Assouline, S. G., Nicpon, M. F., & Huber, D. H. (2006). The impact of vulnerabilities and strengths on the academic experiences of twice-exceptional students: A message to school counselors. Professional School Counseling, 10(1), 14-24.
Botvin, G. J., & Griffin, K. W. (2007). School-based programmes to prevent alcohol, tobacco and other drug use. International Review of Psychiatry, 19(6), 607-615.
Granello, P. F. (2001). A comparison of wellness and social support networks in different age groups. Adultspan, 3(1), 12-23.
Hatfield, T., & Hatfield, S. R. (1992). As if your life depended on it: Promoting cognitive development to promote wellness. Journal of Counseling and Development, 71(2).
Laszloffy, T. A. (2002). Rethinking family development theory: Teaching with the Systemic Family Development (SFD) models. Family Relations, 51(3), 206-215.
Masten, A. S. et al. (2008). Promoting competence and resilience in the school context. Professional School Counseling, 12(2), 76-84.
Pears, K. C., Kim, H., & Fisher, P. A. (2008). Psychosocial and cognitive functioning of children with specific profiles of maltreatment. Child Abuse and Neglect, 32(10), 958-971.
Shepis, T. S., Adinoff, B., & Rao, U. (2008). Neurobiological processes in adolescent addictive disorders. American Journal on Addictions, 17(1), 6-23.
Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: The dual-factor model of mental health in youth. School Psychology Review, 37(1), 52-68.
Weber, S. (2009). Treatment of trauma- and abuse-related dissociative symptom disorders in children and adolescents. Journal of Child and Adolescent Psychiatric Nursing, 22(1), 2-6.
Collins, M. E., Paris, R., & Ward, R. L. (2008). The permanence of family ties: Implications for youth transitioning from foster care. American Journal of Orthopsychiatry, 78(1), 54-62.
Assigned Reading & Resources:
In addition to the Required Reading, additional resources may be provided to offer you background information or further understanding the terminology as well as the material for the week. Each week you will be expected to read the Required Reading and review the additional resources.