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“Practicality is the strength of the book. Guidelines are clear and the diversity of programs introduced provides the reader with ability to choose those which are most relevant and implementable in their schools or other settings….It is a valuable addition to any library.”

—Educational Review (on the second edition)


“The strongest benefit of this guidebook resides in the wealth of intervention techniques that are outlined in great detail and complemented with tracking charts and self-scoring registers to map client successes and challenges.”

—Metapsychology Online Reviews (on the second edition)


“Strategies are practical and can be used in the school setting. Guidelines are provided as to how to adapt techniques to students of different age and ability levels.”

—NASP Communique (on the second edition)

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About the Authors

Keith C. Herman, PhD, is Curators’ Distinguished Professor and Codirector of the Missouri Prevention Science Institute at the University of Missouri, where he conducts research on youth development and school mental health from prevention and implementation science perspectives. His work focuses on helping schools identify, prevent, and address social, emotional, and behavioral challenges through comprehensive, evidence-based systems of support. Dr. Herman is co-developer of the Early Identification System, an evidence-based universal screening framework designed to help schools identify students in need of behavioral and mental health supports and guide data-informed intervention planning. He has authored more than 200 scholarly publications and several books. Across his research, Dr. Herman seeks to bridge scientific evidence and everyday school practice by developing practical tools and systems that improve outcomes for children, families, and educators.

• Author's website
• All titles by Keith C. Herman

Kristin M. Hawley, PhD, is Professor in the Department of Psychological Sciences and Director of the Center for Evidence-Based Youth Mental Health at the University of Missouri, where she has an active research program encompassing youth mental health services and interventions research, and implementation science. Dr. Hawley engages in cross-disciplinary partnerships with researchers and practitioners in psychology, education, medicine, social work, and counseling in her work to develop, test, and refine evidence-based mental health practices within schools, clinics, and communities. She is a dedicated mentor for graduate students, postdoctoral scholars, and early-career scientists, and provides clinical training, consultation, and supervision to both graduate students and professionals. Dr. Hawley has a passion for helping those who work with children and adolescents do their best work possible.

Kenneth W. Merrell, PhD, until his death in 2011, was Professor of School Psychology and Director of the Oregon Resilience Project at the University of Oregon in Eugene. For 25 years, Dr. Merrell’s influential teaching and research focused on social and emotional assessment and intervention for children and adolescents and social and emotional learning in schools. He published over 90 peer-reviewed journal articles; several books and nationally normed assessment instruments; and the Strong Kids programs, a comprehensive social and emotional learning curriculum. Dr. Merrell was a Fellow of the Division of School Psychology (Division 16) and the Society for Clinical Child and Adolescent Psychology (Division 53) of the American Psychological Association. He received the Senior Scientist Award from Division 16, the Division’s highest honor for excellence in science.

• All titles by Kenneth W. Merrell

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Audience

School psychologists, child clinical psychologists, and special educators working with children ages 5–17 (grades K–12).

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Course Use

May serve as a supplemental text in graduate-level courses.

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Previous editions published by Guilford:

Second Edition, © 2008
ISBN: 9781593856489

First Edition, © 2001
ISBN: 9781572306172

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New to this edition:

• Most chapters are new or substantially rewritten.
• Expanded coverage of prevention and early identification.
• Two chapters on transdiagnostic interventions.
• Updated diagnostic criteria, evidence-based practices, and research.
• New case examples and reproducible tools, plus end-of-chapter "Making a Difference" tips.