Counseling > School Counseling
Love Publishing
Ann Vernon

This new edition has been revised considerably to include even more practical information and “how to” strategies for counseling children and adolescents, as well as for working with families and parents. The authors present numerous empirically based approaches that are developmentally and culturally appropriate for counseling children.

This text offers helpful information on the individual and group counseling process and includes a plan for designing a developmental counseling curriculum from primary grades through high school. Comprehensive, up-to-date chapters specifically address counseling children who are at risk or who have special needs and children and adolescents from diverse backgrounds. Chapters on play therapy, rational–emotive behavior therapy, and brief therapy specifically describe how to apply these approaches with children and adolescents.

The rich experiences of the authors as both practitioners and clinicians, in addition to being counselor educators, bring a wide array of innovations and creative techniques to this new volume.

512 pages
0901/Hardcover/ISBN 978-0-89108-340-5


Love Publishing
Understanding Children Who Are at Risk or Have Special Needs • Third Edition

Rosemary Lambie

The third edition emphasizes at-risk children and those with special needs, and it includes a new chapter on violence and bullying in schools and communities. Every chapter has been extensively updated to reflect current literature and thinking. The content provides a wider systemic view of how professionals and family members can better serve children who are at risk for failure in school or in life.

This book explains major concepts and research findings on the family life cycle, family interactions, and other environmental factors that may affect children. It examines special populations, including families of divorce and remarriage as well as abusive or addictive families, and it provides specific strategies for working with these special children and their families. The applications section includes strategies, concrete exercises, and interventions.

Special Features

  • Case Examples throughout the text
  • Suggests interventions within the school system
  • Discusses a wide range of families with special attention to diversity
  • Develops pragmatic approach to understanding application of family systems concepts
  • New chapter on bullying and violence in schools


Part 1: Description of Family Systems
Chapter 1: Introduction to the Family and Family Systems
Chapter 2: Family Life Cycle
Chapter 3: Family Interaction Patterns
Chapter 4: Historical Factors in Family Systems

Part 2: At-Risk Children, Resilient Children, and Children With Special Needs
Chapter 5: Socioeconomic and Cultural Factors in Families
Chapter 6: Families and Adoption
Chapter 7: At-Risk Children From Nontraditional Families
Chapter 8: At-Risk Children From Challenged Families
Chapter 9: Bullying and Violence in Schools and Communities
Chapter 10: Community Factors in Resilience

Part 3: Application of Family Systems
Chapter 11: Team Functioning and Family Involvement
Chapter 12: Family Conferences and Teacher–Student Support Teams
Chapter 13: Family-Focused Interventions and Individualized Education Programs
Chapter 14: Classroom and Group Extension of Family Systems Concepts
Chapter 15: Strengthening the Possibilities for a Systems Paradigm

Appendix: Conceptual Frameworks of Family Systems Models

578 pages
ISBN 978-0-89108-326-9

Love Publishing
Third Edition

Beverley Johns
Valerie Carr

The latest edition of this classic book incorporates new strategies for handling violence and inappropriate behavior in our schools, including the implications of new technologies like cell phones, social networking, and cyberbullying. The authors provide how-to information and step-by-step methods for working with disciplinary problems and aggression within the school setting. It focuses specifically on techniques for breaking up fights, intervening in bullying, and working with students who talk back and refuse to do their work.

These classroom management techniques provide tangible results. Strategies for school-wide behavior management and community and parent involvement provide an integrated and comprehensive approach to addressing violence in our schools.


1. Facing the Challenge
2. The Classroom Climate
3. Ineffective Classroom Management Techniques
4. Successful Behavior Management
5. Behavioral Intervention Plans
6. Understanding Aggression
7. Dealing With Aggressive Behavior
8. Verbally Dealing With Aggression
9. Use of Time-Out
10. Bully-Proofing Your Classroom
11. Dealing With Physical Aggression
12. Breaking Up Fights
13. Police Intervention and Community Agency Involvement
14. Working Effectively With Parents
15. Administrative Issues

194 pages
paperback/ISBN 978-0-89108-342-9

Love Publishing

Mary N. Cook and Kathy Weldon

Counseling Kids With Emotional and Behavioral Problems in the Schools is a comprehensive text on counseling in a user-friendly format that makes it a joy for those who work with children with emotional and behavioral problems.

Cook and Weldon explore different emotional and behavioral problems and the children who exhibit them, including children who are depressed, unsafe, socially impaired, anxious, selectively mute, school-refusing, disruptive or ADHD, and difficult. The book also examines working with classes or groups, as well as crisis intervention from the counselor’s perspective.

Categorized by emotional or behavioral difficulty, each chapter dissects the epidemiology and major characteristics of the problem, assessment techniques, and interventions. The text relates countless scenarios, dialogues, and case studies and provides activities, games, and sample behavioral contracts to be used by counselors, teachers, and parents.

Special Features

  • Provides essential information and statistics about each emotional or behavioral problem
  • Emphasizes practical and usable strategies to effect change in children
  • Includes three appendices with more than 40 blackline masters to be used around the office, classroom, or home


  1. The Depressed Child: What to Do With Kids Who Are Sad
  2. The Unsafe Child: What to Do With Kids Who Threaten to Harm Themselves or Others
  3. The Socially Impaired Child: What to Do With Kids Who Can’t Get Along With Others
  4. The Anxious Child: What to Do With Kids Who Worry Too Much
  5. The Selectively Mute Child: What to Do With Kids Who Won’t Talk at School
  6. The School-Refusing Child: What to Do When Kids Won’t Go to School
  7. The Disruptive or ADHD Child: What to Do When Kids Won’t Sit Still and Be Quiet
  8. The Difficult Child: What to Do When You’ve Tried Everything
  9. Working With Groups or Classes: How To Intervene With More Than One Child
  10. Crisis Intervention: How to Intervene in the Face of Tragedy
Appendix A: Techniques for Counseling Socially Impaired Children
Appendix B: Techniques for Counseling Anxious Children
Appendix C: Techniques for Counseling Disruptive Children
Appendix D: Sample Behavioral Contracts

0501/176 pages/2006
ISBN 978-0-89108-313-9

Love Publishing

Linda K. Elksnin and Nick Elksnin

Teaching Social–Emotional Skills at School and Home is designed to provide teachers and parents with strategies for teaching children and youth to become socially and emotionally competent.

This book is research-based yet practical and easy to read. The authors examine all aspects of social–emotional learning, including emotional literacy, social problem solving, and the social skills essential for making friends and succeeding in school—making this text the most comprehensive available.

Readers will learn how to teach social–emotional skills at the individual, classroom, schoolwide, and districtwide levels by integrating instruction within the academic curriculum and how to make social–emotional learning part of school and family life.

Special Features

  • Includes assessment approaches to identify children who need social–emotional skills instruction
  • Contains practical activities to help children of all ages understand and regulate emotions, make and keep friends, solve social problems, and succeed in school
  • Addresses the importance of social–emotional skills for gaining and maintaining employment
  • Incorporates real-life vignettes that connect theory and practice
  • Provides numerous useful forms, checklists, and planning sheets


  1. The Importance of Social–Emotional Competence
  2. Identifying Children and Youth Who Need Social–Emotional Skills Instruction
  3. Teaching Children and Youth to Understand and Regulate Emotions
  4. Teaching Children and Youth Social–Emotional Problem-Solving Strategies
  5. Teaching Children and Youth Peer-Pleasing Social–Emotional Skills
  6. Teaching Children and Youth Teacher-Pleasing Social–Emotional Skills
  7. Teaching Occupational Social–Emotional Skills
  8. Parents as Teachers
  9. Getting Children and Youth to Use Social–Emotional Skills
Appendix A: Books for Parents, Children & Youth, and Teachers & Administrators
Appendix B: Children’s Books Chosen by Children

0603/352 pages/2006
ISBN 978-0-89108-316-0

Love Publishing
Alan Basham and Valerie Appleton, Eastern Washington University
Cass Dykeman, Oregon State University

This guidebook presents both a rational and specific technique for improving teamwork in educational settings. You'll find information on creating effective teams and what makes them work. It shows how to increase collaboration and teamwork among educators, social workers, school counselors, psychologists, community leaders, and parents.

It is designed to provide a blend of research and organizational development theory, step-by-step processes for leading team-building meetings, and information to expand leadership qualities.

Special Features

  • Addresses the issues of motivation, group dynamics, and the progressive team-building process
  • Includes handouts and experiential exercises
  • Shows how to conduct booster sessions to help energize teams
  • Presents the differences between being a manager, a pseudo leader, and a genuine leader


1. Introduction
2. Creating Effective Teams
3. Pitfalls, Resistance, and What You Already Know
4. Team-Building Preparation
5. Beginning the Process
6. Assessment in Team-Building
7. Problem-Solving and Decision-Making
8. Goal Setting and Implementation
9. Conducting a Booster Session
10. The Ethics of Team-Building and Leadership
11. Building a Crisis Team
12. Training Team-Building Consultants
13. Conclusion

 242 pages
2000/paperback/ISBN 978-0-89108-267-5

Love Publishing
>SCHOOL VIOLENCE AND CHILDREN IN CRISIS • Community and School Interventions for Social Workers and Counselors
Joshua Miller, Irene R. Martin, and Gerald Schamess, Smith College School for Social Work

This text uses a holistic approach to show how schools, families, and community agencies can build partnerships to reduce school violence. The book examines various theoretical perspectives to facilitate understanding of the etiology and consequences of school, family, and community violence. The authors cover crisis teams, teacher interventions, debriefing, group psychotherapy, and building partnerships for success. The final part of this text presents community interventions, suggesting that community-based clinical social workers take leadership in collaborations to build systems of care.

This effective resource provides practical insight into the emerging culture of violence in our schools and is specially designed to help school social workers, counselors, and community leaders address this critical issue.


Part I: Children and Violence: Theoretical Perspectives

1. Why Our Children Turn Violent and How We Can Save Them
2. When Home Isn’t Safe: Children and Domestic Violence
3. Witnessing Violence: The Effects on Children and Adolescents
4. School Violence and Disruption: Rhetoric, Reality, and Reasonable Balance
5. Societal Neglect and Abuse of Children

Part II: Interventions in Schools

6. Uncovering the Hidden Causes of Bullying and School Violence
7. Teaching Children to Care Rather Than Kill
8. School-Based Violence Reduction Programs: A Selective Review of Curricula
9. Using a Group Psychotherapy Framework to Address School Violence
10. Escalation–De–Escalation: Teacher Interventions
11. The Use of Debriefings in Schools
12. The Use of Crisis Teams in Response to Violent or Critical Incidents in Schools
13. The Protocol Approach to School Violence
14. Partners for Success: A Collaborative Approach

Part III: Community Responses

15. The Importance of a Community Response to Violence
16. Constructing a Community Response to Violence
17. Reflections on Family Traditions
18. Systems of Care: Expanding the Response to School Violence
19. Community Mental Health in Practice

336 pages
2003/Paperback/ISBN 978-0-89108-299-6

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