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This book presents a framework for systematically addressing the health needs of children by integrating health, mental health, and educational systems of care. From leading scientist-practitioners, the volume is grounded in cutting-edge research as well as public policy mandates on health promotion and prevention for at-risk students. Strategies are delineated for developing and evaluating evidence-based programs targeting a variety of goals, including successfully integrating children with health problems into school, bolstering adherence to health interventions, and planning and monitoring pharmacological interventions. Multidisciplinary approaches to prevention are also discussed in detail. The book's concluding section provides guidelines for preparing professionals for health-related careers.

Tabla de contenidos provista por Syndetics

• I Understanding the Context
• 1 Linking Systems of Care to Promote Health: Justification and Need
• 2 Addressing Healthcare Issues across Settings
• II Developing Intervention Strategies
• 3 Designing Interventions: Integrating Assessment Paradigms
• 4 Integrating Children with Health Problems into School
• 5 Promoting Intervention Adherence: Linking Systems to Promote Collaborative Management
• 6 Managing and Evaluating Pharmacological Interventions
• III Developing Prevention Strategies
• 7 Developing Selective and Indicated Prevention Programs
• 8 Developing Universal Prevention Programs
• 9 Evaluating Programs of Prevention
• IV Planning for the Future
• 10 Preparing Psychologists to Integrate Systems of Care
• 11 Forming Partnerships to Integrate Research and Practice

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CHOICE Review

Promoting Children's Health can serve as a valuable framework for understanding the roles that various health care workers play in addressing the health care needs of children within the educational system. In fact, though the authors state that the book is aimed at professional issues of psychologists, it may serve as a useful guide for professionals from a wide range of disciplines charged with addressing physical and mental health care needs of children and families in school settings. Written by leading scientist-practitioners, evidence-based practice is stressed throughout. The material presented is interesting and easy to read while being grounded in current research and public policy mandates. Many illustrative and realistic case studies are used throughout to promote the concept of interdisciplinary cooperation in successfully meeting the diverse needs of children, families, and communities. Readers are guided through the issues involved in promoting children's health by the authors who methodically explore the context of the problems and examine intervention and prevention strategies. The last chapter provides guidelines for preparing professionals for health-related careers and emphasizes the integration of research and practice. ^BSumming Up: Recommended. General readers; upper-division undergraduates through professionals. M. M. Slusser Bloomsburg University of Pennsylvania

Notas de autor provistas por Syndetics

Thomas J. Power, PhD, Associate Professor of School Psychology in Pediatrics at the University of Pennsylvania School of Medicine, is Program Director of the Center for Management of ADHD and Community Schools Program at the Children's Hospital of Philadelphia. He has coauthored numerous journal articles and several books, including Homework Success for Children with ADHD .



George J. DuPaul, PhD, is Professor of School Psychology at Lehigh University. He is a Fellow of Divisions 16 (School Psychology), 53 (Clinical Child and Adolescent Psychology), and 54 (Pediatric Psychology) of the American Psychological Association (APA) and is past president of the Society for the Study of School Psychology. He is a recipient of the APA Division 16 Senior Scientist Award and was named to the Children and Adults with ADHD Hall of Fame. Dr. DuPaul's primary research interests are school-based assessment and treatment of disruptive behavior disorders, pediatric school psychology, and assessment and treatment of college students with ADHD. His publications include over 190 journal articles and book chapters on assessment and treatment of ADHD, as well as the coauthored ADHD in the Schools, Third Edition, and ADHD Rating Scale-5 for Children and Adolescents.



Edward S. Shapiro, PhD, until his death in 2016, was Director of the Center for Promoting Research to Practice and Professor in the School Psychology Program at Lehigh University. Best known for his work in curriculum-based assessment and nonstandardized methods of assessing academic skills problems, Dr. Shapiro was author or coauthor of numerous books. He also developed the widely used BOSS (Behavioral Observation of Students in Schools) software system and presented papers, chaired symposia, and delivered invited addresses at conferences around the world. Dr. Shapiro's contributions to the field of school psychology have been recognized with the Outstanding Contributions to Training Award from Trainers of School Psychologists, the Distinguished Contribution to School Psychology Award from the Pennsylvania Psychological Association, the Eleanor and Joseph Lipsch Research Award from Lehigh University, and the Senior Scientist Award from the Division of School Psychology of the American Psychological Association, among other honors.



Anne E. Kazak, PhD, ABPP, is Director of the Department of Psychology at the Children's Hospital of Philadelphia and Professor and Director of Psychology Research in the Department of Pediatrics at the University of Pennsylvania. Her research focuses on interventions to enhance adaptive functioning and reduce child and family distress associated with serious pediatric illnesses.