Teachers’ Knowledge of Evidence-Based Interventions and Available School Resources for Children with Emotional and Behavioral Problems

2011 ◽  
Vol 20 (2) ◽  
pp. 138-147 ◽  
Author(s):  
Melissa Stormont ◽  
Wendy Reinke ◽  
Keith Herman
Author(s):  
Joseph Walsh

In the past few decades, in social work and other helping professions, there has been a significant movement toward establishing evidence-based practice (EBP) interventions for persons who experience a variety of mental, emotional, and behavioral problems. EBP interventions are those that have been empirically tested and found to be effective with persons who receive certain mental health diagnoses (...


Author(s):  
James N. Kirby

The parenting a child receives has profound long-term impacts on that child’s life. The rates of child maltreatment globally are high. Evidence-based parenting programs have been demonstrated to have positive impacts on improving parenting style, whilst reducing childhood social, emotional, and behavioral problems. However, uptake in parenting interventions remains low, and governments have been reluctant to provide evidence-based parenting on a wide scale. This chapter aims, first, to show how the adoption of a public health approach to parenting can be considered wide-scale compassionate action, one that will reduce rates of child maltreatment (suffering), which is also cost-effective. Second, I argue that the next generation of evidence-based parenting programs need to be grounded in evolved, caring motivational systems and affiliative emotion processing, which requires an understanding of the evolved processes involved in parent–offspring caring and brain functioning. This new approach to parenting, “compassion-focused parenting,” will be described.


2020 ◽  
pp. 106342662095308
Author(s):  
Chin-Chih Chen ◽  
Kevin S. Sutherland ◽  
Rachel Kunemund ◽  
Brittany Sterrett ◽  
Sarah Wilkinson ◽  
...  

We consider an emerging challenge in special education that involves the interplay between an emphasis on evidence-based practices (EBPs) and the need to provide individualized intensive interventions for students with significant emotional and behavioral problems. With the use of Multi-Tiered Systems of Support (MTSS), teachers are expected to implement standardized EBPs with fidelity. Yet, students with significant difficulties tend to have problems that reflect a complex set of changing factors that require carefully tailored and coordinated interventions that are adapted to students’ ongoing dynamic needs. To address this issue, we discuss the concept of practice elements (PEs) as a foundation for identifying intervention strategies, and we consider how the concepts of adaptive expertise (AE) can help guide the selection of PEs and implementation and modification of multistrategy approaches to increase responsiveness to students with emotional and behavioral problems. Implications for service delivery and future research are considered.


2022 ◽  
pp. 136346152110666
Author(s):  
Rebecca Seligman

This article explores the relationship between metaphors and emotion in the context of adolescent distress and psychotherapeutic treatment. Drawing on data from an ethnographic study of Mexican American adolescents receiving outpatient treatment for a variety of emotional and behavioral problems, the article examines what I call “prescribed” metaphors deployed in mainstream, manualized child and adolescent Cognitive Behavioral Therapies commonly used in mainstream clinical contexts. I explore the models of emotion communicated to youth by one such metaphor, youth responses to this metaphor, and the potential implications for young people as they take up the underlying models and affective practices embedded in the metaphor. Specifically, I examine how youth respond to messages about emotion metacognition and emotion regulation embedded in a metaphor that equates feelings with temperatures that can be monitored and objectively measured. I find that youth are at once convinced that abstract knowledge about internal states is inherently valuable because it is linked to desired forms of personhood, but also concerned about the limits of technical metaphors to capture aspects of lived experience and the flattening and homogenization of affect that might accompany the practices such metaphors help to enact. I analyze alternative interpretations of prescribed metaphors as well as the spontaneous metaphors used by youth to talk about their emotions and experiences of distress, in an effort to think through the politics and poetics of emotion metaphors in the context of an evidence-based psychotherapy for young people.


2009 ◽  
Author(s):  
W. Douglas Tynan ◽  
Meredith Dreyer ◽  
Meredith Lutz Stehl

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