Table of Contents

Chapter 1: CBT Applications in Schools
Alexa R. Dixon

Chapter 2: Theory and Research
Emma Romker

Chapter 3: Counseling Preparation
Diana Joyce-Beaulieu and Brian A. Zaboski

Chapter 4: Culturally Responsive Mental Health Services
Janise S. Parker

Chapter 5: Psychoeducation, Relaxation Training & Mindfulness
Anna Schrack and Emma Romaker

Chapter 6: Core CBT Components: Part I
Lee N. Purvis

Chapter 7: Core CBT Components Part II
Erin K. Reid, Leslie K. Taylor, Kelly N. Banneyer, Jose Dominguez, Gary Liu, Laurel L. Williams, Sophie C. Schneider, and Eric A. Storch

Chapter 8: Integrating Technology into School-Based Interventions
Greg M. Muller

Chapter 9: Terminating Therapy and Referrals
Jason Gallant

APPENDIX

About the Author

Diana Joyce-Beaulieu is a faculty member of the School Psychology Program at the University of Florida. As a licensed psychologist and Nationally Certified School Psychologist, she administers the practica program and supervises 40+ graduate students per year across four county school systems and nine clinical sites. Her research interests include cognitive-behavioral therapy and behavioral/conduct disorders. Over the past few years, she has served
as co-principal investigator for professional development grants to research training models for Multi-tiered Systems of Support (MTSS). Her publications include five books and numerous professional articles.

Brian Zaboski is a licensed Connecticut psychologist and a Nationally Certified School Psychologist. He developed a clinical and research specialty in cognitive-behavioral therapy with exposure at Rogers Behavioral Health under the supervision of Eric Storch, as well as during his clinical postdoctoral studies in the University of Florida's Department of Psychiatry, Division of Psychology. As the Associate Director for Clinical Psychology in the Yale OCD Research Clinic, his
primary interests include the application of sophisticated quantitative methods to understanding the neurobiological networks of individuals afflicted with OCD, improving exposure therapy through translational
neuroscience, and training clinicians in exposure-based techniques.

Reviews

Applied Cognitive Behavior Therapy in Schools fills a critical gap in our training of mental health and special education professionals who work in our nation's schools. By blending the current knowledge and practice of CBT with introductions to school infrastructure and policy, the editors and assembled experts provide newcomers to the field with the critical knowledge needed to select and implement state-of-the-art CBT practices in their own schools.
*Garret D. Evans, PsyD, Director, Florida Consortium for Child and Adolescent Behavioral Health*

The availability of pragmatic tools to assist in the application of skills remains a critical yet often overlooked component of effective training and service delivery. Applied Cognitive Behavioral Therapy in Schools fills this gap both as a guide for training new practitioners in schools, and as a handbook of practical methods when applying strategies previously mastered. Covering a range of considerations including rationale for CBT, implementation, technology, and termination, Applied Cognitive Behavioral Therapy in Schools deserves a spot on every practitioner's bookshelf, if not on their desktop.
*Eric Rossen, PhD, NCSP, Director, Professional Development & Standards, National Association of School Psychologists*

New practitioners will love this book. As a trainer of school psychologists, I have seen new practitioners avoid providing therapy in the schools because they feel underprepared. Reading this book is like getting a CBT booster. It connects theory to practice within an MTSS framework while providing many examples, resources, and step-by-step guides for CBT implementation.
*Heather Christian Martens, PhD, Licensed Psychologist, Associate Professor and Director of School Psychology Program, Department of Psychology and Counseling, University of Central Arkansas*

Applied Cognitive Behavioral Therapy in Schools is a wonderful addition to the school psychology literature and is a must-have for early career school psychologists and students pursuing their graduate degrees. It brings a wealth of information and resources addressing research-based applications of CBT in school settings in a way that makes what is often seen as a complex and lengthy process doable and within reach for all.
*Maria Wojtalewicz, PhD, Child Psychologist, Department of Defense Education Activity (DoDEA), Stuttgart Region, Germany*

This book is a must-have resource for all mental health providers working in school settings. With chapters written by leading experts in the field of child psychology, this text provides school-based clinicians with the specific evidence-based strategies for supporting students presenting with a range of mental health symptoms and challenges.
*Allison G. Dempsey, PhD, Associate Professor; Director, Connections Program for High-Risk Infants and Families; Director of Informatics, Department of Psychiatry; Training Director, Post-Doctoral Fellowship Program in Clinical Health Psychology, Divisions of Adult Psychiatry and Child and Adolescent Mental Health, University of Colorado School of Medicine*

This book is a welcome treat for school mental health professionals. It provides state of the art ideas and application of CBT in an educational context. Chapters were succinctly written that strikes a balance of theory, research, and practice. The cases, discussion questions, worksheets, and handouts are invaluable resources for those who use CBT as therapeutic orientation in schools.
*Carmelo Callueng, PhD, Assistant Professor, School Psychology Program, Department of Educational Services and Leadership, Rowan University*

Drs. Joyce-Beaulieu and Zaboski set out to answer THE most pressing question about mental health problems in schools, i.e., "What can we do?" They have succeeded! In their well-researched and expertly edited book, Applied Cognitive Behavioral Therapy in Schools, they and the other expert contributors to this invaluable work have described demonstrably effective steps for ameliorating the mental health pandemic.
*Ralph Eugene Cash, PhD, ABPP, Professor, College of Psychology, Nova Southeastern University, Director, School-related Psychological Assessments and Clinical Interventions, (SPACI) Clinic, Past President of the National Association of School Psychologists*

This text excels as a needed resource for professionals who wish to provide CBT interventions in the schools. Readers will learn practical strategies and techniques such as psychoeducation, behavioral activation, progress monitoring, cognitive restructuring, guided imagery, thought records, Socratic questioning, exposure therapy, response prevention, fear hierarchies, trauma narratives, coping skills, mindfulness, apps, and more. Handouts and case studies are provided.
*Philip J. Lazarus, PhD, Director of the School Psychology Program, Florida International University*