Group Interventions in Schools

A Guide for Practitioners
 
 
The Guilford Press
  • erschienen am 21. Februar 2017
  • |
  • 196 Seiten
 
E-Book | ePUB mit Adobe DRM | Systemvoraussetzungen
978-1-4625-2947-6 (ISBN)
 
Numerous group interventions have been shown to be effective for helping K-8 students who are struggling with--or at risk for--a wide range of mental health and behavior problems. This unique book gives school practitioners indispensable tools for making any evidence-based group intervention more successful. It addresses the real-world implementation challenges that many manuals overlook, such as how to engage children and parents and sustain their participation, manage behavior in groups, and troubleshoot crisis situations. User-friendly features include case examples, reflection questions, role-play scenarios, and 31 reproducible forms and handouts; the print book has a large-size format with lay-flat binding for easy photocopying. Purchasers get access to a Web page where they can download and print the reproducible materials.

This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
Lay-Flat Paperback
  • Englisch
Guilford Publications
  • Höhe: 267 mm
  • |
  • Breite: 203 mm
  • 1,87 MB
978-1-4625-2947-6 (9781462529476)
weitere Ausgaben werden ermittelt
Jennifer P. Keperling, MA, LCPC, is a Faculty Member and Research Associate in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health. She has extensive experience implementing evidence-based group interventions in school settings with students and families and coaching teachers in implementing evidence-based techniques in classrooms. She also coordinates schoolwide initiatives aimed at reducing risks for mental health disorders in Baltimore City Public Schools.

Wendy M. Reinke, PhD, is Associate Professor in School Psychology at the University of Missouri and Co-Director of the Missouri Prevention Center. She developed the Classroom Check-Up, an assessment-based, classwide teacher consultation model. Her research focuses on preventing disruptive behavior problems in children and increasing school-based implementation of evidence-based practices. She is Associate Editor of School Psychology Quarterly and serves on the editorial boards of several other scholarly journals. Dr. Reinke presents nationally, has published numerous peer-reviewed articles, and has coauthored five books on teacher consultation and effective practices in schools.

Dana Marchese, PhD, is a Research Associate in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health. Dr. Marchese coordinates and implements evidence-based interventions with children and families in Baltimore City Public Schools. She has extensive experience coaching and consulting with teachers to increase implementation of evidence-based practices in the classroom.

Nicholas Ialongo, PhD, is Professor in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health, where he is also Director of the Center for Prevention and Early Intervention. Dr. Ialongo has a particular interest in adolescent mental health promotion and is the author of numerous publications in this area.
1. Facilitating Successful Child and Parent Groups
2. Locating Evidence-Based Group Interventions
3. Recruiting for Child and Parent Groups
4. Planning, Organizing, and Establishing the Group
5. Managing Behaviors in Child Groups
6. Managing Behaviors in Parent Groups
7. Engaging Group Members
8. Abuse, Neglect, Crisis Situations, and Suicidal Ideation
9. Data-Based Decision Making and Planning for Termination
Appendices
Reproducible Forms
References
Index

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