James C. Raines
- Published in print:
- 2019
- Published Online:
- August 2019
- ISBN:
- 9780190886578
- eISBN:
- 9780190943851
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190886578.003.0001
- Subject:
- Social Work, Children and Families, Health and Mental Health
Approximately 10–20% of students experience a mental health problem during their school-age years. The Every Student Succeeds Act (ESSA) assumes school-based mental health providers will serve these ...
More
Approximately 10–20% of students experience a mental health problem during their school-age years. The Every Student Succeeds Act (ESSA) assumes school-based mental health providers will serve these students in schools. The DSM-5 made five significant changes from previous editions. Enabling students with mental disorders to be eligible for school-based services requires familiarity with the assessment requirements of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. School counseling can be provided using a multitiered system of supports ranging from universal prevention to intensive intervention. The best way to serve students is to collaborate with teachers, parents, community providers, and even school administrators. Finally, students’ progress toward general education goals should be monitored regularly so that they can graduate on time, become employed, and be engaged citizens.Less
Approximately 10–20% of students experience a mental health problem during their school-age years. The Every Student Succeeds Act (ESSA) assumes school-based mental health providers will serve these students in schools. The DSM-5 made five significant changes from previous editions. Enabling students with mental disorders to be eligible for school-based services requires familiarity with the assessment requirements of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. School counseling can be provided using a multitiered system of supports ranging from universal prevention to intensive intervention. The best way to serve students is to collaborate with teachers, parents, community providers, and even school administrators. Finally, students’ progress toward general education goals should be monitored regularly so that they can graduate on time, become employed, and be engaged citizens.
James C. Raines
- Published in print:
- 2019
- Published Online:
- August 2019
- ISBN:
- 9780190886578
- eISBN:
- 9780190943851
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190886578.003.0004
- Subject:
- Social Work, Children and Families, Health and Mental Health
Students with specific learning disorder (SLD) account for 35% of all students receiving special education services. In the DSM-5, SLD combines four previous diagnoses into one. The Individuals with ...
More
Students with specific learning disorder (SLD) account for 35% of all students receiving special education services. In the DSM-5, SLD combines four previous diagnoses into one. The Individuals with Disabilities Education Act (IDEA) and the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) agree that children should be excluded from being diagnosed if the disorder is primarily due to environmental, cultural, or economic disadvantage. They differ on the DSM-5’s exclusion for the lack of proficiency in the language of instruction. Schools can screen for SLD using the testing or the dual-discrepancy model of response to intervention (RTI). Assessment requires a comprehensive evaluation by the school. Students with SLD often suffer from poor social skills and low self-esteem. Intervention may be titrated according to the student’s level of need using multitiered systems of support. Collaborating with teachers, parents, and community providers is especially important for these students. A case example illustrates how an ecological approach can help students grow and learn.Less
Students with specific learning disorder (SLD) account for 35% of all students receiving special education services. In the DSM-5, SLD combines four previous diagnoses into one. The Individuals with Disabilities Education Act (IDEA) and the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) agree that children should be excluded from being diagnosed if the disorder is primarily due to environmental, cultural, or economic disadvantage. They differ on the DSM-5’s exclusion for the lack of proficiency in the language of instruction. Schools can screen for SLD using the testing or the dual-discrepancy model of response to intervention (RTI). Assessment requires a comprehensive evaluation by the school. Students with SLD often suffer from poor social skills and low self-esteem. Intervention may be titrated according to the student’s level of need using multitiered systems of support. Collaborating with teachers, parents, and community providers is especially important for these students. A case example illustrates how an ecological approach can help students grow and learn.
James C. Raines (ed.)
- Published in print:
- 2019
- Published Online:
- August 2019
- ISBN:
- 9780190886578
- eISBN:
- 9780190943851
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190886578.001.0001
- Subject:
- Social Work, Children and Families, Health and Mental Health
Schools have become the default mental health providers for children and adolescents, but they are often poorly equipped to meet the mental health needs of their students. The introduction tackles ...
More
Schools have become the default mental health providers for children and adolescents, but they are often poorly equipped to meet the mental health needs of their students. The introduction tackles how to make students eligible for school-based services using the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act. Using the new DSM-5 as an organizing principle, this book then addresses the 12 most common mental disorders of childhood and adolescence, ages 3–18. While there are many books that address child and adolescent psychopathology, this book focuses on how to help students with mental disorders in pre-K–12 schools. Each chapter addresses the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, rapid assessment instruments available, school-based interventions using multitiered systems of support, and easy-to-follow suggestions for progress monitoring. Unique to this book, each chapter has detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems so that school, home, and community work together. Each chapter ends with a list of extensive web resources and a real-life case example drawn from the clinical practice of the authors. The final chapter addresses two newly proposed diagnoses for self-harm in the DSM-5 and brings a cautious and sensible approach to assessing and helping students who may be at risk for serious self-injury or suicide.Less
Schools have become the default mental health providers for children and adolescents, but they are often poorly equipped to meet the mental health needs of their students. The introduction tackles how to make students eligible for school-based services using the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act. Using the new DSM-5 as an organizing principle, this book then addresses the 12 most common mental disorders of childhood and adolescence, ages 3–18. While there are many books that address child and adolescent psychopathology, this book focuses on how to help students with mental disorders in pre-K–12 schools. Each chapter addresses the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, rapid assessment instruments available, school-based interventions using multitiered systems of support, and easy-to-follow suggestions for progress monitoring. Unique to this book, each chapter has detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems so that school, home, and community work together. Each chapter ends with a list of extensive web resources and a real-life case example drawn from the clinical practice of the authors. The final chapter addresses two newly proposed diagnoses for self-harm in the DSM-5 and brings a cautious and sensible approach to assessing and helping students who may be at risk for serious self-injury or suicide.
