Table Of ContentPULIO LBL 253
Children & Schools Annual Index
Vol. 23, Nos. 1-4, January 2001-October 2001
The following abbreviatior versity Partnership, by Melissa Jonson-
PH, Practice Highlight Reid, Dot Kontak, and Sandra Mueller,
Oct. 198-211
Discipline problems
SUBJECT AND TITLE INDEX
alternative educational program, July
Adolescents 171-181
HIV-affected, July 135-142
homeless, July 182-187 Ecological perspective
middle to high school transition program, nonaggressive peer-rejected children and
Oct. 235-240 adolescents, July 143-159
nonaggressive peer-rejected, July 143-159 Educational aspirations
African Americans caste theory, July 160-170
educational aspirations, July 160-17 Educational attainment
in special education classes, Oct. 223-234 caste theory, July 160-170
Aggression Effectiveness
peer-rejected children, July 143-159 McKinney Homeless Assistance Act, July
182-187
Alternative education
school social work services, July 171-181 risk and resilience perspective, Jan. 9-31
At-risk students site-based governance, Apr. 101-113
school transition program, Oct. 235-240 solution-focused approach, Jan. 33-47
Effectiveness of School Social Work from a Risk
Bridging the Gap for Students at Risk of School and Resilience Perspective, by TheresaJ.
Failure: A Social Work-Initiated Middle Early and M. Elizabeth Vonk, Jan. 9-
to High School Transition Program (PH), 3]
by Mimi V. Chapman and Jeffrey S. Enhancing Site-Based Governance through
Sawyer, Oct. 235-240 Organization Development: A New Role
for School Social Workers, by Thomas
Caste theory Packard, Apr. 101-113
longitudinal exploration, July 160-170 Establishing Successful Relationships with Ex-
Child abuse panded School Mental Health Professionals
psychopathology, peer relations, and (E), by Cynthia Franklin, Oct. 194-197
school functioning, Apr. 85-100 Evidence-based practices
Children benefits, July 131-133
HIV-affecteJdu,l y 135-142
homeless, July 182-187 Family-centered practice
maltreated, Apr. 85-100 children with oppositional defiant disor-
mental health needs of immigrant, Jan. der, Apr. 73-83
49-62 . Family-Centered Sections of the IFSP and
nonaggressive peer-rejected, July | School Social Work Participation (T1), by
oppositional defiant disorder, Apr. Christine Anlauf Sabatino, Oct. 241-
Classroom meetings , 5 ,
conflict resolution, Oct. 212-222 Family—School Partnership Increases School
Classroom Meetings: A Program Model, by Readiness (PH) by Arlene Sacks and
Andy Frey and Hallie Davis Doyle, Beryl Watnick, July 188-192
Oct. 212-222
A Comprehensive School-Based Conflict-Resolu- Hispanics
tion Model (PH), by Debra Woody, mental health needs, Jan. 49-62
Apr. 115-123 HIV-Affected Children and Adolescents: What
Conflict resolution School Social Workers Should Know, by
is
program model, Oct. DorieJ . Gilbert, July 135-142
school-based, Apr. 11 5 HIV/AIDS
Consultation issues facing children and adolescents
organization development, Apr. 101-113 affected with, July 135-142
Homelessness
Developing a Management Information System McKinney Homeless Assistance Act, July
for School Social Workers: A Field-Uni- 182-187
CCC Code: 0162-7961/01 $3.00© 2001 , National Association of Social Workers, Inc
254
Immigrants Literature Review, by Marlys M. Staudt,
mental health needs, Jan. 49-62 Apr. 85-100
Children & Schools Individualized family service plan (IFSP)
Vol. 23, No. 4 family-centered sections, Oct. 241-252 Resilience
October 2001 Interventiofnos r Nonaggressive Peer-Rejected school social work effectiveness, Jan. 9-31
Children and Adolescents: A Review of the Responding to Immigrant Children’s Mental
Literature, by Sylvia Margolin, July Health Needs in the Schools: Project Mi
143-159 Tierra/My Country, by Gladys
Gonzalez-Ramos and Milagros
Legislation Sanchez-Nester, Jan. 49-62
McKinney Homeless Assistance Act, July Risk perspective
182-187 school social work effectivenesJsa,n . 9-31
Longitudinal Exploration of the Caste Theory of
Educational Aspirations, by G. Lawrence School functioning
Farmer, July 160-170 maltreated children, Apr. 85-100
School social work
Maltreated children building new infrastructure, Apr. 67-71
psychopathology, peer relations, and disciplinary alternative educational! pro-
school functioning, Apr. 85-100 gram, July 171-181
Management information system evidence-based practices, July 131-133
for school social workers, Oct. 198-211 family-centered practice, Apr. 73-83
McKinney Revisited: Implicatiofnosr School family-centered sections of IFSP, Oct.
Social Work, by Martha Markward and 241-252
Ellen Biros, July 182-187 HIV-affected children and adolescents,
Mental health July 135-142
maltreated children, Apr. 85-100 maltreated children, Apr. 85-100
needs of immigrant children, Jan. 49-62 management information systems devel-
school social work effectivenesJsa,n . 9-31 opment, Oct. 198-211
solution-focused approach, Jan. 33-47 McKinney Homeless Assistance Act, July
trends and innovative programs, Jan. 3-5 182-187
Mental health professionals organization development consultation,
expanded school services, Oct. 194-197 Apr. 101-113
relationships with mental health profes-
Now is the Time for Building the Infrastructure sionals, Oct. 194-197
of School Social Work Practice (E), by risk and resilience perspective, Jan. 9-31
Cynthia Franklin, Apr. 67-71 solution-focused brief therapy, Jan. 33-
47
Onward to Evidence-Based Practices for Schools trends and innovative programs, Jan. 3—5
(E), by Cynthia Franklin, July 131-133 School Social Workers and Students’ Mental
Oppositional defiant disorder Health: Current Trends and Innovative
family-centered practice, Apr. 73-83 Programs (E), by Gilbert J. Greene and
Oppositional Defiant Disorder and the Need for Mo-Yee Lee, Jan. 3-6
Family-Centered Practice in Schools, by School transition programs
Martha Markward and Brian Bride, at-risk students, Oct. 235-240
Apr. 73-83 The School Social Worker as Social Activist
Organization development consultation (T)), by Bill Lee, Apr. 125-127
site-based governance, Apr. 101-113 Solution-focused intervention
Outcomes African Americans in special education,
risk and resilience perspective, Jan. 9-31 Oct. 223-234
mental health problems in school setting,
Peer relations Jan. 33-47
maltreated children, Apr. 85-100 A Solution- Focused Approach to Mental Health
nonaggressive children and adolescents, Intervention in School Settings, by
July 143-159 WallaceJ . Gingerich and Todd
A Process Evaluation ofS chool Social Work Wabeke, Jan. 33-47
Services in a Disciplinary Alternative Special education classes
Educational Program, by Tracy Carpen African American males, Oct. 223-234
ter-Aeby, Monie Salloum, and Victor
G. Aeby, July 171-181 Using Solution-Focused Intervention to Address
Psychopathology African American Male
maltreated children, Apr. 85-100 Overrepresentation in Special Education:
Psychopathology, Peer Relations, and School A Case Study, by Anne Meade Watkins
Functioning of Maltreated Children: A and P. David Kurtz, Oct. 223-234
255
Violence ment Information System for School Social
school-based conflict-resolution model, Workers: A Field-University Partnership,
Apr. 115-123 Oct. 198-211 Annual Index
AUTHOR INDEX Kontak, Dot. See Jonson-Reid, Melissa
Kurtz, P. David. See Watkins, Anne Meade
Aeby, Victor G. See Carpenter-Aeby, Tracy
Lee, Bill, The School Social Worker as Social
Biros, Ellen. See Markward, Martha Activist (T1), Apr. 125-127
Bride, Brian. See Markward, Martha Lee, Mo-Yee. See Greene, Gilbert J.
Carpenter-Aeby, Tracy, Monie Salloum, Margolin, Sylvia, Interventions for
and Victor G. Aeby, A Process Evalua- Nonaggressive Peer-Rejected Children and
tion of School Social Work Services in a Adolescents: A Review of the Literature,
Disciplinary Alternative Educational July 143-159
Programs, July 171-181 Markward, Martha
C hapman, Mimi V. and Jeffrey S. Sawyer, and Brian Bride, Oppositional Defiant
Bridging the Gap for Students at Risk of Disorder and the Need for Family-Cen-
School Failure: A Social Work-Initiated tered Practice in Schools, Apr. 73-83
Middle to High School Transition Pro- and Ellen Biros, McKinney Revisited:
gram (PH), Oct. 235-240 Implications for School Social Work, July
182-187
Doyle, Hallie Davis. See Frey, Andy Mueller, Sandra. See Jonson-Reid, Melissa
Early, Theresa J. and M. Elizabeth Vonk, Packard, Thomas, Enhancing Site-Based
Effectiveness of School Social Work from a Governance through Organization Devel-
Risk and Resilience Perspective, Jan. 9-31 opment: A New Role for School Social
Workers, Apr. 101-113
Farmer, G. Lawrence, Longitudinal Explora-
tion of the Caste Theory of Educational Sabatino, Christine Anlauf, Family-Centered
Aspirations, July 160-170 Sections of the IFSP and School Social
Franklin, Cynthia Work Participation (11), Oct. 241-252
Establishing Successful Relationships with Sacks, Arlene and Beryl Watnick, Family-
Expanded School Mental Health Pr ofes- School Partnership Increases School Readi-
sionals (E), Oct. 194-197 ness (PH), July 188-192
Now is the Time for Building the Infrastruc- Salloum, Monie. See Carpenter-Aeby, Tracy
ture of School Social Work Practice (E), Sanchez-Nester, Milagros. See Gonzalez-
Apr. 67-71 Ramos, Gladys
Onward to oec e-Based Practices for Sawyer, Jeffrey S. See Chapman, Mimi V.
Schools( E), July 131-133 Staudt, Marlys M., Psychopathology, Peer
Frey, Andy a Hallie Davis Doyle, Class- Relations, and Se heal Pane ‘tioning of
room Meetings: A Program Model, Oct. Maltreated Children: A Literature Re-
21 2 SIF view, Apr. 85-100
Gilbert, Dorie J., HIV-Affected Children and Vonk, M. Elizabeth. See Early, Theresa J.
Adolescents: What School Social Workers
Should Know, July 135-142 Wabeke, Todd. See Gingerich, Wallace J.
Gingerich, WallaceJ . and Todd Wabeke, A Watkins, Anne Meade and P. David Kurtz,
Solution- Focused Approach to Mental Using Solution-Focused Intervention to
Health Intervention in School Settings, Address African American Male
Jan. 33-47 Overrepresentation in Special Education:
Gonzalez-Ramos, Gladys and Milagros A Case Study, Oct. 223-234
Sanchez-Nester, Responding to Immi- Watnick, Beryl. See Sacks, Arlene
grant Children’s Mental Health Needs in Woody, Debra, A Comprehensive School-
the Schools: Project Mi Tierra/My Coun- Based Conflict-Resolution Model (PH),
try, Jan. 49-62 Apr. 115-123
Greene, Gilbert J. and Mo-Yee Lee, School
Social Workers and Students’ Mental
Health: Current Trends and Innovative
Programs (E), Jan. 3-6
Jonson-Reid, Melissa, Dot Kontak, and
Sandra Mueller, Developing a Manage-
