000 03604nam a22005175i 4500
001 978-1-4419-7248-4
003 DE-He213
005 20140220083723.0
007 cr nn 008mamaa
008 101109s2011 xxu| s |||| 0|eng d
020 _a9781441972484
_9978-1-4419-7248-4
024 7 _a10.1007/978-1-4419-7248-4
_2doi
050 4 _aBF721-723
072 7 _aJMC
_2bicssc
072 7 _aPSY004000
_2bisacsh
082 0 4 _a155.4
_223
082 0 4 _a155.424
_223
100 1 _aClanton Harpine, Elaine.
_eauthor.
245 1 0 _aGroup-Centered Prevention Programs for At-Risk Students
_h[electronic resource] /
_cby Elaine Clanton Harpine.
264 1 _aNew York, NY :
_bSpringer New York,
_c2011.
300 _aXX, 155p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aPreface -- Introduction -- Acknowledgments -- Easy Reference Guide to Group-Centered Interventions -- About the Author -- Organizing a New Group -- Designing Group-Centered Interventions -- Identifying the Needs of the Group -- Using Group Process as an Agent of Change -- Group Process and Motivation -- The Role of Interaction in a Group -- Self-Efficacy: The Learning Component in Schools -- Group Cohesion: The Therapeutic Factor in Groups -- Back to the Classroom.
520 _aSchool psychologists, counselors, and educators in the K-12 setting face the daunting responsibility of finding balance between mandated testing, students’ mental-health concerns, and additional academic help for at-risk students. One solution to this dilemma is to implement a school-based mental health approach that combines learning and counseling needs into a single program. Several types of successful programs are available, though week-long intensive programs have recently increased in popularity. Group-Centered Prevention Programs for At-Risk Students focuses on the development of such a week-long prevention program, and provides professionals with step-by-step directions to create their own program. It also focuses on the use of group-centered interventions as an opportunity to prevent at-risk behaviors as a means of correcting or changing dysfunctional behavior. This highly readable volume addresses such challenging issues as: Using self-reflection to teach writing skills. Increasing interpersonal interaction while honing etiquette. Enhancing group acceptance and reading comprehension. Rebuilding self-efficacy by increasing word recognition and decoding skills. With its solid research foundation combined with clear, practical program descriptions, this volume is an essential addition to the libraries of researchers and practitioners alike in the disciplines of school psychology, education, social work, psychotherapy and counseling, and clinical child psychology.
650 0 _aPhilosophy (General).
650 0 _aEducational psychology.
650 0 _aSocial work.
650 0 _aPsychology, clinical.
650 0 _aApplied psychology.
650 0 _aDevelopmental psychology.
650 1 4 _aPsychology.
650 2 4 _aChild and School Psychology.
650 2 4 _aEducational Psychology.
650 2 4 _aSocial Work.
650 2 4 _aClinical Psychology.
650 2 4 _aPsychotherapy and Counseling.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781441972477
856 4 0 _uhttp://dx.doi.org/10.1007/978-1-4419-7248-4
912 _aZDB-2-BHS
999 _c105719
_d105719