Books in the SSWAA Workshop Series series

Using the new DSM-5 as an organizing principle, this book addresses the 12 most common mental disorders of childhood and adolescence. Each chapter addresses the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, available rapid assessment instruments, school-based interventions using multi-tiered systems of support, and easy-to-follow suggestions for progress monitoring.

School social work enters its second century as a profession still conflicted about its central mission. Are school social workers meant to be "in-house" clinicians providing services to kids in need, or are they meant to be involved in program development to enhance the social and emotional learning of all students in a school? How much time should they devote to serving whole families, or consulting with teachers? Whatever school social workers claim to do in theirschools, it's clear that they are going to have to prove that they are effective doing it. The demands of federal legislation like No Child Left Behind and state requirements for certification are making it increasingly necessary that school social workers demonstrate that they are highly qualifiedschool-based mental health and social service professionals who can demonstrate outcomes that impact school "bottom line" issues like student achievement, attendance, and behavior. Rather than recoil from this pressure, school social workers can utilize the skills of evidence based practice (EBP) to help them enhance both their effectiveness and their knowledge of interventions that work to help students, teachers, parents, and staff in school contexts. A succinct SSWAA Workshop volume, TheDomains and Demands of School Social Work Practice demonstrates how EBP can be integrated into school social worker's daily practice, advancing the debate about where social workers can and should intervene, and how to do so effectively. Highlighting primary clinical issues, family problems, andschool-wide needs faced by school social workers, it helps practitioners make the best use of evidence to be flexible, effective advocates at all levels of practice.

Family Engagement with Education is unique because it is the only book written especially for social workers and social work students who work in partnership with educators. The text introduces social workers to the new Dual Capacity-Building Framework and the latest resources.

This highly practical guide presents a transformative new model of school discipline for school personnel seeking to engage students and reduce behavior problems in the most effective, pragmatic, and cost-efficient manner possible.

This practical guide covers best practices in truancy at the community, school, and student/family levels of interventions, providing an essential everyday reference guide to research-based programs and truancy program implementation.

In schools, functional behavioral assessment (FBA) is traditionally applied to special education contexts. This book describes how FBA can improve the behavior of all students using a three-tiered prevention model. It includes forms and case examples to help school social workers maintain their role as important contributors to student outcomes.

Consistent with an ecological systems perspective, this book utilizes a whole school approach as a framework for developing and implementing comprehensive evidence-based interventions to combat bullying in schools.

This book adapts June Gallessich's (1982) consultation theory and practice framework that defines consultation in specific terms and discusses six consultation models. It provides school social workers with the knowledge, skill, and confidence to develop and implement consultation services.