Handbook of School Mental Health

Chapter 1. Introductory Chapter from the Editors.- Section 1: Promoting Meaningful Engagement and Leadership by Diverse Stakeholders.- Chapter 2. The Importance of Diversity and Engagement.- Chapter 3. Advancing Research to Improve the Practice of Family Engagement and Leadership in Schools.- Chapter 4. Building Effective Measurement Systems for Family Engagement and Leadership in Schools.- Chapter 5. Social Network Analysis and Social Capital in School Mental Health.- Chapter 6. Building Cultural Humility as a Foundation for Meaningful Engagement of Stakeholders in School Mental Health.- Chapter 7. Mental Health Literacy and Stigma Reduction in School Mental Health.- Chapter 8. Parenting Beliefs and Parenting Practices to Promote Youth Mental Health.- Chapter 9. Building School-Community Relationships to Advance Parental Leadership and Equity in School Mental Health.- Chapter 10. Parental Racial Socialization and Coping to Promote Mental Health.- Chapter 11. Developing School-Community Relationships to Promote Mental Health.- Section 2. Section 2: Training, Coaching, and Workforce Development.- Chapter 12. Helping Professionals Make a Difference.- Chapter 13. Training Teachers in Culturally Competent Tier 1/Universal Classroom Management.- Chapter 14. Innovative Methods for Preparing the Early Childhood Teacher Workforce.- Chapter 15. Leveraging Technology to Enhance Teacher Training and Preparedness.- Chapter 16. Coaching Teachers in Tier 2/Targeted Classroom Interventions.- Chapter 17. Mental Health Workforce Preparation.- Chapter 18. Preparing the Mental Health Workforce for Service Delivery in Rural Communities.- Chapter 19. Teacher Readiness for Adoption and Implementation of Evidence-Based Practices.- Chapter 20. Leveraging School Guidance Departments to Train School Mental Health Providers.- Chapter 21. Preparing the School Mental Health Workforce for Partnerships to Address Children's Needs.- Section 3. Intervention Science for Children with Specific

Steven W. Evans, Ph.D., is a Distinguished Professor of Psychology and Co-Director of the Center for Intervention Research in Schools at Ohio University. Dr. Evans received his doctorate in clinical psychology from Case Western Reserve University and, before this, was an elementary school special education teacher. His research on school mental health intervention development and evaluation has been funded by a variety of federal research agencies and foundations and he has published over 200 journal articles, chapters and books. Dr. Evans has collaborated with educators, administrators, and school mental health professionals from dozens of school districts across the country to conduct this work. He is the founding editor-in-chief of the Springer journal, School Mental Health, and has co-authored multiple treatment guidelines and highly regarded reviews of best practices.

Julie Sarno Owens, Ph.D., is a Professor in the Psychology Department and Co-Director of the Center for Intervention Research in Schools (CIRS) at Ohio University. She earned her doctorate in Clinical Psychology from Purdue University and has been a faculty member at Ohio University since 2001. Dr. Owens' program of research focuses on the development and evaluation of school-based services for youth with emotional and behavioral problems and the identification of strategies that support high quality implementation of such services. Her work has been continuously funded by local, state, and federal grants for 20 years. She has authored more than 100 journal articles and book chapters, is an Associate Editor for the journal School Mental Health, and serves on the editorial board for five journals.

Catherine Bradshaw, Ph.D., M.Ed., is a University Professor and the Senior Associate Dean for Research and Faculty Development at the School of Education and Human Development at the University of Virginia. Before her current appointment at