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001 978-1-4614-7416-6
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008 130612s2013 xxu| s |||| 0|eng d
020 _a9781461474166
_9978-1-4614-7416-6
024 7 _a10.1007/978-1-4614-7416-6
_2doi
050 4 _aBF721-723
072 7 _aJMC
_2bicssc
072 7 _aPSY004000
_2bisacsh
072 7 _aJMC
_2thema
082 0 4 _a155.4
_223
082 0 4 _a155.424
_223
100 1 _aClanton Harpine, Elaine.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_924032
245 1 0 _aAfter-School Prevention Programs for At-Risk Students
_h[electronic resource] :
_bPromoting Engagement and Academic Success /
_cby Elaine Clanton Harpine.
250 _a1st ed. 2013.
264 1 _aNew York, NY :
_bSpringer New York :
_bImprint: Springer,
_c2013.
300 _aXX, 134 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aPreface -- Easy Reference Guide to Group-Centered Learning Center Interventions -- Chapter 1: Organizing an After-School Program -- Chapter 2: The Group-Centered Approach -- Chapter 3: Combining Learning and Counseling into One After-school Program -- Chapter 4: The Role of Motivation in an Ongoing Year-long Program -- Chapter 5: Group Process, Self-Efficacy, and Cohesion:  Applying the Principles of Change -- Chapter 6: Interaction in a Year-long Program -- Chapter 7: Solving Conflicts and Problems -- Chapter 8: After-School Programs and the School Mission.
520 _aAfter-School Prevention Programs for At-Risk Students offers professionals a detailed framework for developing and enhancing after-school programs. Emphasizing a prevention focus and a group-centered interactive approach, the book's year-long model combines education and counseling, incorporating key therapeutic objectives to foster academic and behavior skills and reduce problems in and outside class. Practical step-by-step guidelines for creating and implementing programs include clear rationales, instructive design and case examples, and ready-to-use interventions. The author also provides guidance on developmental, gender, and cultural considerations, the challenges of maintaining progress over the course of the school year, and the handling of severe learning and emotional problems.  Among the topics covered: Organizing a group-centered after-school program. Combining learning and counseling into one curriculum. The role of motivation in an ongoing year-long program. Group process, self-efficacy, cohesion: applying the principles of change. Interaction in a year-long program. Solving problems and conflicts. After-School Prevention Programs for At-Risk Students is an essential reference for scientist-practitioners, clinicians, and academics in such disciplines as school psychology, childhood education, social work, psychotherapy and counseling, and learning and instruction.
650 0 _aChild psychology.
_924033
650 0 _aSchool psychology.
_924034
650 0 _aChild development.
_924035
650 0 _aSocial work.
_924036
650 0 _aPsychotherapy.
_924037
650 0 _aCounseling.
_924038
650 0 _aLearning.
_924039
650 0 _aInstruction.
_924040
650 1 4 _aChild and School Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y12040
_924041
650 2 4 _aEarly Childhood Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O37000
_924042
650 2 4 _aSocial Work.
_0https://scigraph.springernature.com/ontologies/product-market-codes/X21000
_924043
650 2 4 _aPsychotherapy and Counseling.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y12010
_924044
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
_924045
710 2 _aSpringerLink (Online service)
_924046
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9781489990389
776 0 8 _iPrinted edition:
_z9781461474173
776 0 8 _iPrinted edition:
_z9781493923182
776 0 8 _iPrinted edition:
_z9781461474159
856 4 0 _uhttps://doi.org/10.1007/978-1-4614-7416-6
912 _aZDB-2-BHS
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