School Supports for Students in Military Families

1. Auflage 2021
ISBN: 978-1-4625-4693-0
Verlag: Guilford Publications

Buch, Englisch, 142 Seiten, Format (B × H): 196 mm x 262 mm, Gewicht: 330 g

Reihe: The Guilford Practical Intervention in the Schools Series

How does growing up in a military family affect the educational experiences of children and youth? What can K-12 school practitioners do to support these students' academic, behavioral, and social–emotional success? This book describes effective ways to help students and their families navigate such challenges as relocation, school transitions, and parental deployment. Pamela Fenning presents strengths-based assessment, intervention, and prevention strategies that reflect deep knowledge of military culture and fit perfectly within a schoolwide multi-tiered system of support (MTSS). In a convenient large-size format, the book includes a reproducible data collection form that can be downloaded and printed for repeated use.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Fenning, Pamela

Fachgebiete

• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie Kinder- und Jugendlichenpsychotherapie

Inhaltsverzeichnis

1. Strengths and Needs of Military Youth and Families in Schools: The Role of School Psychologists
2. Educational Settings Attended by Military Youth: Contextual Considerations and Case Studies
3. Universal Screening Data and Multi-Tiered Systems of Support for Military Children
4. Promoting Healthy Social Development
5. Delivery of Mental Health Supports
6. Support during School Transitions, with Gina Coffee
7. Legal Aspects of School Supports for Military Youth
8. Conclusions and Future Directions
References
Index

Über Autor(innen)

Pamela Fenning, PhD, ABPP, is Professor of School Psychology at Loyola University Chicago. She is a licensed clinical and school psychologist in Illinois and holds board certification in School Psychology. Dr. Fenning’s research and clinical work focus on multi-tiered academic and behavioral interventions at the high school level, systems-level interventions, equity and ethnic disproportionality in school discipline policy, evaluation of alternatives-to-suspension programs, high-risk behaviors of adolescents, competency training in school psychology professional preparation programs, and support of military families.