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1. |
Record Nr. |
UNISANNIORMS1189059 |
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Autore |
Ottaviani, Giuseppe |
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Titolo |
Complementi ed esercizi di matematica generale / Giuseppe Ottaviani |
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Pubbl/distr/stampa |
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Roma, : Libreria Eredi V. Veschi, stampa 1983 ( (Roma) : Tip. Marves |
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Edizione |
[Ristampa] |
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Descrizione fisica |
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Disciplina |
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Soggetti |
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Collocazione |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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2. |
Record Nr. |
UNINA9910150351103321 |
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Autore |
Raffaele Mendez Linda M. |
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Titolo |
Cognitive behavioral therapy in schools : a tiered approach to youth mental health services / / Linda M. Raffaele Mendez |
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Pubbl/distr/stampa |
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New York ; ; London : , : Routledge, , 2017 |
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ISBN |
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1-317-43944-9 |
1-138-90848-7 |
1-315-69439-5 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (312 pages) : illustrations, tables |
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Disciplina |
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Soggetti |
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School children - Mental health services |
School mental health services |
Cognitive therapy for children |
Cognitive therapy for teenagers |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references at the end of each chapters and index. |
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Nota di contenuto |
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Section 1. CBT within a tiered model of mental health services in schools -- Section 2. Tier 1 : universal mental health supports for students -- Section 3. Tier 2 : CBT-based targeted supports in schools -- Section 4. Tier 3 : CBT-based intensive supports in school -- Section 5. Putting it all together. |
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Sommario/riassunto |
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In recent years, many U.S. schools have implemented tiered models of support to address a range of student needs, both academic and behavioral, while cognitive behavioral therapy (CBT) has simultaneously gained popularity as an effective means of supporting the mental health needs of students. Cognitive Behavioral Therapy in Schools　 provides school-based practitioners with the necessary skills to determine students' mental health needs; establish a tiered, CBT-based system of supports; select appropriate programs at Tiers 1, 2, and 3; deliver CBT using various formats to students who are at risk or demonstrating problems; progress monitor multiple tiers of service; and work collaboratively with teachers, administrators, and families. |
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