Cognitive Behavioral Therapy in K-12 School Settings

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Cognitive Behavioral Therapy in K-12 School Settings

SKU# 9780826196385

A Practitioner's Toolkit

Author: Diana Joyce-Beaulieu PhD, NCSP, Michael L. Sulkowski PhD, NCSP


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"The greatest strength of the book is that it provides very good information on the many internalizing and externalizing disorders that a school social worker may see in school students. It also gives excellent examples of how to use many cognitive behavioral interventions effectively in a school setting. The tables in the book and the forms in the appendix are filled with useful information that a school social worker can use."

--Timothy A. Musty, LCSW, School Social Work Journal

Features specific, highly effective counseling interventions for school-age children that can be put to use immediately

Twenty percent of school-age children in the United States experience mental health issues each year and cognitive behavioral therapy (CBT) is one of the most effective and empirically supported interventions to address these needs. This practical, quick-reference handbook is for mental health professionals in the Kñ12 school setting who are seeking a hands-on guide for practicing CBT. Based on a wealth of research supporting the efficacy of CBT for school-age children, it features specific interventions that can be applied immediately and is tailored to the needs of busy school psychologists, counselors, and social workers. Importantly, this book describes how to use CBT within contemporary school-based service delivery frameworks such as multitiered systems of support (MTSS) and response to intervention (RtI).

Examining the core components of CBT in the context of school-based therapy, this book offers developmentally appropriate treatment plans targeted for specific issues based on the new DSM-5 criteria, as well as tools for measuring progress and outcomes. Case conceptualization examples are provided in addition to contraindications for counseling therapy. The book also explains how to adapt treatment in light of developmental issues and cultural considerations. Case examples, sample reports, and a great variety of reproducible handouts (also available in digital download format) are provided to help school mental health professionals use CBT as part of their regular practice.


  • Presents content that is highly practical and immediately applicable for professionals and trainees
  • Designed to work within and meet the needs of the specific service delivery environment of schools, including MTSS and RtI
  • Reflects DSM-5 criteria and the Patient Protection and Affordable Care Act
  • Includes case studies and hands-on session outlines, report templates, and student activities (also available in digital download format)

Diana Joyce-Beaulieu, PhD, NCSP, is a faculty member in the National Association of School Psychologistsñapproved and American Psychological Associationñaccredited School Psychology Program at the University of Florida, Gainesville, Florida. She has taught numerous graduate courses, including topics in developmental psychopathology and diagnosis, as well as socialñemotional assessment and interventions. She is a licensed psychologist and nationally certified school psychologist with supervision responsibilities for graduate-student practical experiences across several school districts and clinical sites. Her research interests include professional development issues and behavioral/conduct disorders. Her publications include two books and numerous peer-reviewed chapters and articles. She also has served as co-principal investigator for two professional development grants to research training models for multitiered systems of support, including applications of cognitive behavioral therapy in the school setting.

Michael L. Sulkowski, PhD, NCSP, is a faculty member in the National Association of School Psychologistsñapproved and American Psychological Associationñaccredited School Psychology Program at the University of Arizona, Tucson, Arizona. He also maintains a private practice in Tucson, Arizona, in which he treats children, adolescents, and adults using evidence-based psychotherapies, such as cognitive behavioral therapy. He is a licensed psychologist and is nationally certified as a school psychologist. His research focuses on the use of evidence-based interventions for children with mood and anxiety disorders as well as on supporting the emotional and behavioral needs of vulnerable or at-risk populations. To date, he has published over 35 articles in peer-reviewed journals and his research has been highlighted by the receipt of awards from the American Psychological Association and the National Association of School Psychologists.

Product Details 

  • Publication Date March 11, 2015
  • Page Count 216
  • Product Form Paperback / softback
  • ISBN 13 9780826196385
  • EISBN 9780826196392

About The Author(s) 

Diana Joyce-Beaulieu, PhD, NCSP, is a faculty member of the National Association of School Psychologists (NASP)-approved and American Psychological Association (APA)-accredited School Psychology Program at the University of Florida. She has taught 75 graduate courses, including psychopathology, diagnosis, and behavioral/social–emotional disabilities. As a licensed psychologist and nationally certified school psychologist, she is the coordinator of the practica program and supervises practica placements across four county school districts and nine clinical sites (e.g., hospital adolescent psychiatric unit, university Americans with Disabilities Act [ADA] office for college students with disabilities, and a child forensics law clinic). Her research interests include behavioral assessment, social–emotional wellness, and implementation of multitiered systems of support (MTSS) or response-to-intervention (RtI) as applied to school behavioral intervention. Her publications include three books and numerous chapters and peer-referred articles. As coprincipal investigator, she has been awarded $830,000 in professional development grants to research school-based behavioral and mental health components of MTSS/RtI.

Table of Contents 



Foreword by Thomas Oakland, PhD, ABPP, ABPN




1. Effectively Integrating CBT Counseling Into School Services

DSM-5 Child and Adolescent Diagnoses and Age of Onset

Counseling Within Multitiered Systems of Support in Schools

Progress Monitoring

CBT Efficacy in School-Based Applications

2. What Is Cognitive Behavioral Therapy?


Cognitive Restructuring

Sentence Completion and If/Then Questionnaires

Relaxation Training

Contingent Reinforcement

Incorporating Technology: Low-Intensity CBT Interventions

Case Conceptualization

Contraindications for Counseling Therapy

Getting Started


3. Understanding Internalizing Problems
(Olivia Soutullo and Lee Purvis, coauthors)

Anxiety and Related Disorders

Generalized Anxiety Disorder

Selective Mutism Disorder

Separation Anxiety Disorder

Specific Phobia

Social Anxiety Disorder (Social Phobia)

Somatic Symptom Disorder

Panic Disorder

Trauma and Stressor-Related Disorders

Adjustment Disorder

Posttraumatic Stress Disorder

Bipolar and Related Disorders

Bipolar I Disorder

Cyclothymic Disorder

Depressive Disorders

Major Depressive Disorder

Persistent Depressive Disorder

Disruptive Mood Dysregulation Disorder

Eating Disorders

Anorexia Nervosa

Bulimia Nervosa

Obsessive-Compulsive and Related Disorders

Obsessive-Compulsive Disorder

Excoriation (Skin-Picking) Disorder and Trichotillomania (Hairpulling Disorder)

Hoarding Disorder

Personality Disorders

Schizoid Personality Disorder and Schizotypal Personality Disorder

4. Cognitive Behavioral Therapy for Internalizing Problems
(Janise Parker, coauthor)

Exposure/Response Prevention Therapy

When to Use or Not Use Exposure/Response Prevention Therapy

Behavioral Activation

When to Use or Not Use Behavioral Activation

Cognitive Restructuring

When to Use or Not Use Cognitive Restructuring

Relaxation Training

When to Use or Not Use Relaxation Training

Social Skills Training

When to Use or Not Use Social Skills Training


5. Understanding Externalizing Problems

Disruptive, Impulse-Control, and Conduct Disorders

Conduct Disorder

Intermittent Explosive Disorder

Oppositional Defiant Disorder

Neurodevelopmental Disorders

Attention Deficit Hyperactivity Disorder

Autism Spectrum Disorder

Tourette’s Disorder

Bullying in Schools

6. Cognitive Behavioral Therapy for Externalizing Problems

Identifying Physiological Precursors/Triggers

When to Use or Not Use Identification of Physiological Precursors/Triggers

Building Feeling Vocabulary

When to Use or Not Use Strategies for Building Feeling Vocabulary

Cognitive Restructuring

When to Use or Not Use Cognitive Restructuring

Parent Training

When to Use or Not Use Parent Training


7. Elementary School Counseling Sample Reports

8. Secondary/Postsecondary Counseling Reports