This chapter provides an overview of Disruptive Mood Dysregulation Disorder (DMDD), a new psychiatric diagnosis in the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5). This chapter offers an overview of its diagnostic criteria along with highlights from the controversy surrounding the diagnosis. School-based eligibility for services as well as educational and mental health supports for DMDD are discussed. The school psychologist’s role in assessment, advocacy, consultation, and therapeutic intervention are explored.

This chapter provides an overview of the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5) diagnostic criteria of Intermittent Explosive Disorder (IED) in children and adolescents. The chapter highlights the prevalence, etiology, and cultural considerations of IED. The expectations for school and home functioning for students with IED are discussed along with the educational and mental health interventions likely to promote adjustment and progress. Implications for school psychologists and their role in assessment and intervention implementation are discussed.

This chapter reviews current research and practice regarding persistent depressive disorder (PDD). This chapter highlights the diagnostic criteria from the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5) as well as information regarding potential school-based eligibility for special services for students with depression. Risk factors and behaviors in the home and school are reviewed. The school psychologist’s role in assessment, advocacy, consultation, and therapeutic intervention are explored.

This chapter provides an overview of generalized anxiety disorder (GAD) in children and adolescents as applied to the school setting. GAD is diagnosed frequently in adults and is one of the most common disorders among children and adolescents. It is characterized by excessive worry that can be about many things, and, in children, it is somewhat common to be connected to school performance. This chapter focuses on GAD as it pertains to school psychologists with regard to criteria from both the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5) and the Individuals with Disabilities Education Improvement Act (IDEA). Cultural issues related to etiology, identification, and treatment are also addressed. The chapter addresses functioning and quality-of-life issues for individuals with GAD across childhood and adolescence. Implications for school psychologists and their role in assessment and intervention implementation are discussed.

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; DSM-5). Risk factors and genetic components related to etiology and treatment are also examined. The chapter addresses school and home functioning for individuals with hoarding disorder and their families across childhood and adolescence. Implications for school psychologists and their role in school-based supports and effective intervention implementation are discussed.

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; DSM-5) and the Individuals with Disabilities Education Improvement Act (IDEA) are discussed. An examination of cultural issues related to this disorder are also addressed in the chapter. The influence of OCD on a child’s social–emotional and behavioral functioning are examined. School-based academic and social–emotional supports are included in the chapter as well as school-based mental health interventions.

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; DSM-5). This chapter provides the reader with diagnostic criteria from the DSM-5 as well as information regarding school-based eligibility requirements as a student with a disability. Issues related to risk factors and behaviors in the home and school are highlighted. The school psychologist’s roles in assessment, advocacy, consultation, and therapeutic intervention are explored.

This chapter focuses on disinhibited social engagement disorder (DSED) and its impact on children. Diagnostic issues related to this disorder are examined, particularly in comparison to criteria for reactive attachment disorder (RAD). The chapter also explores the functioning of a child with DSED across social–emotional, behavioral, and learning domains. Implications for school psychologists are addressed. Educational supports and school-based mental health interventions are discussed.

This chapter covers the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5) criteria for Separation Anxiety Disorder and potentially relevant federal protections, including Individuals with Disabilities Education Improvement Act (IDEA) classifications and Section 504 of the Rehabilitation Act of 1973. Risk factors, correlates, and predictors of separation anxiety disorder, along with cultural considerations are reviewed. Assessment of separation anxiety disorder using a number of reviewed tools is included in the chapter. In addition, long-standing empirically supported treatments are highlighted, particularly cognitive behavioral therapy in the treatment of separation anxiety disorder, along with other potentially necessary interventions that may be needed to address the myriad of potential academic, behavioral, and social skills issues connected with separation anxiety. The chapter incorporates services that school psychologists could implement in supporting the treatment and school success of children and adolescents who have separation anxiety disorder.

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 (DSM-5), in diagnosing mental health disorders in the medical/clinical field and the Individuals with Disabilities Education Improvement Act (IDEA) to determine eligibility as a student with a disability in schools.

This chapter focuses on reactive attachment disorder (RAD), which results from social neglect in early childhood. Diagnostic symptoms and related issues are addressed. Social–emotional and behavior difficulties associated with RAD are explored. Consideration is given to learning issues that may be experienced by children with RAD. Implications for school psychologists in addressing educational, social–emotional, and behavioral needs of youths with this disorder are addressed, and school-based mental health interventions are examined. A discussion of a case study is provided to demonstrate social, emotional, behavioral, and learning needs and ways in which school psychologists can play a role in helping to address those needs.

The symptoms of attention deficit hyperactivity disorder (ADHD) often significantly impact the overall functioning of children and adolescents with this mental health condition. This chapter provides an overview of ADHD as it pertains to criteria from both the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), and the Individuals with Disabilities Education Improvement Act (IDEA) category of Other Health Impairment. Cultural issues related to etiology, identification, and treatment are highlighted. The chapter addresses social, emotional, and behavioral issues that manifest in the school and home for individuals with ADHD. Implications for school psychologists and their role in assessment, advocacy, consultation, and therapeutic intervention are discussed.

This chapter provides an overview of autism spectrum disorder (ASD). Diagnostic issues are addressed. Cultural issues, including ethnic differences in ASD determination are discussed. Social–emotional and behavioral difficulties often experienced by children with ASD are examined. Learning issues associated with ASD are discussed. Implications for school psychologists and their role in advocacy, consultation, assessment, and provision of mental health services are explored. The chapter also examines educational supports that may be needed by children with ASD as well as mental health interventions.

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; DSM-5) diagnostic issues related to Posttraumatic Stress Disorder (PTSD) and considers the use of a proposed diagnosis: developmental trauma disorder. Cultural issues related to traumatic events experienced by children of color, such as community violence, racial trauma, and PTSD symptomatology among underrepresented groups, are also addressed. The chapter informs school psychologists about the impact of trauma on social–emotional well-being, behavioral functioning, and learning among children. Implications for school psychologists and their role in implementing educational and social–emotional supports and mental health interventions are discussed.

This chapter provides an overview of major depressive disorder (MDD) as it impacts the functioning of children and adolescents with the diagnosis. This chapter focuses on MDD as it pertains to school psychologists with regard to criteria from both the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5) and the Individuals with Disabilities Education Improvement Act (IDEA) category of Emotional Disturbance. Cultural issues related to etiology, identification, and treatment are also addressed. The chapter describes school and home adjustment for individuals with MDD across childhood and adolescence. Implications for school psychologists and their role in assessment, advocacy, consultation, and therapeutic intervention are discussed.

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 (DSM-5), and the Individuals with Disabilities Education Improvement Act (IDEA). Cultural issues related to etiology, identification, and treatment are also addressed. The chapter addresses functioning and quality-of-life issues for individuals with intellectual disabilities across childhood and adolescence. Implications for school psychologists and their role in assessment and intervention implementation are discussed.

This chapter covers Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition; DSM-5) criteria for Social Anxiety Disorder and potentially relevant federal educational protections, including the Individuals with Disabilities Education Improvement Act (IDEA) classifications of Emotional Disturbance and Other Health Impairment and supports offered through Section 504 of the Rehabilitation Act of 1973. Risk/protective factors, family predictors, common comorbid disorders, and cultural considerations are reviewed. Epidemiological studies estimating the prevalence of social anxiety disorder in the United States and across the world are summarized. Validated assessment tools for children and adolescents, including those that measure a number of anxiety disorders and those specific to social anxiety disorder, are included. Further, evidence-based treatments, particularly cognitive behavioral therapy, and social skills interventions, are highlighted. The impact of social anxiety disorder on social development in children and adolescents is summarized. The chapter offers activities and services that school psychologists can provide through direct service, consultation, support of families, and advocacy efforts.

Although the vast majority of the motivational interviewing (MI) literature has been focused on applications with adults, recent efforts have extended the MI principles to working with youth. Most research-based applications with youth to date have focused on working with adolescents regarding their use of substances and other addictive behaviors. More recently, efforts have expanded to include motivating youth on a range of other behaviors including academic-related problems. This chapter reviews appropriate applications of MI with youth, emphasizing developmental adaptations that are needed to be successful. It provides an extended example of using MI to decrease substance use given that this topic has the strongest support in the literature. The chapter then extends the principles derived from this example to other applications within schools.

This introductory chapter provides an overview of the book and the following chapters. It describes the advances in the field of motivational interviewing (MI) and related engagement strategies. The chapter presents a modern view of motivation. In this modern approach, motivation is not dichotomous (i.e., either people are motivated or they are not) but rather it is dynamic and evolving. In this conceptualization, motivation resides in an interpersonal and ecological context rather than simply dwelling inside the person. The science of MI continues to blossom with new extensions in school settings emerging regularly. The goal is to provide a useful model for consultation that will lead to increased use of effective practices in schools.

Motivational interviewing (MI) occurs in the context of conversation; thus, it requires that people be willing and able to engage in social interaction. Unfortunately, many of the less involved families, teachers, and students are inaccessible in some way, either unwilling or unable to attend school meetings or simply unwilling or unable to talk about change. This chapter presents a model for examining the common contextual barriers to change in schools and for overcoming these barriers. The personal qualities of the consultant or liaisons for the school are the foundation for successful invitations and discussions about change. The chapter describes some of these qualities. It also introduces literature that provides carefully documented methods for reaching even the most challenging families in order to get our foot in the door and to initiate meaningful conversations about change.

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 (MI) as a tool for assisting with this process. The application of MI to support implementation of specific programs and practices is a reasonable extension of the approach. Here we focus on several school-based applications that have used MI to help support the delivery of classroom curriculum and behavior management programs at home and school.

This chapter extends these motivational interviewing (MI) methods to teachers. It structures the discussion around the four processes of MI: engaging, focusing, evoking, and planning. These processes should not be treated as static phases but rather as benchmarks for conceptualizing change conversations and the types of responses that may be most helpful depending on the process. The chapter concludes with a brief description of a structured consultation model for supporting teachers, called the Classroom Check-Up (CCU) that adheres to the four processes of MI. The skills and strategies used with MI can be applied in any consultation visit with a teacher, with or without the formal structure of the CCU. To highlight the use of MI during even brief visits with teachers, the chapter includes examples in the section called “Everyday Conversations About Change”.

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 (MI) provides the tools needed to help consultees resolve their ambivalence about change. Infusion of MI techniques into school-based intervention research is in its early stages but is continuing to be adopted by researchers. MI is used to increase the fidelity of evidence-based interventions that depend on changes in teacher or parent behavior, such as parenting skills or classroom-management practices. Although the evidence for MI's effective use by school personnel is still emerging, it is reasonable to expect that MI will expand within the context of school support services in the next decade.

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 (MI) techniques can be integrated into the work of school-based problem-solving teams. This chapter discusses the strategies that problem-solving teams can use to support students, particularly those facing significant academic and/or behavioral challenges. It focuses on this population because the challenges in supporting students with complex presentation are well known.

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 (MI) practices more commonly available in schools? In other words, how to best disseminate this new best practice for intervening in academic and behavior problems? By making more school professionals aware of MI and by equipping them with the basic knowledge and expertise needed for MI practice, the authors hope to begin spreading the word. They hope to improve training methods for MI by capitalizing on online education and distance supervision. MI is intended to complement school-based initiatives and maximize their impact. Given the progress of extending MI applications throughout the world and in a wide variety of settings, the next generation of academic and behavior interventions in schools will surely attend to the motivational context of interventions.

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 (FCU) given that it involves all three groups targeted in prior chapters: parents, teachers, and students. Delivering feedback using FCU approach facilitates the sorts of interactions with parents that promote more collaborative, open, optimistic, and productive encounters. Check-Ups align with the stages of MI: engaging, focusing, evoking, and planning. It involves two or three meetings ranging from 20 minutes to an hour each. The first meeting involves a structured interview and an ecological assessment involving self and other reports of strengths and areas of concern related to the target problem; and the second involves delivering personalized feedback that is used to develop goals and an action plan. MI is the foundation for each meeting—MI principles guide the structure of the interview and feedback meetings.

This chapter describes the content, procedures, and resources needed to learn or teach motivational interviewing (MI) to school-based personnel. It suggests measurement tools to facilitate professional development efforts or assess MI quality or fidelity. The ability of school personnel to learn to use the MI approach competently is an area of research that is likely to receive a great deal of attention over the next decade. As a result, careful and systematic attention must be given to systems that can support school personnel in learning this approach. Efforts to develop and evaluate the effectiveness of systems to teach school personnel the technical and relational skills, as well as to avoid MI inconsistent behavior, are currently in process.

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 (MI) strategies, to gain greater parent involvement in schools, as well as to provide assistance with positive parenting practices. It first provides a rationale and discusses common challenges in achieving this goal. Next, it presents strategies that can be used at each MI process—engaging, focusing, evoking, and planning. The goal of the chapter is to describe the use of MI strategies in everyday interactions with families. In addition, it situates these strategies within a structured consultation model that can be applied in longer interactions and meetings with parents.

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 (BPD) are among the greatest challenges to mental well-being and are diagnosed in increasing numbers despite advances in research and treatment. The preponderance of the evidence suggests that BPDs and severe unipolar depression have strong biological hereditary origins and benefit from psychopharmacological intervention as well as other medical treatments such as electroconvulsive therapy. The best results, however, involve a combination of medical and psychosocial treatments; in mild to moderate depression, the efficacy of cognitive behavior therapy and interpersonal therapies is proven beyond that of medication. The addition of the Intersectionality/Resiliency Formulation to the Diagnostic and Statistical Manual of Mental Disorders diagnostic system, with its attention to internal and external sources of resiliency, ensures that attention is systematically paid to the patient's unique identity and his salient personal contexts.

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 (AD) and Traumatic Brain Injury are classified as neurocognitive disorders in the DSM®-5 (Diagnostic and Statistical Manual of Mental Disorders, 5th edition). For the purposes of illustrating the utility of the Intersectionality/Resiliency Formulation for diagnosis and effective treatment, this chapter highlights these diagnoses in detail along with their major differential diagnostic issues. It focuses on two of the most prevalent forms of neurocognitive disorder, in confidence that the lessons learned are widely applicable to persons with other neurocognitive disorders regardless of their age or situation. The chapter elaborates on the complex challenges of aging and its relationship to mental health diagnosis because the developmental phase of elderhood has come to be marginalized in society, resulting in a scarcity of mental health providers who have interest in caring for this population.

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 (DSM-5) for the purpose of honing in on issues of intersectionality and resiliency. Gaining greater understanding about the nature of schizophrenia and other psychotic disorders requires the development of more effective strategies for treatment at the onset and with long-term chronic conditions. Evidence-based practice points to a combination of psychopharmacological and psychosocial interventions. The recovery model approach, based on hopes and lived experience, emphasizes the centrality of the individual's desires and initiative in relation to treatment planning.

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 (DSM). Many changes proposed in current DSM-5 discussions will sharpen thinking about diagnostic considerations and systematic integration of prompts that will encourage exploration of cultural factors. However, the role of culture in shaping and defining fears and anxieties and the importance of an assessment of client strengths as well as pathological symptoms in the diagnostic process requires further development of diagnostic protocols, as would, for example, be provided with the Diversity/Resiliency This chapter describes key aspects of anxiety disorders, best practices and application of the Intersectionality/Resilience Formulation to Anxiety Disorders. It presents case studies and discussion questions and assignments.

The elimination of the multiaxial structure in the Diagnostic and Statistical Manual of Mental Disorders (DSM)-5 removed incentive to systematically explore aspects of the client's life and experience that would assist in understanding their presenting symptoms. Although the multiaxial format did not specifically extend to address intersectionality issues that could inform in understanding a client's presentation, it did, however, provide a basis for exploring meaningful, experiential information. The Intersectionality/Resiliency Formulation offers a format with assumptions regarding the value of complexity and diversity, that promotes understanding the complexity of an individual in the service of developing an effective diagnosis and treatment plan. More research is needed on the interactions of genetic, neurological and psychosocial factors, and on the role of culture in the expression of mental disorders. Proposals are made to support strength based DSM practice.

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.