Fostering the Emotional Well-Being of Our Youth: A School-Based Approach

ISBN : 9780190918873

Philip J. Lazarus; Shannon Suldo; Beth Doll
576 ページ
156 x 235 mm

Despite the marked increase in anxiety, depression, and suicidal behaviour among school-aged youth, millions of children with mental health needs never receive treatment. Too many are overlooked by "refer-test-place" approaches that only consider evidence of psychopathology without examining students' psychological well-being (or lack of well-being). Consequently, many vulnerable students slip through the cracks without receiving interventions. Fostering the Emotional Well-Being of Our Youth provides an alternative-a dual-factor model of students' mental health that integrates wellness and pathology into a single multi-tier system of mental health support. Philip J. Lazarus, Shannon M. Suldo, and Beth Doll, with foremost scholars in the field, explain what this paradigm shift means for school mental health professionals: why the promotion of well-being is important; how practitioners' day-to-day practices will change; and what the outcomes will be. This volume provides the tools to advocate for and implement supports that foster students' complete mental health.


Introduction: Are our Youth All Right?
Philip J. Lazarus, Shannon M. Suldo, and Beth Doll
1. Conceptualizing Youth Mental Health through a Dual-Factor Model
Shannon M. Suldo and Beth Doll
2. Framing School Mental Health Services within a Dual-Factor Model of Mental Health
Beth Doll, Evan H. Dart, Prerna Arora, and Tai A. Collins
3. Building Culturally Responsive Schools: A Model Based on the ASCD's Whole Child Approach
Janine Jones and Antoinette Halsell Miranda
4. Implementing Positive Behavior Interventions and Supports: A Framework for Mental Health Promotion
Donald Kincaid and Natalie Romer
5. Adopting a Trauma-Informed Approach to Social-Emotional Learning
Maurice J. Elias, Erica R. Powlo, Ava Lorenzo, and Brian Eichert
6. Promoting School Safety, School Climate, and Student Mental Health: Interdependent Constructs Built Upon Comprehensive Multidisciplinary Planning
Amy-Jane Griffiths, Elena Diamond, Zachary Maupin, James Alsip, Michael J. Keller, Kathryn Moffa, and Michael Furlong
7. Preventing School Violence and Advancing School Safety
Dewey Cornell and Brittany Crowley
8. Cultivating Student Engagement and Connectedness
Amy L. Reschly and Christopher Pinzone
9. Creating Resilient Classrooms and Schools
Beth Doll and Hong Ni
10. Strengthening the Quality of Preschool, Childcare and Parenting
Soo-Young Hong, Holly Hatton Bowers, and Lisa Knoche
11. Building Family-School Partnerships to Support Positive Parenting and Promote Healthy Families
S. Andrew Garbacz and Linda M. Raffaele Mendez
12. Promoting Physical Activity, Nutrition, and Sleep
Ellyn M. Schmidt, Tessa N. Hamilton, and Jessica A. Hoffman
13. Teaching Emotional Self-Regulation to Children and Adolescents
Philip J. Lazarus and Annela Costa
14. Promoting Students' Positive Emotions, Character, and Purpose
Shannon M. Suldo, Jenni Menon Mariano, and Hannah Gilfix
15. Building a Foundation for Trauma-Informed Schools
Philip J. Lazarus, Stacy Overstreet, and Eric Rossen
16. Preventing Bullying in Schools
Amanda B. Nickerson and Timothy Parks
17. Supporting the Well-Being of Highly Mobile Students
Michael L. Sulkowski
18. Enfranchising Socially Marginalized Students
Amanda L. Sullivan, Andy V. Pham, Mollie Weeks, Thuy Nguyen, and Quennie Dong
19. Preventing School Failure and School Dropout
Robyn S. Hess and Cynthia E. Hazel
20. Providing Evidence-Based Supports to Students in the Aftermath of a Crisis
Philip J. Lazarus, Franci Crepeau-Hobson, Kathy Sievering, and Cathy Kennedy-Paine
21. Raising the Emotional Well-Being of Students with Anxiety and Depression
Diana Joyce-Beaulieu and Brian Zaboski
22. Implementing Statewide Practices that Promote Student Wellness and Resilience
Amity Noltemeyer, Cricket Meehan, Emily Jordan, and Michael Petrasek
23. Using Universal Screening to Monitor Students' Social, Emotional, and Behavioral Health
Katie Eklund, Stephen P. Kilgus, Lauren Meyer, and Alexandra Barber

24. Accessing Targeted and Intensive Mental Health Services
Tammy L. Hughes and Maggie B. Mazzotta
Afterword: We Must Be Champions for the Emotional Well-Being of Our Youth
Philip J. Lazarus and Ralph Eugene Cash


Philip J. Lazarus is the Director of the School Psychology Program at Florida International University. Dr. Lazarus is a licensed psychologist, licensed school psychologist, and previously served as the President of both the National Association of School Psychologists (NASP) and the Florida Association of School Psychologists. He is also a founder of Camp Kadima, a camp for physically and mentally challenged youth that now serves more than 150 youngsters. Dr. Lazarus served as Chair and founding member of the Board of Examiners in School Psychology for the state of Florida. He is a founder and Past- Chairperson of the National Emergency Assistance Team of NASP. This team has provided direct crisis assistance in the aftermath of tragic school shootings and natural disasters. Dr. Lazarus has also maintained a private practice for over 30 years. He specializes in working with children, adolescents and families. He consulted with the Federal Bureau of Investigation in their landmark study on; profiling school shooters and has conducted psychological evaluations on targeted school shooters. He has been awarded the Willard Nelson Lifetime Achievement Award from the Florida Association of School Psychologists. He has been interviewed by the media dealing with such topics as depression and anxiety in children and adolescents, responding to natural disasters, coping with trauma following school shootings, preventing school violence, helping children deal with grief, bullying in schools, threat assessment, and identifying troubled students. Shannon Suldo is a professor of School Psychology in the Department of Educational and Psychological Studies at the University of South Florida. She is a Licensed Psychologist in the state of Florida and provides school-based mental health services to youth in the Tampa area. She has extensive research and clinical experiences in school-based mental health services, including: establishing empirical links between student mental health and academic; success; conceptualizing and measuring student mental health in a dual-factor model that considers psychopathology and subjective well-being; evidence-based positive psychology interventions for promoting positive indicators of student and educator well-being; and schoolwide strategies to identify youth with mental health problems. In addition, she is the Principal Investigator of studies funded by the Institute of Education Sciences to identify and facilitate student-level and environmental factors that predict academic and emotional success among students in Advanced Placement and International Baccalaureate courses. She is an Associate Editor of School Mental Health and is on the editorial boards of School Psychology Review, Journal of School Psychology, Journal of Happiness Studies, and Journal of Psychoeducational Assessment. In recognition of her research accomplishments, she received the 2009 Lightner Witmer Award for Early Career Scholarship and the 2019 Thomas Oakland Award; for Mid-Career Scholarship from Division 16 of the American Psychological Association. Beth Doll is a professor of School Psychology in the Department of Educational Psychology at the University of Nebraska-Lincoln. Dr. Doll's principal research interest is the promotion of mental health and the psychological well-being of children and youth and aspects of school and classroom systems that contribute to students' resilience and academic success. Her current work occurs in partnerships with school districts to use student perceptions and classroom data to prompt revised classroom routines. Her developmental investigations of students' psychological wellness explain how these challenge current conceptualizations of mental health and existing mental health policies. These investigations also examine factors that may contribute to mental disturbance or psychological distress, and the tension between objectivity and meaningfulness in applied school psychological interventions. Dr. Doll was; recently awarded the 2020 Legend's Award and the 2020 Lifetime Achievement Award by the National Association of School Psychologists. She is a member of the American Psychological Association's Board of Education Affairs and is on the editorial board of the International Journal of School and Educational Psychology and Professional Psychology: Research and Practice.