Evidence-Based School Mental Health Services: Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy

316 Pages·2011·3.91 MB·English

by  Gayle L. Macklem (auth.)

Evidence-Based School Mental Health Services

Gayle L. Macklem
Evidence-Based
School Mental Health Services
Affect Education,
Emotion Regulation Training,
and Cognitive Behavioral Therapy
Gayle L. Macklem
Massachusetts School of Professional Psychology
221 Rivermore Street
Boston, MA 02132
USA
[email protected]
ISBN 978-1-4419-7906-3 e-ISBN 978-1-4419-7907-0
DOI 10.1007/978-1-4419-7907-0
Springer New York Dordrecht Heidelberg London
© Springer Science+Business Media, LLC 2011
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Preface
The need for efficient and effective mental health counseling in schools is well
accepted as is the fact that the school setting is ideal for meeting the mental health
needs of children and adolescents, given relatively easy access to students, the pres-
ence of school-based mental health workers, and the fact that parents feel they know
something about and are fairly comfortable with schools and their personnel. This
text presents school counseling in the framework of the growing popular three-tiered
model and incorporates the newest and best-supported mental health therapeutic
approaches. Adaptations of cognitive–behavioral therapy to fit the school setting are
presented, advocating for a more uniform protocol so that practitioners only have to
learn a single more general approach that fits the realities of working with small
groups in schools. Beyond this, affective education at each of the three tiers is dis-
cussed and, in particular, emotion regulation is stressed, given that without these
additions to prevention and intervention work, the populations that school psycholo-
gists and other mental health workers must service are less likely to benefit from
best practices. Work with school-aged students must include training in emotion
awareness, emotion knowledge, emotional expression, and emotion regulation. The
most current research from various fields supports cognitive–behavioral therapy,
emotion regulation training, and affective education.
A particular contribution to school-based counseling involves strategies and
approaches to prepare younger students and, importantly, students with special needs
to benefit from evidence-based approaches. Concepts must be simplified and made
concrete, metacognitive weaknesses must be addressed, and generalization must be
addressed from the start of interventions. The precursor skills needed to deal with the
complex strategies of cognitive–behavioral therapy must be included in the training.
There have been many contributions to the mental health field that deal with cog-
nitive–behavioral therapy for specific disorders, for clinical work in the community or
mental health clinics, and for using cognitive–behavioral therapy with children. There
are far fewer resources for school-based practitioners who have different demands on
their time, limited resources, and different challenges in general. School-based practi-
tioners need to learn how to add detailed affective education and emotion regulation
training to school-based interventions as well as to consider a uniform protocol for
mental health intervention in schools. Finally, these aspects of prevention and interven-
tion need to be placed into a three-tiered model. These are the goals of this text.
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vi Preface
It is important to acknowledge the several individuals who have been enormously
helpful in the completion of this text. Beverly Kaplan deserves special thanks for so
strongly urging that this text be written. Dick Macklem deserves considerable appre-
ciation not only for his strong and dedicated support, but also for his proofing efforts
in preparation of the manuscript. Hunter and Summer Ward contributed their won-
derful artwork to the text and their help is greatly appreciated as well.
Boston, MA Gayle L. Macklem
Specific Group Activities and Exercises
Chapter 6
What do you Think?
Emotion Story Booklets
Emotion Freeze
Emotion Expression Boards
Emotion Cards
Connecting Situations and Emotions
Drawing and Showing
Guess Why?
Making Connections
North, South, East, and West
Developing an Emotion Vocabulary
Class Book of Feeling Words
If-Then Plans
Positive Self-Talk
Feeling Thermometers
How Many Degrees?
Anger Flies
Shift
Crossing the Line
Emotion Puzzles
Steam Valve
Mindfulness Training
Tunnel Vision
Spiral
What’s in the Box?
Silver Lining
Generating Possible Explanations for an Event
Good Things and Bad
On the Other Hand
Opposite Action (Linehan 2000)
Oops
Preface vii
Chapter 8
Click it
My Face–Your Face
How Do You Feel Now
Spilt Milk
Thoughts that Don’t Help Us
Thought Cue Cards
Putting Situations, Thoughts, and Emotions Together
Some-More-Most
The Elevator’s Going Up
Steps to Trouble
Guess What Will Happen?
How Upset Would You Feel?
I Have the Power
Choosing My Strategies
Change Masters
Transformers
Two is More Than One
Pull the Plug
Chapter 9
Thought Detective (Knell & Desari, 2006)
Thought Digger (Friedberg, Friedberg, & Friedberg, 2001)
Mindfulness Meditation
Thought Bubbles
Dysfunctional Thought Record (Beck, 1979)
Tracks of My Fears (Friedberg & McClure, 2002)
Riding the Ferris Wheel
Thought Tracker (Stallard, 2002b)
Changing the Spell (Rosengren & Rosengren, 2007)
Thought Digger (Friedberg & Crosby 2001)
Box It
Mad Minutes or Weighty-Worry Time
Air Traffic Controller
Catching Thoughts
Mood Diary (Hakeberg, Berggren, Carlsson, & Gustafsson, 1997)
Making Predictions
Blue Shift
Reframe Your Thought
Map to NEWFAST
Middle School Challenge
Full Moon

About the Author
Gayle L. Macklem, MA, NCSP, LEP, is a Massachusetts-licensed school psychologist
and a Massachusetts-licensed educational psychologist. She has served in the field
of education for over 30 years. A former president of the Massachusetts School
Psychologists Association (MSPA), she serves as the Technology Chairperson of
the state association. She is an adjunct instructor in School Psychology at the
Massachusetts School of Professional Psychology (MSPP) in Boston. She writes
curriculum and writes on topics of interest to educators. She is a frequent presenter
at regional and national conferences. Ms. Macklem is the author of Springer’s
Practitioner’s Guide to Emotion Regulation in School-Aged Children (2008) and
Bullying and Teasing: Social Power in Children’s Groups (2003).
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