This chapter provides an overview of Disruptive Mood Dysregulation Disorder (
This chapter provides an overview of Disruptive Mood Dysregulation Disorder (
This chapter provides an overview of Disruptive Mood Dysregulation Disorder (
This chapter provides an overview of the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition;
This chapter reviews current research and practice regarding persistent depressive disorder (
This chapter provides an overview of generalized anxiety disorder (
This chapter provides an overview of Hoarding Disorder for school psychologists with regard to criteria and considerations from the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition;
This chapter focuses on obsessive-compulsive behaviors in children and adolescents. Classification issues based on the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition;
This chapter offers an overview of Selective Mutism, which is classified as an Anxiety Disorder in the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition;
This chapter focuses on disinhibited social engagement disorder (
This chapter covers the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition;
The purpose of this chapter is to provide an overview of childhood and adolescent mental health problems. Prevalence, risk factors, and protective factors are examined. The need for school-based mental health services is explored and potential benefits of implementing such programs are discussed. The role of school psychologists as mental health providers is addressed. The chapter also compares the use of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (
This chapter focuses on reactive attachment disorder (
The symptoms of attention deficit hyperactivity disorder (
This chapter provides an overview of autism spectrum disorder (
This chapter provides information for school psychologists that focuses on child trauma and the ways in which children and adolescents respond to traumatic experiences. It addresses Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition;
This chapter provides an overview of major depressive disorder (
This chapter provides an overview of intellectual disability for school psychologists with regard to criteria from both the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (
This chapter covers Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition;
Although the vast majority of the motivational interviewing (
This introductory chapter provides an overview of the book and the following chapters. It describes the advances in the field of motivational interviewing (
Motivational interviewing (
Over the past two decades, Implementation Science has emerged as a discipline concerned with understanding the dissemination and implementation of new innovations across multiple service settings, including schools. Within education, a consultation approach referred to as coaching has received attention as a promising mechanism to improve the adoption and implementation of highly effective practices in education settings. There is a substantial need for coaching models that clear and comprehensive. A few researchers have turned to motivational interviewing (
This chapter extends these motivational interviewing (
It is important, if not essential, to get the attention and initial willingness of parents, teachers, and students to consider talking about issues that are important to them. The focus of this chapter is how to keep that momentum going. Motivational interviewing (
Most schools are composed of various problem-solving teams to support student learning. Common teams include behavior support teams, response-to-intervention teams, academic support teams, student-support teams, grade-level teams, and teams for individualized education programs. Often these teams bring together a range of professionals and caregivers whose task it is to work together to solve problems. The success of these teams often hinges on the competence of the individual members to solve problems and their willingness and ability to work together. Many of the engagement strategies and motivational interviewing (
Addressing the motivational aspects of academic and behavior supports at home and school represent the next frontier of school-based practices. How to make these motivational interviewing (
This chapter describes the rationale for using structured Check-Ups and for delivering effective feedback in a motivational interviewing style. It focuses on the Family Check-Up (
This chapter describes the content, procedures, and resources needed to learn or teach motivational interviewing (
As most educators are well aware, children benefit when their parents are involved in all aspects of their education. This is true for high-performing students as well as low-performing students, and for students with and without special needs. Unfortunately, not all parents are actively involved in school. This chapter explores ways of using the motivational interviewing (
Trauma refers to exposure to events that pose a significant threat. The Diagnostic and Statistical Manual of Mental Disorders-5 added the contingency that the experience can be based on learning of such a threat to someone with whom one has a meaningful relationship. Trauma can be experienced in a wide range of ways that can be an event, or an abuse experience over a period of time in one's formative years or as an adult, as in childhood abuse or interpersonal violence. Complex trauma and developmental trauma perspectives address these distinctions. The implications for attachment processes in formative years have received more attention, particularly in relation to neurological adaptations. This chapter discusses dissociative symptoms related to anxiety, trauma informed care, post traumatic growth, secondary/vicarious trauma and moral injury. It presents the intersectionality/resilience formulation as a format for diagnosing anxiety disorders from a strength based perspective.
Co-occurring disorders refer to individuals having both a mental disorder and a substance use disorder. Evidence shows that there are a large number of individuals, both minors and adolescents, with mental illness who have a substance use disorder, the literature shows that that relevant services are lacking on a program level and in relation to preparation of clinicians to implement these programs and work effectively with these clients. This chapter discusses the significance of service delivery for individuals with co-occurring disorders with an integrated behavioral health approach. It presents Diagnostic and Statistical Manual of Mental Disorders considerations, understanding factors have a role in the development of addiction, and evidence-informed and best practice models. The chapter provides discussion of cases examples, discussion questions and application of the intersectionality/resilience formulation to this population.
Being steeped in an environment where there is divisiveness and black/white thinking has a number of important implications. It has an impact on the thinking, emotions and behavior. It can increase the stress level, reduce the quality of life, can damage the quality of the interpersonal relationships, and negatively impact the ability to effectively help others. Challenging oneself to avoid reductionistic thinking, one taking the harder road in the short run, but the dividends it pays, both personally and professionally, is worth the price. When one work with the clients, using the Intersectionality/Resiliency Formulation can helps to view them in a way that challenges simplistic and reductionistic thinking, providing a format for us to view the clients from a perspective that helps to gain a more comprehensive understanding and ultimately becoming more effective in the practice.
Depressive and bipolar disorders (
Diagnosis is a critically important process that sets the stage for treatment and also establishes the groundwork for long-term consequences that bear on quality of life and social identity. This chapter reviews issues that continue to challenge the development of a more effective application of the Diagnostic and Statistical Manual of Mental Disorders. Specifically, there is a need for more thorough diagnostic process comprising diverse populations and for incorporation of sources of strength and resiliency in diagnostic process. The chapter addresses culture, social identifications and mental health by focusing on updated theoretical and research literature that has explored the meaning of the diverse contexts of clients and the complex interactions among constructs such as culture, social class, ethnicity, gender, and race. It summarizes the relationship between these contexts and the experience of seeking and receiving help for a diagnosed mental illness and concludes with a rationale for proposed diagnostic template/format.
Alzheimer's disease (
Although mental health professionals embrace broad assessment protocols, which attempt to incorporate biopsychosocial, and, more recently, the cultural and spiritual identities of the individual, attention is rarely given to the individual's unique internal and external sources of strength and support. The limitations of traditional medical model diagnosis, particularly in the form of the Diagnostic and Statistical Manual of Mental Disorders classification system, have been noted by many researchers and practitioners. At the same time, research has focused on predictive factors in treatment outcome, both in terms of client characteristics and in the utility of evidence-based treatment protocols applied to specific mental disorders. The cumulative themes in contemporary discussions of diagnostic systems and effective treatments, logically related to diagnosis, suggest the need for an additional core component of the diagnostic system, for which the authors advocate the Intersectionality/Resiliency Formulation.
This chapter examines three common childhood disorders (conduct disorders, anxiety disorders, and depressive disorders) using the Intersectionality/Resiliency Formation framework, with special attention to important developmental processes at play. It focuses on two specific disruptive disorders, oppositional defiant disorder and conduct disorder because these disruptive behavior disorders are more likely to arouse negative reactivity in persons in child's environment and also pull mental health professionals toward a negative focus on pathology. These two disorders are seen in mental health and community clinics more than any other disorders in minors, are often co-occurring with other psychiatric disorders, and may be complicated by substance abuse and severely delinquent behavior. As externalizing disorders, they are visible to observers and disruptive in the child's environment, whereas externalizing disorders are often less salient to caregivers, teachers, and peers. The chapter focuses on diagnostic developmental considerations when evaluating these and other common disorders in children and adolescents.
A diagnosis of schizophrenia is terrifying and demoralizing to both the client and family members and has, until recently, been associated with dread and despair, the anticipation of a lifetime of chronic struggle, and a bewildering journey through the quagmire of psychiatric institutions and treatments. This chapter focuses on schizophrenia while noting the additional psychotic disorders in the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (
Anxiety disorders are the most common types of disorders that present in clinical and health care settings. Some of the subtypes (e.g., phobias and generalized anxiety) share both anxiety and fear responses, which are proposed to receive equivalent attention in the Diagnostic and Statistical Manual of Mental Disorders (
The elimination of the multiaxial structure in the Diagnostic and Statistical Manual of Mental Disorders (
This chapter takes the longer view on how the reader can become positioned for success over time in order to make a significant impact on a particular area of healthcare. Although the chapter focuses on research, the points are relevant to systematically building grant funding to support training and educational innovation as well. The chapter discusses the importance of applying a strong work ethic, garnering support for the necessary resources to do impactful scientific work, mapping a strategy for writing sequential grant applications, and planning for the dissemination of the products of program of research. It also defines what is meant by a program of research. The chapter helps the reader identify resources and strategies for building a program of research and understand the expectations and the process for disseminating results of a program of research.
This chapter introduces the postaward world and suggests the basic administrative and programmatic steps to follow when implementing a new grant, whether it be for research, service, or education activities. In carrying out a project, there are a myriad of important legal, institutional, and administrative details that must be adhered to by the institution, the funding agency, and the principal investigator or project director. There are also various rules and regulations that are set forth by the funding agency and specified in the particular award. It is also necessary for all project-related activities to comply with state and local laws and ethical standards of professional and clinical conduct. This chapter helps the reader understand the initial steps for starting a funded project and identify grant reporting requirements. It also helps the reader understand budgeting and effort reporting requirements and learn about standard institutional policies and resources.
This chapter explores the technical components of developing a grant budget and introduces the basic government circulars that frame budget management. Federal grant budgets are governed by the Office of Management and Budget, and regulations are specified in three circulars, which can be made available through an institution’s research administration office. Although it is not necessary to study in depth the content of these circulars, it is helpful to have a working knowledge of their purpose and content and to have them easily available for reference. In addition, the grants administrator, fiscal office, or office of research administration can be consulted with regard to the circulars’ content and updates, as well as the rules and regulations guiding all grant budgets from their development to their monitoring and management. Working with a grants administrator from the start of the grantwriting process is essential, and he or she should be a member of the grant team for accurate and effective budgeting.
Several strategies can be used to improve the quality of written work. These strategies include organizing the task, avoiding common writing problems, and developing and working with a grantwriting team to facilitate the process. This chapter examines each strategy in detail. One strategy that can improve proposal writing is to develop a systematic plan by which to approach the task. The chapter provides six organizing strategies for grant writing. The second way to improve the quality of a proposal is to avoid problems that are commonly found in grant writing, including the use of imprecise language. The chapter discusses nine recommendations for effective proposal writing. Another strategy to enhance the effectiveness and efficiency of proposal writing is to organize a grantwriting team. There are ten common tasks required to write a grant proposal, and the chapter outlines the ten roles that individuals can assume on a grantwriting team.
Entering the world of grant writing and being successful in acquiring funding requires knowledge and skill. It also requires having appropriate institutional supports or an infrastructure that supports the pursuit of funding as well as performing the proposed activities of a project, if funded. To have a successful and long career in grant writing, an investigator must either be situated in a supportive environment or create one. In fact, funding agencies and review panels will evaluate whether an environment is adequate to support the proposed project. This chapter first examines the key factors that can serve as barriers to successful grant writing and identifies strategies to overcome potential limitations. The chapter then considers the core components of a supportive environment for pursuing grantsmanship. The chapter helps the reader identify common barriers to grant writing and describes the support needed to be successful in grant writing.
Because the funding environment and the interests of agencies are constantly evolving, it is important to systematically monitor changes in agency policies and priorities. This chapter identifies the major sources of funding for health and human service professionals, discusses ways to learn about the current and future interests of various funding agencies, and shows how to interpret calls for proposals. The chapter describes different pilot research mechanisms that are available to individuals in the formative stage of their research careers. Based on this information, the reader will be in a better position to develop a plan of action for tracking potential funding opportunities and responding with competitive applications. The chapter helps the reader identify potential sources of funding, understand how to track funding opportunities, comprehend calls for proposals, and prepare for conversations with program officers.
One of the most challenging aspects of grantsmanship is identifying an idea that both matches an investigator’s interests and passion and has funding potential. The idea must be novel, have the potential to advance science, and address a gap in current research literature, education, or practice. The idea should also fit an investigator’ short- and long-term career interests and match the interests of a funding source. This chapter identifies resources and a process to help develop a competitive idea with funding potential. The chapter helps the reader identify what makes an idea fundable and describes strategies for identifying fundable ideas and matching the reader’s idea to funding opportunities.