Read more
By age 16, significant - one might even say "alarming" - numbers of students are demonstrating signs of posttraumatic stress disorder (PTSD). Students with PTSD are more likely to develop a range of problems, from delinquent behavior to eating disorders to substance abuse to dropping out. For the school-based professional, the ability to recognize these symptoms and warning signs is essential.
Emphasizing prevention as well as intervention, Identifying, Assessing, and Treating PTSD at School clearly defines PTSD, explains its adverse affects on children's academic and social-emotional skills, and offers expert guidance on how to recognize student needs and provide appropriate services. This volume, designed as a practical, easy-to-use reference for school psychologists and other educational professionals: (1) Makes the case for why school psychologists and their colleagues need to be more prepared, willing, and able to identify and serve students with PTSD. (2) Identifies the causes, prevalence, and associated conditions of PTSD. (3) Provides a review of screening, referral, and diagnostic assessment processes. (4) Reviews appropriate treatments for students with PTSD.
Today's youth live in an increasingly uncertain world, and school psychologists, counselors, social workers, and general and special education personnel will find Identifying, Assessing, and Treating PTSD at School an invaluable resource in their practices.
List of contents
Causes.- Prevalence and Associated Conditions.- Case Finding, Screening, and Referral.- Diagnostic Assessment.- Psychoeducational Assessment.- Treatment.
About the author
Amanda B. Nickerson, Ph.D., is an assistant professor at the University at Albany State University of New York. A nationally certified school psychologist and a licensed psychologist, she has conducted more than 50 professional presentations on the topics of preventing and intervening with aggression and bullying, school crisis prevention and intervention, assessing and treating children with emotional and behavioral disorders, and parent and peer relationships. She has published more than 20 journal articles and book chapters and is co-author of the Educators Handbook on Effective Testing. In addition, she serves on the editorial boards of Psychology in the Schools and The School Psychologist. She is also a recipient of the 2006 National Association of School Psychologists Presidential Award for her work with the crisis prevention and intervention workgroup.
Dr. Stephen E. Brock, NCSP, is a professor at California State University Sacramento. Previously, he worked for 18 years as a school psychologist with the Lodi Unified School District (the last six of which included assignments as Lead Psychologist). His professional preparation includes a Ph.D. at the University of California, Davis where he researched AD/HD, and was one of the first researchers to identify the reading comprehension deficits often found among students with AD/HD. Dr. Brock currently serves on the editorial boards of both state and national school psychology association newsletters and is an Associate Editor of The California School Psychologist (a peer peer-reviewed journal with the second largest distribution of school psychology journals in the United States). He is Past-President of the California Association of School Psychologists and a member of the National Association of School Psychologists Delegate Assembly and its Executive Counsel. Dr. Brock has authored over 140 publications (including four books) and has made over 65 referred or invited state/national conference presentations. In addition to AD/HD, his academic work has included study of school crisis response, suicide prevention, autism, behavioral interventions, violence prevention, threat assessment, child development, and reading comprehension.
Summary
By age 16, significant – one might even say “alarming” – numbers of students are demonstrating signs of posttraumatic stress disorder (PTSD). Students with PTSD are more likely to develop a range of problems, from delinquent behavior to eating disorders to substance abuse to dropping out. For the school-based professional, the ability to recognize these symptoms and warning signs is essential.
Emphasizing prevention as well as intervention, Identifying, Assessing, and Treating PTSD at School clearly defines PTSD, explains its adverse affects on children’s academic and social-emotional skills, and offers expert guidance on how to recognize student needs and provide appropriate services. This volume, designed as a practical, easy-to-use reference for school psychologists and other educational professionals: (1) Makes the case for why school psychologists and their colleagues need to be more prepared, willing, and able to identify and serve students with PTSD. (2) Identifies the causes, prevalence, and associated conditions of PTSD. (3) Provides a review of screening, referral, and diagnostic assessment processes. (4) Reviews appropriate treatments for students with PTSD.
Today’s youth live in an increasingly uncertain world, and school psychologists, counselors, social workers, and general and special education personnel will find Identifying, Assessing, and Treating PTSD at School an invaluable resource in their practices.
