Better integration of evidence-based practices (EBPs) in schools can improve access to effective youth mental health care. However, EBPs typically developed and tested within clinics may not be feasible for school-based implementation. We conducted a small randomized trial comparing Show Me FIRST, a brief intervention designed for efficient uptake…

Exclusionary discipline is commonly employed in U. S. schools and disproportionately affects students of color. This article describes current approaches to discipline and contextualizes these approaches historically with particular attention to racial dynamics and violence. We identify the harmful effects of exclusionary discipline and describe…

A meta-analysis evaluating the effects of school-based interventions for students with attention deficit hyperactivity disorder was conducted by examining 60 outcome studies between 1996 and 2010 that yielded 85 effect sizes. Separate analyses were performed for studies employing between-subjects, within- subjects, and single-subject experimental…

Notes that irrational beliefs are significantly related to teacher stress levels and that teacher stress management interventions having most evidence of effectiveness employ cognitive restructuring components based on rational-emotive therapy procedures. Notes that programs use stress inoculation training framework and provide behavioral and…

Provides rationale for and description of school-based anger coping program for aggressive children. Discusses need for school-based, preventive interventions with this population. Outlines conceptual model for this intervention and reviews relevant findings on social cognitive processes. Describes cognitive-behavioral intervention framework and…

Procedures to help prevent academic failure are discussed: (1) peer tutoring; (2) the Adaptive Education Learning Model; (3) Direct Instruction and Behavior Analysis; (4) Strategy Training; and (5) other cognitive behavioral techniques and self-management. Potential barriers to implementing prevention programs are discussed. (SLD)

Investigated efficacy of short-term cognitive-behavioral therapy, relaxation training, and self-modeling interventions for treatment of depression among middle school students (n=68). Self-report and interview measures of depression and self-esteem were used to assess treatment effects. Results indicated that all treatment conditions, relative to…