Brief Intervention for School Problems: Outcome-Informed Strategies

"This text provides a unique, engaging, and practical approach for supporting students as they learn to effectively cope with life challenges. The authors describe how to form an alliance with clients, solicit creative solutions based on previous experiences, support implementation of a plan, evaluate results, and make adjustments based on intervention effects. The process and practices outlined in this fine second edition will make it an appealing resource for school psychologists, counselors, school social workers, and administrators."--Jeff Grimes, MA, Coordinator of Innovation and Best Practices (Retired), Heartland Area Education Agency, Johnston, Iowa "Murphy and Duncan have combined empirical research with practical tools and strategies to create a user-friendly approach for student services personnel. The approach is applicable both to early intervention and to other activities involving more intensive emotional/behavioral issues. This book is an excellent resource and one that practitioners will reach for often as they increasingly serve the mental health needs of students."--Mary Alice Myers, EdD, Coordinator of School Psychological Services, Volusia County (Florida) Schools "Murphy and Duncan serve up a recipe for providing counseling interventions in schools that will be warmly received by all school-based mental health professionals and trainees. This very readable and engaging book uses sample dialogues to illustrate how to implement interventions based in a strong alliance between counselor and client. The practical techniques presented are flexible enough to guide short-term counseling and consultation for a range of problems, and can be adapted to ongoing counseling relationships. This book will be required reading for my graduate courses in school-based mental health. Above all else, it will help my students learn to communicate purposefully and respectfully with students, teachers, and parents, which is the foundation of effective school interventions."--Michael Furlong, PhD, Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara