A step in the right direction: A resource for collaboration on health-related issues.

Reviews the book, Health-related disorders in children and adolescents edited by L. Phelps (see record 1998-07780-000). This edited text provides an overview of 96 medical conditions that place children at risk of developing psychological or educational problems. The central feature of this book is that it is intended as a reference tool for professionals who collaborate with medical professionals. Increasingly, there have been many vehicles for school psychologists to collaborate with medical professionals, including comprehensive school health care programs and school-based health clinics, and community-based coordinated services that provide children and youth comprehensive care. In this regard, school psychologists are likely to encounter increasing numbers of children who experience health disorders, along with more traditional areas of practice including mental health and educational issues. Although not a purely medically oriented text, Phelps has taken a perspective that school psychologists work within the context of a multidisciplinary team of professionals who are likely to provide services for these children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preventing and managing adolescent health problems.

Reviews the book, Health-promoting and health-compromising behaviors among minority adolescents by D. K. Wilson, J. R. Rodrique, and W. C. Taylor (1997). Although this book was not written specifically for the school-based practitioner, this edited volume provides a comprehensive review of the health-related behavior of diverse adolescent populations and describes empirically validated intervention and prevention models that are very useful to school mental health professionals, particularly those working in urban settings with culturally diverse youth. The editors have divided the text into four sections. The first section provides a useful theoretical framework encompassing developmental, biological, social, and cultural perspectives. The second section describes behavioral patterns among culturally diverse adolescents that compromise and promote health, including drug use, eating habits, physical activity, and sexual behavior. The third section describes several intervention models that have been demonstrated to be effective with minority adolescents. The concluding section provides insight into health policy issues impacting minority adolescents, including access to adequate health care. This volume represents an important contribution to the literature in the area of pediatric, prevention, and community psychology. Although the text generally fails to highlight sufficiently the power of the school as a protective context for adolescents, the conceptual models and examples of community-based programs presented offer the school psychologist very useful information about designing and implementing prevention and intervention programs in schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The health of children looked after by local authorities

There are some 40,000 children 'in care' in England and Wales, i.e. being 'looked after' by local authorities and living in foster and residential homes. These children come from highly disadvantaged social backgrounds and are likely to experience more serious health problems than the wider population. Despite this, there is evidence to suggest that their health needs are frequently neglected. This is reflected in the dearth of research information. Health professionals play a key role in combating child abuse and are particularly concerned about future mental health, self-injury and high levels of pregnancy in this group of children. Health promotion is therefore vital, but is complicated by the fact that this group of children often do not attend school. The Department of Health has introduced a major initiative which has a strong health dimension to help promote better care planning and monitoring for children who have been separated from their parents.     

Exploring current knowledge on Asperger syndrome and best practices for school-based intervention.

Reviews the book Learning and behavior problems in Asperger Syndrome, edited by Margot Prior (see record 2004-00019-000). As more children become identified as having Asperger Syndrome, schools and professionals working with these children are challenged with finding effective ways to adapt and to encourage success in this population. Margot Prior addresses this challenge with a compilation of current research and theory, combining the knowledge and expertise of numerous acclaimed authors and researchers in the area of AS and other Autism Spectrum Disorders with the practical experience and insight of practitioners and of one individual diagnosed with AS. The book is organized into two main sections, with the first sharply detailing current thought and research on diagnostic challenges, cognitive and academic assessment, implications of specific learning difficulties, and the emotional and behavioral challenges of AS. The second section, entitled "Asperger Syndrome in the Schools," includes a poignant personal portrayal of the school experience of one individual with AS, a discussion of practical advice and guidelines for optimizing student success and for creating the "ideal classroom" for students with AS, and ends with an examination of educational and occupational outcomes. Although offering much redundancy both within the edited volume and with the current literature in the field of AS, this volume truly represents a definitive and comprehensive examination of AS as it relates to school professionals. A multitude of information on all current school-based AS issues is presented and the diversity of authors provides both theoretical and personal and practical wisdom on all facets of professional work with children with AS. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Good teaching.

Reviews the book, Enhancing Relationships between Children and Teachers by R. Pianta (see record 1999-02145-000). The demands on contemporary educators have increased exponentially. Teachers are asked to serve a myriad of roles against formidable odds and may find themselves assailed for failing to assure excellence (Scherer, 1992). It is little wonder that teachers increasingly describe feeling tired and at the end of their ropes, trying to make a difference in classrooms and communities saturated with risk. For school psychologists and other mental health professionals working in schools, finding ways to re-energize teachers' motivation, emotional investment, and psychological connection to their students is a formidable challenge. In this regard, Enhancing Relationships between Children and Teachers belongs on the shelf of every mental health professional that would undertake this task. This is an important work written in a clear, absorbing fashion. This book explores the dynamic nature of child-teacher relationships that can influence children's adaptation and competence in the classroom. The author provides tools and strategies for assessing these complex relationships and provides practical guidance for influencing student development, teacher efficacy, and systemic policies that ameliorate risk in classrooms and schools. Enhancing Relationships between Children and Teachers integrates developmental and systems theory with sensible, empirically derived intervention practices. Pianta demonstrates the potential of child-teacher relationships in buffering risk, interrupting pathways to problems, and redirecting them toward competent outcomes. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Shifting the paradigm in community mental health: Towards empowerment and community.

Reviews the book, Shifting the paradigm in community mental health: Towards empowerment and community by Geoffrey Nelson, John Lord, and Joanna Ochocka (2001). This book, as it combines theory, practice, and research (a case study) about the processes of empowerment and integration of consumers of mental health care in a Canadian setting, delineates strategies and approaches that can be factors in fulfilling this important aim. Shifting the Paradigm in Community Mental Health is a welcome contribution to the literature on the implementation of consumer empowerment and involvement in mental health treatment and care. The authors offer an approach enabling the reader to see the dimensions for empowerment and community integration termed the empowerment-community integration paradigm. The book will be useful for a wide audience, including consumers, professionals, stakeholders, researchers, and policy makers, and should be in the libraries of all institutions, formal and informal, that deliver mental health care. The overall clarity of the writing and all the approaches will be very much appreciated by all those who work or receive services in mental health. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Move your body tone your mood: Book review.

The reviewer states that this book (K. F. Hays [2002]; see record 2002-02783-000) presents information on exercise as a therapy alternative, some information on the benefits of exercise, anecdotes based on stories of other people's exercise (and sometimes therapy) experiences, and many "self-help" exercises. The literature base for the book draws on exercise psychology, health psychology, and therapeutic practice. The book has a heavy personal flavor. The author is clearly giving her own best advice on how to incorporate exercise into the readers' lifestyle in order to achieve the physical benefits as well as some important psychological outcomes. This book would be of interest to counselors who wish to provide exercise advice to clients displaying a variety of psychological challenges. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Cognitive-behavioural therapy in groups.

Reviews the book, Cognitive-behavioural therapy in groups by Peter J. Bieling, Randi E. McCabe, and Martin M. Antony (2006). With increasing pressure to make effective treatments more accessible and cost effective, many psychologists and health care professionals are being asked to provide CBT in a group format. This book aims to provide a bridge between manualized CBT and the theory and knowledge of group process factors. Although some of the material presented is based primarily upon clinical experience rather than empirical work, this is a reflection of the relatively underdeveloped research literature related to optimal CBT group structure and process. Overall, the reviewer believes it is difficult to identify any significant weaknesses in the book, and recommends it highly. Chapters on group CBT for specific disorders cover significant amounts of useful information that will be helpful to practitioners familiar with individual treatment of the disorder. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Preschool screening: Identifying young children with developmental and educational problems.

Reviews the book, Preschool screening: Identifying young children with developmental and educational problems by R. Lichtenstein and H. Ireton (1984). With the appearance of this book, school psychologists and other professionals now have access to an up-to-date and practical discussion of the issues, research, and instrumentation in the preschool assessment process. This book represents a scholarly collection of six chapters that address matters of philosophy and policy to matters of practice. The book introduces questions about the effectiveness of preschool screening programs as they are characteristically implemented while offering constructive guidelines for improvement to the conscientious professional. Appropriate for use in upper level graduate courses and by professionals working in school and agency settings, this book makes a valuable contribution to the preparation and continuing education of school psychologists and educators who serve preschool-age children and their families. This well-focused and comprehensive volume is recommended highly to university trainers and practitioners in the fields of school and clinical child psychology, as well as early childhood education, special education, and pediatrics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Operationalizing the International Classification of Functioning, Disability and Health in Clinical Settings.

Functional status may be a better indicator of health care needs and outcomes than diagnosis. Appropriate use of the International Classification of Functioning, Disability and Health (ICF) in health service settings can provide a standardized way for clinicians to communicate complex clinical assessments to other professionals, administrators, and payers. The American Psychological Association is working with the World Health Organization to develop a Procedural Manual and Guide for a Standardized Application of the ICF for use by multidisciplinary health professionals. The Procedural Manual includes operational definitions of concepts, examples of each code, and assessment information relevant to each qualifier. The purpose of the Procedural Manual is to provide health professionals with the guidance necessary for reliable, valid, and clinically useful classification. This article discusses a range of issues and problems in the application of individual ICF codes in the context of health care and offers some potential solutions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prevention and remediation through group interventions.

Reviews the book, The handbook of group intervention for children and families edited by Karen C. Stroiber and Thomas R. Kratochwill (see record 1998-07256-000). This book addresses current needs of psychologists and other mental health practitioners who are working across ecologies to address problems of children and youth. As such, this text is an excellent resource for school psychologists, school counselors, and others who are attempting to broaden service delivery systems and procedures. Although this handbook is appropriate for practitioners across a variety of mental health disciplines, it also meets the current needs of school psychologists by addressing gaps often found in school psychology service delivery and training models. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mental health promotion in high-risk groups

This article summarises a systematic review of the literature on promoting mental health in high-risk groups. The review suggests that there are a variety of effective interventions for preventing mental health problems in high-risk groups. This has implications for the scope of practice of nurses and others working in a range of services, including midwifery, health visiting, school health, mental health, terminal care, district nursing and primary health care.     

Review of Strategies for building multicultural competence in mental health and educational settings.

Reviews the book, Stategies for building multicultural competence in mental health and educational settings edited by M. G. Constantine and D. W. Sue (2005). Strategies for Building Multicultural Competence in Mental Health and Educational Settings is an excellent resource designed for mental health professionals who may lack knowledge and expertise in working with diverse clients. It provides hands-on strategies and suggestions in a variety of contexts, using the Multicultural Guidelines as a framework. This book is strongly recommended for clinicians working with culturally diverse populations. The Surgeon General's report Mental Health: Culture, Race and Ethnicity (U.S. Department of Health & Human Services, 2001) clearly demonstrates the disparity in the mental health care of racial and ethnic minorities as compared with Whites. This book is useful not only to novices exploring diversity but also to those who are already cross-culturally competent. The authors successfully apply the APA Multicultural Guidelines in clinical practice and educational, training, and organizational settings while providing specific strategies for clinicians. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Brain injury casebook: Methods for re-integration to home, school, and community.

Reviews the book, Brain injury casebook: Methods for re-integration to home, school, and community by Dorrie Rapp (1986). Any professional who has been part of the difficult process of helping a brain injured individual re-integrate into life will undoubtedly find Dr. Rapp's book useful and timely. Recent head injury seminars have begun to focus directly upon the myriad of problems facing the traumatically brain injured when he or she begins to deal with life after traditional rehabilitation. Through the use of actual and often poignant case studies, Dr. Rapp illustrates the flexibility, creativity, and persistence necessary when working with the traumatically brain injured and their families. As we begin to grasp the complexity of re-integration for the traumatically brain injured individual, more documentation of the comprehensiveness of the problem needs to be published. Professionals working with the brain injured will find both support and new ideas from reading Dr. Rapp's book. The only criticism is that it does not delve into vocational issues which, by far, comprise a large portion of reintegration problems. However, professionals, care providers, brain injured individuals, families, schools, funding agencies, and employers can all obtain an excellent overview of the complexity of successful re-integration following traumatic brain injury. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Sexuality and chronic illness: A comprehensive approach.

Reviews the book, Sexuality and chronic illness: A comprehensive approach by Leslie R. Schover and Soren Buus Jensen (see record 1988-98146-000) as well written and carefully organized. Part 1 covers an integrative model of sexuality assessment and treatment, Part 2 covers specific illnesses and sexuality, and Part 3 discusses training and ethical issues. The text is designed for clinicians addressing sexuality concerns of patients with chronic illness as well as health care professionals. The authors assume that readers will need basic information about sexuality and, therefore include reviews of theoretical approaches to sexuality and sexual dysfunction, the sexual response cycle, and intervention strategies used with people with sexual dysfunction. The medical information provided allows the non-physician to understand the physiological bases of sexual response and dysfunction, and the medical interventions described in the text is comprehensive and easy to understand. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical assessment: The advantage of multiple perspectives.

Reviews the book, "Assessment of Children: Behavioral and Clinical Applications," by J. Sattler (see record 2001-05360-000). A text on clinical assessment may be evaluated according to how adequately it prepares the reader to conduct a comprehensive evaluation. This text, is within the tradition of organizing data around specific diagnostic syndromes that are cast as "children's needs." However, in an effort to be comprehensive, the book also includes information about specific measures and general assessment techniques such as interviews and observational strategies and incorporates intervention planning. The author intends this book to serve as a graduate text and reference for practicing professionals and, thus, includes a cornucopia of useful forms, checklists, and recording templates throughout the various chapters and in the appendices. However, combining a teaching text with a professional reference creates a dilemma-how to manage the needs of the beginner relative to those of the practicing professional. Perhaps as a result of trying to be comprehensive, there is considerable variability within and among chapters in the complexity of the material and in the audience (novice vs. practitioner) that is addressed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Black families in therapy: A multisystems approach.

Reviews the book, Black families in therapy: A multisystems approach by Nancy Boyd-Franklin (see record 1989-97374-000). In this book, the author develops the thesis that the sine qua non for successful engagement and treatment of Black families is an informed understanding both of the cultural heritage and of the current socio—politico—economic issues faced by Black Americans. The author supports her thesis by blending relevant literature from a wide range of disciplines with her own extensive clinical experience and that of her colleagues. The book is intended for trainers and practitioners from the different mental health disciplines. Although not a basic text on family therapy, it would make an excellent primary reference in courses on marital and family therapy. Clearly, the book is useful as a general reference for therapists whose work brings them into contact with culturally diverse families, and should be required reading for therapists who work or plan to work with Black families. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Managing physical handicaps: A practical guide for parents, care providers, and educators.

Reviews the book, Managing physical handicaps: A practical guide for parents, care providers, and educators by Beverly A. Fraser and Robert N. Hensinger. This is a well-written, information-packed potential source of assistance to those working with the more severely involved members of the physically disabled population. The book contains 14 chapters organized into four sections: (1) Looking Beyond the Patient to the Person, (2) About Physical Handicaps, (3) Techniques and Tips for Helping Those with Severe Impairments, and (4) Looking Ahead. The orientation of the book is centered on the management of the physical disabilities of the childhood population under discussion. This book would serve a very practical purpose not only as a desk reference for teachers and others caring for the severely physically disabled child and young adult in the school system, but in the preservice classrooms of those students preparing for careers in this area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in primary care health psychology: Duties, observations, and recommendations.

The need for postdoctoral training in health psychology has taken on added importance following transformations of the U.S. health care delivery system toward primary care models of delivery. This transformation provides psychologists with the opportunity to work as primary care practitioners, educators, and researchers, and it suggests the need for postdoctoral training that prepares students for those opportunities. The author addresses issues relevant to postdoctoral training from the perspective of a former participant in a postdoctoral fellowship training program in primary care health psychology. The duties and contributions of a primary care health psychologist are described. These include the provision of graduate medical education and clinical services tailored to primary care. The author also offers recommendations regarding postdoctoral health psychology training in order to enhance psychologists' ability to collaborate with medical professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)