Handbook of Culturally Responsive School Mental Health

Advancing Research, Training, Practice, and Policy

  • Caroline S. Clauss-Ehlers
  • Zewelanji N. Serpell
  • Mark D. Weist

Table of contents

  1. Front Matter
    Pages i-xxii
  2. Status of the Research on Cultural Considerations in School-Based Mental Health Interventions with Children and Adolescents

    1. Front Matter
      Pages 1-1
    2. Caroline S. Clauss-Ehlers, Zewelanji N. Serpell, Mark D. Weist
      Pages 3-15
    3. Julie Sarno Owens, Yuko Watabe, Kurt D. Michael
      Pages 31-42
    4. Laura Miller, Lemma Taha, Elizabeth Jensen
      Pages 43-56
  3. Innovative Approaches in Work with Diverse Children and Adolescents in Schools

    1. Front Matter
      Pages 57-57
    2. Kendra P. DeLoach, Melissa Dvorsky, Rhonda L. White-Johnson
      Pages 59-75
    3. Stephanie Irby Coard, Melvin H. Herring, Monica H. Watkins, Shani A. Foy-Watson, Shuntay Z. McCoy
      Pages 77-87
    4. Keisha L. Bentley-Edwards, Duane E. Thomas, Howard C. Stevenson
      Pages 121-133
    5. Jody Lieske, Susan Swearer, Brandi Berry
      Pages 147-155
    6. Kip V. Thompson, Keshia Harris, Caroline S. Clauss-Ehlers
      Pages 157-175
    7. Nicole Evangelista Brandt, Emily Sidway, Melissa Dvorsky, Mark D. Weist
      Pages 177-186
  4. Specific Problems and Interventions

    1. Front Matter
      Pages 187-187
    2. Marte Ostvik-de Wilde, Denise Park, Courtland C. Lee
      Pages 189-196
    3. Desi S. Hacker, Faye Z. Belgrave, Jamie Grisham, Jasmine Abrams, Darlene G. Colson
      Pages 197-208
    4. Toni Harris, Scott Graves, Zewelanji N. Serpell, Brittney Pearson
      Pages 209-218

About this book

Introduction

Schools across the United States – as well as much of the world – are experiencing widespread change. Students are more diverse ethnically, academically, and emotionally. More attention is being paid to abuse and neglect, violence and bullying, and the growing inequities that contribute to student dropout. Within this changing landscape, cultural competence is imperative for school-based professionals, both ethically and as mandated by educational reform.

The Handbook of Culturally Responsive School Mental Health explores the academic and behavioral challenges of an increasingly diverse school environment, offering workable, cost-effective solutions in an accessible, well-organized format. This timely volume updates the research on cultural competence in school-based interventions, describes innovative approaches to counseling and classroom life, and demonstrates how this knowledge is used in successful programs with children,  adolescents, and their families. Populations covered range widely, from African American and Asian American/Pacific Islander families to forced migrants and children who live on military bases.

By addressing issues of training and policy as well as research and practice, contributors present a variety of topics that are salient, engaging, and applicable to contemporary experience, including:

- Adolescent ethnic/racial identity development.
- Culturally responsive school mental health in rural communities.
- Working with LGBT youth in school settings.
- Cultural competence in work with youth gangs.
- Culturally integrated substance abuse prevention and sex education programs.
- Promoting culturally competent school-based assessment.
- School-based behavioral health care in overseas military bases.
- Developmental, legal, and linguistic considerations in work with forced migrant children.
- Cultural considerations in work/family balance.

The Handbook of Culturally Responsive School Mental Health is a must-have reference for researchers, scientist-practitioners, educational policymakers, and graduate students in child and school psychology; educational psychology; pediatrics/school nursing; social work; counseling/therapy; teaching and teacher education; and educational administration.

Keywords

Academic achievement Acculturation Adolescents Advocacy African American youth

Editors and affiliations

  • Caroline S. Clauss-Ehlers
    • 1
  • Zewelanji N. Serpell
    • 2
  • Mark D. Weist
    • 3
  1. 1.Graduate School of Education, Dept. Educational PsychologyRutgers UniversityNew BrunswickUSA
  2. 2., Department of PsychologyVirginia State UniversityPetersburgUSA
  3. 3., Department of PsychologyUniversity of South CarolinaColumbiaUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-1-4614-4948-5
  • Copyright Information Springer Science+Business Media New York 2013
  • Publisher Name Springer, New York, NY
  • eBook Packages Behavioral Science
  • Print ISBN 978-1-4614-4947-8
  • Online ISBN 978-1-4614-4948-5
  • About this book