Issues in Clinical Child Psychology / Handbook of School Mental Health

Sander.- Chapter 11. Effects of Trauma on Students: Early Intervention through Cognitive Behavioral Intervention for Trauma in Schools; Erum Nadeem, Lisa H. Jaycox, Audra K. Langley, Marleen Wong, Sheryl H. Kataoka, Bradley D. Stein.- Chapter 12. The Connection Between Out-of-School Time Programs and School Mental Health; Aidyn L. Iachini, Dawn Anderson-Butcher.- Chapter 13. Better Understanding and Intervening to Prevent Relational Aggression; Stephen S. Leff, Tracy Evian Waasdorp, Christine Waanders, Brooke S. Paskewich.- Section III. Youth and Family Engagement and Empowerment.- Chapter 14. Partnering with Youth in School Mental Health: Recommendations from Students; Kendra P. DeLoach, Melissa W. George, Emily Mancil, Leslie K. Taylor, Carl Paternite, Mark D. Weist.- Chapter 15. Strengthening the Components and Processes of Family Involvement in School Mental Health; Heather L. McDaniel, Bryn E. Schiele, Leslie K. Taylor, Jill Haak, Mark D. Weist.- Chapter 16. Advancing Effective Family-School-Community Partnerships; Nicole Evangelista Brandt, Cynthia Glimpse, Claudette Fette, Nancy Lever, Nicole Cammack, Jennifer Cox.- Chapter 17. Increasing Parental Engagement in School-based Interventions using Team Engagement and Motivation Methods; Keith C. Herman, Wendy M. Reinke, Catherine P. Bradshaw, John E. Lochman, Lindsay Borden, Dana Darney.- Chapter 18. Lessons Learned from Scaling-up the Ecological Approach to Family Interventions and Treatment Program in Middle Schools; Gregory M. Fosco, John R. Seeley, Tom J. Dishion, Keith Smolkowski, Elizabeth A. Stormshak, Rosemarie Downey-McCarthy, Corrina A Falkenstein, Kevin J. Moore, Lisa A Strycker.- Section IV. Coaching and Consultation.- Chapter 19. Coaching Classroom-based Preventative Interventions; Elise T. Pas, Catherine P. Bradshaw, Anne Cash.- Chapter 20. Supporting Teachers through Consultation and Training in Mental Health; Jennifer E. Gibson, Sharon Stephan, Nicole Evangelista Brandt, Nancy Lever.- Chapter 21. Models of Psychiatric Consultation to Schools; Lois T. Flaherty.- Section V. Screening and Early Identification.- Chapter 22. School-based Screening for Mental Health in Early Childhood; Melissa R. Dvorsky, Erin Girio-Herrera, Julie Sarno Owens.- Chapter 23. Culturally Competent Behavioral and Emotional Screening; Erin Dowdy, Randy W. Kamphaus, Jennifer M. Twyford, Bridget V. Dever.- Chapter 24. Early Identification of Psychosis in Schools; Emily Kline, Danielle Denenny, Jason Schiffman, Gloria Reeves.- Section VI. Intervention for Specific Problems; Chapter 25. Bullying: A School Mental Health Perspective; Susan M. Swearer, Cixin Wang, Adam Collins, Jenna Strawhun, Scott Fluke.- Chapter 26. School-Based Treatment for Anxiety in Children and Adolescents: New Developments in Transportability and Dissemination; Jeremy K. Fox, Kathleen Herzig-Anderson, Daniela Colognori, Catherine E. Stewart, Carrie Masia Warner, Nathan S. Kline.- Chapter 27. School-based Interventions for Depression; Puja G. Patel, Kevin D. Stark, Kristina L. Metz, Kelly N. Banneyer.- Chapter 28. Organizational Interventions for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder; Jennifer L. Storer, Steven W. Evans, Joshua M. Langberg.- Chapter 29. Response to Intervention for youth with Attention-Deficit/Hyperactivity Disorder: Incorporating an Evidence-Based Intervention within a Multi-tiered Framework; Rebecca K. Vujnovic, Alex S. Holdaway, Julie Sarno Owens, Gregory A. Fabiano.- Chapter 30. Toward a Comprehensive, Life Course Model of Care for Youth with Attention-Deficit/Hyperactivity Disorder; Steven W. Evans, Julie Sarno Owens, Jennifer A. Mautone, George J. DuPaul, Thomas J. Power.- Chapter 31. Classroom Interventions for Youth with Pervasive Developmental Disorders/Autism Spectrum Disorders; James E. Connell, Melanie Pellechia, Christina M. Vorndran.- Chapter 32. Supporting the Mental Health Needs of Military-Connected Students; Catherine P. Bradshaw, Kathrine E. Figel, Haley Deutsch.

CSMH Director of Training and Outreach.  In July 2010, she was appointed the Co-Director of the CSMH. She helps to facilitate the National Community of Practice on Collaborative School Behavioral Health (http://www.sharedwork.org/web/school-behavioral-health/home) and represents the CSMH on local, state, and national committees.  She has been a driving force in advancing training related to SMH and has coordinated training experiences for psychology interns, psychiatry fellows, postdoctoral fellows and SMH professionals. She has presented and written extensively about SMH and is co-editor of the first edition of the Handbook of School Mental Health.

Catherine Bradshaw, Ph.D., M.Ed. is a Professor and the Associate Dean for Research and Faculty Development at the Curry School of Education at the University of Virginia (UVA). Prior to her current appointment at UVA, she was an Associate Professor and the Associate Chair of the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health. She maintains an affiliation with Johns Hopkins as the Deputy Director of the CDC-funded Johns Hopkins Center for the Prevention of Youth Violence and Co-Director of the NIMH-funded Johns Hopkins Center for Prevention and Early Intervention. She holds a doctorate in developmental psychology from Cornell University and a master's of education in counseling and guidance from the University of Georgia. Her primary research interests focus on the development of aggressive behavior and school-based prevention. She collaborates on federally supported randomized trials of school-based prevention programs, including Positive Behavioral Interventions and Supports (PBIS) and social-emotional learning curricula. She also has expertise in implementation science and coaching models. Dr. Bradshaw works with the Maryland State Department of Education and several school districts to support the development and implementation of programs and policies to prevent bullying and school violence, and to foster safe and supportive learning environments. She collaborates on federally-funded research grants supported by the NIMH, NIDA, CDC, and the Institute of Education Sciences. She is an Associate Editor for the Journal of Research on Adolescence and the editor elect of Prevention Science.  Julie Sarno Owens, Ph.D., received her doctorate in clinical psychology from Purdue University and completed her clinical internship at the University of Florida, Health Sciences Center in the rural/primary care track. Dr. Owens is an Associate Professor in the Department of Psychology at Ohio University and Co-Director of the Center for Intervention Research in Schools. Her research focuses on the development and evaluation of school-based interventions for elementary school-aged youth with attention-deficit/hyperactivity disorder (ADHD) and disruptive behavior problems. Her studies examine (a) the effectiveness and feasibility of transporting empirically-supported interventions into schools in underserved rural communities, (b) parents' and teachers' perceptions, satisfaction and acceptability of such treatments, and (c) factors that either enhance or interfere with the transportation, dissemination and sustainability of such treatments in rural communities. Dr. Owens is the Director of the Youth Experiencing Success in School (Y.E.S.S.) Program, a school-based mental health program that integrates evidence-based interventions for youth with ADHD into the school setting. The Y.E.S.S. Program, which has developed in the context of a 12-year university-community partnership, involves intervention development and evaluation research, and practical training opportunities for graduate and undergraduate students, professional development training for local educators and mental health professionals, and treatment services for youth in our local region. As such the work emerging from the Y.E.S.S. Program has implications for the research, practice, training, and policy agendas at the local and national level.