• Athanasou, James A 2007, Evaluating career education and guidance, ACER Press, Camberwell, Vic.
  This 106-page Australian text begins with a discussion of evaluation, and the background to evaluation. The author then describes the framework for evaluation that he has developed using the ECCOES model (ethics, coverage, costs, objectives, effects, and stakeholders). Chapter 4 discusses the information that is needed to conduct an evaluation. Various components of the framework are discussed in detail in later chapters, including coverage, costs, and effects. The final chapter provides advice on making judgements from the evaluation process.
  P 370.113 ATH 2007
• Cobia, Debra C and Henderson, Donna A 2007, Developing an effective and accountable school counseling program, 2nd ed, Pearson Merrill Prentice Hall, Upper Saddle River, N.J.
  This 331-page book covers three broad areas: (1) foundations of school counselling (including counsellor role, the characteristics of an effective school counsellor, and school counselling as a profession); (2) the contextual dimensions of school counselling (program models and their components, and school counsellor accountability); (3) standards-based school counselling programs (specific approaches used to achieve program goals and including the four service delivery components of guidance curriculum, individual planning, responsive services, and system support. There is also an accompanying website.
  P 371.4 COB 2007
• Dimmitt, Carey; Carey, John C; and Hatch, Trish 2007, Evidence-based school counseling: making a difference with data-driven practices, Corwin Press, Thousand Oaks, Calif.
  This 225-page book discusses the need for school counsellors to move to evidence-based school counselling practice. It covers the following specific topics: data-based decision making, and practical considerations in using data; choosing interventions on the basis of outcome research, and evaluating interventions and programs; the use of action research; the measurement of student learning and behaviour change; and the use of surveys.
  P 371.4 DIM 2007
• Lebrun, Marcel 2007, Student depression: a silent crisis in our schools and communities, Rowman & Littlefield Education, Lanham, Md.
  This 213-page book begins by looking at introductory topics such as identification, characteristics, causes, and prevalence. Much of the remainder of the book is concerned with intervention and therapy, and discusses the role of teachers, other professionals, and parents. Chapter 15 summarises medical treatments and psychotherapeutic approaches. A list of thirteen guidelines for action is included. The book concludes with several case studies and a list of resources available in the United States.
  P 618.928527 LEB 2007
• March, John S with Benton, Christine M 2007, Talking back to OCD: the program that helps kids and teens say 'no way'-- and parents say 'way to go', Guilford Press, New York, N.Y.
  This 276-page book is arranged in two parts. Part 1 provides background information about OCD, including its manifestations, causes, and treatment. Part 2 consists of the 8-step treatment program designed to get rid of obsessions and compulsions in children 4 years and older. The program is designed to be used as a self-help manual, and is research based. It utilises cognitive-behavioural techniques.
  P 618.9285227 MAR 2007
• Mash, Eric J and Barkley, Russell A 2007, Assessment of childhood disorders, 4th ed, Guilford Press, New York.
  Following an introductory section, this 866-page edited text covers the assessment of childhood disorders in the following categories: behaviour disorders (ADHD, conduct and oppositional disorders, adolescent substance use); mood disorders (depression, pediatric bipolar disorder); adolescent self-harm behaviours; anxiety disorders; developmental disorders (autism, schizophrenia, intellectual disability, and learning disabilities); child abuse; and other adolescent problems (eating disorders and personality disorders).
  P 618.9289075 ASS 2007
• McWhirter, J Jeffries [et al] 2007, At-risk youth: a comprehensive response for counselors, teachers, psychologists, and human service professionals, 4th ed, Thomson Brooks/Cole, Belmont, Calif.
  This 378-page text is arranged in four parts. Part 1, the Ecology of Problems, includes an introduction to at-risk issues, factors that contribute to risk, and legal and ethical issues. The second part, Families Schools and Skills, looks at family problems, school issues, and individual characteristics of high risk/low risk youth. The third part discusses specific at-risk categories, including school dropouts, substance use and addiction, teenage pregnancy, antisocial behaviour, and youth suicide. The final part covers prevention, intervention, and treatment approaches.
  P 362.740973 ATR 2007
• Mennuti, Rosemary B, Freeman, Arthur, and Christner, Ray W 2006, Cognitive-behavioral interventions in educational settings: a handbook for practice, Routledge, New York, N. Y.
  This 454-page book is arranged in 4 parts. Following an introductory section on foundations, part 2 deals with the application of CBT interventions for specific issues, including: anxiety, school refusal, selective mutism, depression, ADHD, bullying, anger, personality disorders, developmental disabilities, autism, eating disorders, and substance abuse. Part 3 is concerned with the application of CBT interventions with systems, including parent and family consultations, school behavioural consultation, and school crisis response. The final part discusses the future of cognitive-behavioural intervention in schools.
  P 370.1528 COG 2006
• Murphy, John J and Duncan, Barry L 2007, Brief intervention for school problems: outcome-informed strategies, The Guilford school practitioner series, 2nd ed, Guilford Press, New York, N.Y.
  This 210-page book begins with a brief introductory case study. Chapter 2 provides an overview of the latest research on effective intervention. Chapter 3 introduces two interviewing formats (solution building and problem busting) while chapter 4 looks at outcome management and utilising client feedback on the intervention to increase effectiveness. Chapters 5 and 6 provide extended case studies illustrating the techniques of solution building and problem busting with primary and secondary school students. Chapter 7 discusses the use of medication while the final chapter deals with frequently asked questions.
  P 371.93 MUR 2007
• Nicholson, Charles L; Alcorn, Charles L; and Erford, Bradley T 2006, Educational applications of the WISC-IV: a handbook of interpretive strategies and remedial recommendations, Western Psychological Services, Los Angeles, Calif.
  The main purpose of this 111-page handbook is to help examiners make specific remedial suggestions for teachers. The book is arranged in 4 chapters. Chapter 1 deals with interpretation of the WISC-IV and its subtests. Chapter 2 looks at educational and clinical interpretation of the WISC-IV subtests, factors, indexes, and IQs. Chapter 3 is concerned with the completion and use of the worksheet and interpretative summary form (supplied with the book). The final chapter is the teacher's guide, with programmed remedial recommendations and commercial materials.
  P 155.413933 NIC 2006
• Truch, Steve 2006, The WISC-IV companion: a guide to interpretation and educational intervention, PRO-ED, Austin, Tex.
  This 307-page text begins with an introductory chapter on frequently asked questions about the WISC-IV. Chapter 2 is concerned largely with the concept of intelligence and its relationship with the WISC-IV. Chapters 3 and 4 look at reading and ADHD, and the links with WISC-IV testing and diagnosis. Chapters 5 and 6 cover WISC-IV interpretation while the final chapter discusses the issue of learning styles. The book has 10 appendices.
  P 155.413933 TRU 2006
• Webb, Nancy Boyd 2007, Play therapy with children in crisis: individual, group, and family treatment, 3rd ed, Guilford Press, New York, N.Y.
  This 489-page book is arranged in five parts. Following a theoretical overview, Part 2 looks at the use of play therapy with crises in the family, including divorce, death, adoption, childhood cancer, and military service by the parent. Part 3 covers play therapy approaches to crisis intervention in the school setting, and includes peer abuse, death, and witnessing violence. Part 4 deals with the application of play therapy to crises in the community and world, including natural disasters, terrorist attacks, and refugee situations. The book concludes with a chapter on support for therapists.
  P 618.92891653 PLA 2007
• Whitworth, John Ruth and Sutton, Dorothy Lee 2005, WISC IV compilation: what to do now that you know the score, Academic Therapy Pub, Novato, Calif.
  The WISC-IV Compilation is designed to aid educators and parents with suggested activities that can be used in attempting to strengthen deficit areas identified by WISC-IV subtest results. For each subtest, there is an introductory page which states (1) the purpose of the subtest (2) factors influencing the student's performance on the subtest and in classroom performance (3) educational significances that deal with management and teaching strategies and (4) the long-term goal for remedial planning. This page is followed by activities written in behavioural terms (with details of any required materials), grouped according to instructional levels (eg K-3).
  P 155.41393 WIS 2005

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