Why Psychologists Need to Base Treatment Recommendations on Scientific Evidence. Methodologies for Intervening with Disruptive Adolescents

“Overall this draft provides much needed data and discussion in an area of educational provision where too much is taken for granted. In particular the focus on the role and work of educational psychologist in relation to young people with ‘severe emotional disturbance’ is one which is long overdue and about which little has been written. – Dr. John Visser, University of Birmingham

List of Tables and Figures
Foreword by Dr. Tom McIntyre
Acknowledgements
Introduction: Using the Evidence Base to Improve
Chapter 1: Practice and Policy
Rationale
Evidence-based practice
Reviewing the Evidence
Methodology
Implications for Education and School Psychology
Original Contribution to Knowledge
Operational Definitions
Definition of Adolescence
Definition of Serious Emotional Disturbance
Detailed Research Questions
Outline of Contents
Finding the Evidence Base: A Review of the Literature
Chapter 2: Search Parameters and Review Methods
Data Evaluation
Individual Counselling
Family Counselling
Group Counselling
Psychotherapies
Behaviour Modification
Self-Monitoring & Self-Management
Social Skills Training
Peer Mediated Interventions
Teacher Consultation
Wraparound Planning & Multi-systemic Therapy
Other
Note on Psychopharmacological Intervention Conclusion
Chapter 3: A Meta-Analysis and Best- Evidence
Synthesis of Interventions
What is Meta-analysis?
What is an Effect Size?
Methods
Results of Meta-Analysis
Best-Evidence Synthesis
Criteria for Best-Evidence Synthesis
Results of Best-Evidence Synthesis
Discussion of Meta-analytic Review and Best- Evidence Synthesis
Conclusions
Use of the Evidence Base in Public School System Chapter 4: A Survey Of School Psychologists
The Survey
Design of the Survey
Survey Sample
Content of Survey Questionnaire
Data Analysis
Demographic Information
Professional Opinion
Personal Working Practice
Recommendations
Key Findings of the Survey
Successfully Developing Independence Chapter 5: Self-Management And Self-Monitoring
Interventions
Self-management and self-monitoring
Best evidence self-management and self-monitoring techniques
Classroom self-monitoring procedures (contingency management planning)
Classroom self-monitoring procedures (cognitive- based)
Assessment of change in a student
Teaching Generalization
Teacher training
Conclusions
Chapter 6: Bridging The Gap: Evidence-Based And Non- Evidence Based Interventions
Scientist-practitioner or practitioner-scientist?
What is “evidence”?
Evidence-based interventions
Non-evidence-based interventions
Innovative interventions
Implementation of interventions
Training for educational/school psychologists
Conclusions
Chapter 7: Our Answers to the Research Questions
Conclusions drawn from the review of the literature
Conclusions drawn from our meta-analysis and best evidence synthesis
Conclusions about the use of empirical evidence by school psychologists
General Findings
Conclusions
Implementing interventions for disruptive
Chapter 8: adolescents: The role of the educational / school
psychologist and other professionals
Role of the educational/school psychologist
Knowledge base of the school psychologist in the past quarter century
The school psychologist and seriously emotionally disturbed adolescents
Future role of the school psychologist
Conclusions
Chapter 9: Implications for Researchers: The Way Forward
Face value criticisms
Evaluating research studies
Quasi-scientific and populist evidence
Evidence drawn from related sources
Survey research
Prevention and identifying risk factors
Ways forward
Conclusions
Implications For Practitioners And Policy Makers:
Chapter 10: . . .A Blueprint To Improve Service Delivery
The impact of our research work on current practice and policy
Changing existing policy to improve practice and service delivery
Future directions
Conclusions
Appendices
4.1 Survey questionnaire
5.1 Functional behavioural assessment report
6.1 Psychiatric assessment
Bibliography
Subject Index
Author Index