ERIC Number: ED565870
Record Type: Non-Journal
Publication Date: 2010
Reference Count: N/A
Handbook of Youth Prevention Science
Doll, Beth, Ed.; Pfohl, William, Ed.; Yoon, Jina S., Ed.
Routledge, Taylor & Francis Group
The "Handbook of Youth Prevention Science" describes current research and practice in mental health preventive interventions for youth. Traditional prevention research focused on preventing specific disorders, e.g. substance abuse, conduct disorders, or criminality. This produced "silos" of isolated knowledge about the prevention of individual disorders without acknowledging the overlapping goals, strategies, and impacts of prevention programs. This "Handbook" reflects current research and practice by organizing prevention science around comprehensive systems that reach across all disorders and all institutions within a community. Throughout the book, preventive interventions are seen as complementary components of effective mental health programs, not as replacements for therapeutic interventions. This book is suitable for researchers, instructors and graduate students in the child and adolescent mental health professions: school psychology, school counseling, special education, school social work, child clinical psychology and the libraries serving them. It is also suitable for graduate course work in these fields. The contents of this book include: (1) The current status of youth prevention science (Beth Doll and Jina Yoon); (2) Placing Prevention into the Context of School Improvement (Howard S. Adelman and Linda Taylor); (3) School Mental Health: Prevention at All Levels (Kevin Dwyer and Erika Van Buren); (4) Screening for Mental Health and Wellness: Current School-Based Practices and Emerging Possibilities (Erin Dowdy, Michael Furlong, Katie Eklund, Elina Saeki, and Kristin Ritchey); (5) Implementing Universal Screening Systems Within an RtI-PBS Context (Hill M. Walker, Herbert H. Severson, Gale Naquin, Cynthia D'Atrio, Edward G. Feil, Leanne Hawken, and Christian Sabey); (6) Building Conditions for Learning and Healthy Adolescent Development: A Strategic Approach (David Osher and Kimberly Kendziora); (7) Assessment for Integrated Screening and Prevention Using the Resiliency Scales for Children and Adolescents (Sandra Prince-Embury); (8) Social Support: How to Assess and Include it in Research on Prevention and Youth Outcomes (Michelle K. Demaray, Christine K. Malecki, Lyndsay N. Jenkins, and Christy M. Cunningham); (9) Peer support as a means of improving school safety and reducing bullying and violence (Helen Cowie and Peter K. Smith); (10) The Developmental Implications of Classroom Social Relationships and Strategies for Improving Them (Jan N. Hughes and Lisa K. Barrois); (11) Factors Influencing Teacher Interventions in Bullying Situations: Implications for Research and Practice (Jodi Burrus Newman, Karin S. Frey, and Diane Carlson Jones); (12) Development, evaluation, and diffusion of a national anti-bullying program (KiVa) (Christina Salmivalli, Antti Kärnä, and Elisa Poskiparta); (13) Promoting the Well-Being of School Communities: A Systemic Approach (Chryse Hatzichristou, Konstantina Lykitsakou, Aikaterini Lampropoulou, and Panayiota Dimitropoulou); (14) Promoting Student Resilience: Strong Kids Social and Emotional Learning Curricula (Oanh K. Tran and Kenneth W. Merrell); (15) Stimulating positive social interaction: What can we learn from TIGER (Kanjertraining)? (Lilian Vliek and Bram Orobio de Castro); (16) A Hybrid Framework for Intervention Development: Social Justice for Bullying in Low Resource Schools (Samuel Song and Wakako Sogo); (17) Check & Connect: Enhancing School Completion through Student Engagement (Sandra L. Christenson and Amy L. Reschly); (18) Prevention and Early Intervention for Preschool Children At Risk for Learning and Behavior Problems (Maribeth Gettinger, Carrie Ball, Laura Mulford, and Alicia Serdula); (19) Partnering to Achieve School Success: A Collaborative Care Model of Early Intervention for Attention and Behavior Problems in Urban Contexts (Thomas J. Power, Heather A. Jones, Jennifer A. Mautone, and Nathan J. Blum); (20) Dissemination of Evidence-Based Programs in the Schools: The Coping Power Program (John E. Lochman, Nicole R. Powell, Caroline L. Boxmeyer, and Rachel Baden); (21) Prevention, Early Childhood Intervention, and Implementation Science (Samuel L. Odom, Marci Hanson, Joan Lieber, Karen Diamond, Susan Palmer, Gretchen Butera, and Eva Horn); (22) Taking effective prevention to scale (Brian K. Bumbarger, Daniel F. Perkins, and Mark T. Greenberg); and (23) Youth Policy and Politics in the United States: Toward an Increased Focus on Prevention (Siobhan M. Cooney, Thomas R. Kratochwill, and Stephen A. Small).
Descriptors: Prevention, Health Promotion, Mental Health, Intervention, Youth, Guides, Substance Abuse, Behavior Disorders, Delinquency, Educational Improvement, School Health Services, Screening Tests, Wellness, Access to Health Care, Adolescents, Resilience (Psychology), Social Support Groups, Evaluation Methods, Peer Influence, School Safety, Bullying, Violence, Interpersonal Competence, Teacher Role, Program Development, Emotional Development, Interaction, Early Intervention, Preschool Education, At Risk Persons, Partnerships in Education, Attention Deficit Disorders, Behavior Problems, Urban Areas, Evidence Based Practice, Coping, Public Policy, Political Issues
Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: firstname.lastname@example.org; Web site: http://www.routledge.com
Publication Type: Books; Reports - Descriptive; Collected Works - General
Education Level: Preschool Education; Early Childhood Education
Audience: Researchers; Teachers; Students
Authoring Institution: N/A
IES Cited: ED565615