: Science and Practice, 14(4), 377–401. doi:10.1111/j.1468-2850.2007.00098.x.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Gayle L. Macklem .

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Springer Science+Business Media, LLC

About this chapter

Cite this chapter

Macklem, G.L. (2011). Strengthening School-Counseling Interventions. In: Evidence-Based School Mental Health Services. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-7907-0_3

Download citation

Publish with us

Policies and ethics