New Library Books for Guidance Officers

• Abela, John R Z and Hankin, Benjamin L 2008, Handbook of depression in children and adolescents, Guilford Press, New York, N.Y.
  This 529-page book is arranged in five parts. Following an introductory section which includes an overview and a chapter on epidemiology, Part 2 covers the etiology of depression. Part 3 discusses several approaches to the treatment of depression, including cognitive-behavioural, psychopharmacology, and psychotherapy. Section 4 deals with prevention, while the final section covers special populations, including children of depressed mothers, and children subjected to child abuse and neglect.
  P 618.928527 HAN 2008
• Amundson, Norman E; Harris-Bowlsbey, JoAnn; and Niles, Spencer G 2008, Essential elements of career counseling: processes and techniques, 2nd ed, Pearson/Merrill, Upper Saddle River, N.J.
  Following an introduction to career counselling, chapter 2 of this 173-page book reviews several theories of career choice and development. In chapter 3, the need to consider contextual variables in addition to the individual is highlighted. The next section of the book is concerned with the career counselling process, including the counselling relationship, investigating client career concerns, and the exploration process. Chapters 8 and 9 discuss web-based counselling, including the creation of virtual careers centres. The next major section of the book covers consolidation, decision making, action planning, evaluation, and follow-through. The book concludes with a discussion of adaptations that need to be made to incorporate career counselling into various settings.
  P 331.702 AMU [2008]
• Baumberger, Julie P and Harper, Ruth E 2007, Assisting students with disabilities: a handbook for school counselors, 2nd ed, Corwin Press, Thousand Oaks, Calif.
  This 143-page guide for school counsellors begins with a review of special education legislation in the United States. The role of school counsellors in working with students with learning disabilities is then discussed. Chapters 3 and 4 deal with the collection of student data through assessment, and the use of this data to design interventions. Processes for the development of realistic and measurable goals for the student are then described. The book concludes with a section on working with families, and the role of school counsellors in leadership, advocacy, collaboration, and systemic change.
  P 371.9 BAU 2007
• Erchul, William P and Sheridan, Susan M 2008, Handbook of research in school consultation, Lawrence Erlbaum Associates, New York, NY.
  This 396-page text consists of five major sections. In addition to the introductory and epilogue sections, the three other sections offer content related to (a) methodological, measurement, and statistical foundations of consultation research, (b) process/outcome results from five recognised school consultation models, and (c) process/outcome results from four thematic research perspectives that inform consultative practice. There are commentary chapters which provide integrative critiques at the end of these major sections.
  P 371.4 HAN 2008
• Galassi, John P and Akos, Patrick 2007, Strengths-based school counseling: promoting student development and achievement, L. Erlbaum Associates, Mahwah, N.J.
  This 373-page book begins by introducing the strengths-based school counselling framework, and the role of the strengths-based school counsellor. A substantial section of the book is allocated to the strengths-based school counsellor's involvement in promoting academic development, personal and social development, and career development. The book concludes with a review of strengths-based school counselling (by considering 12 key questions about it), and a chapter on the preparation of the strengths-based school counsellor.
  P 371.4 GAL 2007
• Geldard, Kathryn and Geldard, David 2008, Counselling children: a practical introduction, 3rd ed, SAGE, Los Angeles, Calif.
  The third edition of this text is arranged in six parts. Part 1 discusses goals for counselling children, the child-counsellor relationship, and attributes of a counsellor for children. Part 2 deals with practice frameworks, and introduces the authors' preferred model: Sequentially Planned Integrative Counselling for Children (SPICC). Part 3 provides a detailed examination of skills required in counselling children. Part 4 contains an indepth coverage of play therapy for children. Part 5 introduces the use of worksheets and focuses on their use in building self-esteem, social skills training, and education in protective behaviours. The actual worksheets are available in Part 6. A set of 4 videodiscs on Counselling Children (Geldard and Geldard, 2006) is also available for loan from Library Services (P 361.06083 GEL 2006).
  P 618.928914 GEL 2008
• Geller, Barbara and DelBello, Melissa P 2008, Treatment of bipolar disorder in children and adolescents, Guilford Press, New York.
  This 418-page edited text is arranged in three sections. Following an introductory chapter, Part 1 covers diagnosis (eg neuropharmacology) and a range of treatments which include various drug treatments, nonpharmacological biological treatment, family-focused treatment, and psychoeducational psychotherapy. Part 2 deals with comorbid disorders (eg ADHD, substance use disorder) and special populations (eg preschool children). The book concludes by looking at other issues, such as weight gain and metabolic abnormalities, and ethical issues in treatment.
  P 618.92895 TRE 2008
• Holcomb-McCoy, Cheryl 2007, School counseling to close the achievement gap: a social justice framework for success, Corwin SAGE, Thousand Oaks, Calif.
  This title looks at the potential of incorporating social justice principles into school counselling procedures relating to issues such as racism and sexism in order to improve student wellbeing and achievement in schools. The author believes that creating an equitable learning environment in schools through counselling is an ideal way to promote equity in schools and provides a range of strategies relating to key functions of counsellors: counselling; consulting; coordinating services; connecting schools to families and communities; collecting and analysing data and challenging bias.
  P 371.4 HOL 2007
• Kearney, Christopher A and Albano, Anne Marie 2007, When children refuse school: a cognitive-behavioral therapy approach: parent workbook, Treatments that work, 2nd ed, Oxford University Press, Oxford.
  This 194-page program is designed to treat children and adolescents who refuse school and teaches parents how to help their children overcome a broad range of school refusal behaviours. This workbook outlines individual treatment packages tailored to the four main reasons that children typically refuse school: (i) to relieve school-related distress, (ii) to escape painful and/or evaluative situations at school, (iii) to receive attention from a parent or a significant other, and (iv) to obtain tangible rewards outside of school
  P 618.9285225 KEA 2007
• Kearney, Christopher A and Albano, Anne Marie 2007, When children refuse school: a cognitive behavioral therapy approach: therapist guide, Treatments that work, 2nd ed, Oxford University Press, Oxford.
  This 272-page therapist guide is a companion text to the parent workbook (see above), and retains the same format. An introduction for therapists is followed by chapters on assessment, and on session procedures. There are four chapters that correspond to the four categories of children identified in the parent workbook. The therapist guide concludes with advice about relapse prevention.
  P 618.9285225 KEA 2007
• Mayer, Matthew J ... [et al] 2008, Cognitive-behavioral interventions for emotional and behavioral disorders: school-based practice, Guilford, London.
  This 420-page book is arranged in six parts. Part 1 covers the foundations of cognitive-behavioural interventions. Parts 2, 3, and 4 discuss cognitive-behavioural interventions for anger/aggression, anxiety/phobic disorders, and depression respectively. Part 5 describes cognitive-behavioural interventions for ADHD and for autism spectrum disorders. The book concludes with a section on the future of cognitive-behavioural interventions.
  P 618.92891425 MAY [2008]
• Merrell, Kenneth W 2008, Helping students overcome depression and anxiety: a practical guide, The Guilford practical intervention in the schools series, 2nd ed, Guilford Press, New York.
  The second edition of this text begins with a discussion of internalizing problems in children and adolescents. This is followed by guidelines for assessment and intervention planning. Chapter 4 provides detailed information on social and emotional learning (SEL) programs as a means of prevention or early intervention. The next section of the book deals with intervention programs for depression, including cognitive therapy, rational-emotive therapy, attribution retraining, learned optimism, and journal-writing strategies. Chapters 9 and 10 introduce treatments for anxiety, including behavioural treatments and skills training. The final chapter discusses referrals in mental health counselling, and the use of medications.
  P 618.928527 MER 2008
• Merrell, Kenneth W 2007, Behavioral, social, and emotional assessment of children and adolescents, 3rd ed, Lawrence Erlbaum Associates, Mahwah, N.J.
  This 533-page book is arranged in two parts. Part 1, Foundations and Methods of Assessment, covers basic professional and ethical issues, classification and diagnostic problems, and comprehensive introductions to six primary assessment methods: behavioural observation, behaviour rating scales, clinical interviewing, sociometric techniques, self-report instruments, and projective-expressive techniques. The second part, Assessment of Specific Problems, Competencies, and Populations, includes six chapters on assessing specific socio-emotional behaviour domains: externalising problems, internalising problems, other problems, social skills and peer relations, young children, and diverse cultural groups.
  P 155.40287 MER 2008
• Metcalf, Linda 2008, Counseling toward solutions: a practical solution-focused program for working with students, teachers, and parents, Jossey-Bass teacher, 2nd ed, Jossey-Bass, San Francisco, Calif.
  This 232-page book describes the application of solution-focused brief therapy in schools. Topics that are discussed include the use of language that is possibility oriented rather than problem focused (solution-focused conversations); helping teachers become solution-focused; advice on working with primary and secondary students, and with families; a solution-focused approach to discipline and behaviour management; and assisting students in crisis and those with dangerous habits. The book includes more than eighty reproducible worksheets and student handouts.
  P 371.46 MET 2008
• Metcalf, Linda 2008, The field guide to counseling toward solutions: the solution-focused school, Jossey-Bass teacher, Jossey-Bass, San Francisco, Calif.
  This 124-page companion text contains guidelines for developing a school-wide program that covers almost all of the day-to-day guidance programming that schools need to provide for students. The book includes techniques and suggestions for training staff to become more solution-focused and student-centred; working together with teams, teachers, and parents so that the system creates and maintains change; creating support groups for parents and students; and reducing special education referrals through solution-focused interventions.
  P 371.46 MET 2008
• Oakland, Thomas; Harrison, Patti L 2008, Adaptive behavior assessment system-II: clinical use and interpretation, Academic Press, Sydney.
  This 410-page book provides a detailed and comprehensive coverage of the clinical use and interpretation of the ABAS-II. Intervention strategies for improving adaptive skills are also included. The book is divided into four sections: 1. Introduction, 2. ABAS-II and adaptive skill areas, 3. ABAS-II and assessment across age ranges, 4. ABAS-II and assessment for special populations.
  P 155.24 ADA 2008
• Sattler, Jerome M 2008, Assessment of children: cognitive foundations, 5th ed, J.M. Sattler, San Diego, Calif.
  The fifth edition of this classic text (796 pages) is arranged in five sections: Foundations, Theories and issues in intelligence, The Wechsler Tests (WISC-IV, WPPSI-III, WAIS-III), Other measures of intelligence (includes SB-5 and DAS-II), and Report Writing. The accompanying 288-page resource guide consists mainly of tables associated with the tests mentioned above.
  P 155.41393 SAT 2008
• Stone, Carolyn B and Dahir, Carol A 2007, School counselor accountability: a measure of student success, 2nd ed, Pearson/Merrill Prentice Hall, Upper Saddle River, N.J.
  This 128-page book begins with an introduction to accountability for school counsellors. Chapter 2 discusses the relationship between school counselling and current educational initiatives in the United States, and the future role of school counsellors. Chapter 3 deal with data, while chapter 4 introduces MEASURE, a six-step accountability process (Mission, Elements, Analyze, Stakeholders-unite, Results, Educate). This is followed by a collection of case studies on the application of MEASURE in elementary, middle, and high schools, and in a school district. The final chapter considers the role of the school counsellor as a systemic change agent.
  P 371.4 STO 2007
• Thambirajah, M S; Grandison, Karen J; De-Hayes, Louise 2008, Understanding school refusal: a handbook for professionals in education, health and social care, Jessica Kingsley Publishers, London.
  This 160-page book begins with a discussion of school non-attendance, followed by a comprehensive description of school refusal and related factors. A background chapter on anxiety and anxiety disorders is followed by sections on assessment and intervention. Strategies for a variety of contexts are then discussed: working with parents and the child, support for school, home tuition, and pupil referral units. The book concludes with a chapter on strategic planning. The appendices include a review of the research evidence. Case studies are introduced throughout the book.
  P 371.294 THA 2008
• Walsh, Barent W 2008, Treating self-injury: a practical guide, Guilford, London.
  This 317-page book is arranged in three parts. The introductory Part 1 considers issues of definition and classification, discusses direct and indirect self-harm, describes the groups in which self-injury occurs, and differentiates self-injury from body modification. Part 2 is concerned with assessment and treatment, and covers cognitive-behavioural assessment as well as various forms of treatment (including replacement skills treatment, cognitive treatment, exposure treatment, family treatment, and psychopharmacological treatment). The final section of the book focuses on several specialised topics: contagion and self-injury, a protocol for managing self-injury, and the treatment of major self-injury.
  P 616.8582 WAL 2008
• Winslade, John and Monk, Gerald 2007, Narrative counseling in schools: powerful & brief, 2nd ed, Corwin Press, Thousand Oaks, Calif.
  This 185-page book begins with an introduction to narrative counselling through the presentation of a counselling scenario. This is followed by a step-by-step guide to narrative counselling. Chapter 3 looks at selected aspects of school discourse and outlines ways of achieving redescriptions of typical labels that get assigned to young people in school. Chapter 4 concentrates on the counselling needs of students who have specific behaviour-related problems at school. The book concludes by discussing the application of the narrative approach to groups and communities.
  P 371.4 WIN 2007

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