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1. |
Record Nr. |
UNINA9910778921303321 |
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Titolo |
Cognitive-behavioral interventions in educational settings : a handbook for practice / / edited by Rosemary B. Mennuti, Ray W. Christner, Arthur Freeman |
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Pubbl/distr/stampa |
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New York : , : Routledge, , 2012 |
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ISBN |
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1-136-48697-6 |
1-136-48698-4 |
0-203-13636-5 |
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Edizione |
[2nd ed.] |
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Descrizione fisica |
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1 online resource (783 p.) |
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Altri autori (Persone) |
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ChristnerRay W. <1972-> |
FreemanArthur <1942-> |
MennutiRosemary B. <1947-> |
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Disciplina |
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Soggetti |
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School psychology |
Cognitive therapy for children |
Behavior modification |
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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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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Cognitive-behavioral Interventions in Educational Settings; Copyright; Contents; List of Figures; List of Tables; Foreword; Acknowledgments; Contributors; Section I : Foundations; Chapter 1 : an Introduction to Cognitive-behavioral Therapy with Youth; Chapter 2 : Implementation of Cognitive-behavioral Therapy (cbt) to School-based Mental Health: a Developmental Perspective; Chapter 3 : Multicultural Issues in School Mental Health: Responsive Intervention in the Educational Setting; Chapter 4 : a Cognitive-behavioral Case Conceptualization for Children and Adolescents |
Section II : Application of Cbt Interventions with Specific DisordersChapter 5 : Anxiety Disorders: School-based Cognitive- Behavioral Interventions; Chapter 6 : School Refusal Behavior: School-based Cognitive-behavioral Interventions; Chapter 7 : Selective Mutism: Cognitive-behavioral Assessment and Intervention; Chapter 8 : Depression: School-based Cognitive- Behavioral Interventions; Chapter 9 : Bipolar Disorder: School-based Cognitive- Behavioral Interventions; |
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Chapter 10 : Adolescents with Eating Disorders: School- Based Cognitive-behavioral Interventions |
Chapter 11 : Anger and Aggression: School-based Cognitive-behavioral InterventionsChapter 12 : Bullying and Coercion: School-based Cognitive-behavioral Interventions; Chapter 13 : Children with Learning Disabilities: School- Based Cognitive-behavioral Interventions; Chapter 14 : Attention Deficit Hyperactivity Disorder: School-based Cognitive-behavioral Interventions; Chapter 15 : Individuals with Developmental Disabilities: School-based Cognitive-behavioral Interventions; Chapter 16 : Autism: School-based Cognitive-behavioral Interventions |
Chapter 17 : Lesbian, Gay, Bisexual, Transgendered, and Questioning (lgbtq) Youth: School Climate, Stressors, and InterventionsChapter 18 : Children with Chronic Health Conditions: School- Based Cognitive-behavioral Interventions; Chapter 19 : Substance-abuse Prevention: School-based Cognitive-behavioral Approaches; Section III: Application of Cbt Interventions with Systems; Chapter 20 : Cognitive-behavioral Strategies for School Behavioral Consultation; Chapter 21 : Cognitive-behavioral Approaches to School- Crisis Response; Chapter 22 : Building Resilience in Schools |
Chapter 23 : Incorporating Cognitive-behavioral Therapy in a School-wide Positive Behavioral Support System: Promoting Good Mental Health in All ChildrenSection IV : Summary; Chapter 24 : the Future of Cognitive-behavioral Interventions in Schools; Index |
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Sommario/riassunto |
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"This revised volume serves as an updated resource for school-based practitioners, as well as others providing treatment to children and adolescents, by presenting evidence-based interventions for a variety of issues commonly seen in school settings. Leading professionals provide assessment and intervention approaches based on a cognitive-behavioral framework, with specific sensitivity given to the unique needs of youth within the context of school and family. Including both innovative and well-established approaches to working with children and adolescents in schools, this text offers interventions for a variety of issues and concerns faced by school-aged youth. The use of case studies and session outlines, as well as the balance of theoretical and clinical concerns, enhances this book's value as a reference for both clinicians and students."-- |
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2. |
Record Nr. |
UNINA9910812837503321 |
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Autore |
Reeve Matthew M. |
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Titolo |
Gothic architecture and sexuality in the circle of Horace Walpole / / Matthew M. Reeve |
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Pubbl/distr/stampa |
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University Park, Pennsylvania : , : The Pennsylvania State University Press, , [2020] |
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©2020 |
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ISBN |
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9780271086590 |
0-271-08657-2 |
0-271-08659-9 |
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Descrizione fisica |
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1 online resource (363 pages) |
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Disciplina |
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Soggetti |
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Gothic revival (Architecture) - England |
Homosexuality and architecture - England - History - 18th century |
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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 and index. |
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Nota di contenuto |
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Front matter -- Contents -- List of Illustrations -- Preface: Medievalism, Modernity, and the History of Sexuality -- Abbreviations -- Introduction -- 1. The New Medievalism CONSTRUCTING THE GOTHIC IN THE CIRCLE OF HORACE WALPOLE -- 2. Horace Walpole’s Strawberry Hill -- 3. Queer Family Romance in the Strawberry Hill Collection -- 4. Dicky Bateman and the Gothicization of Old Windsor -- 5. “The Spirit of Strawberry-Castle” DONNINGTON GROVE, THE VYNE, AND LEE PRIOR Y -- 6. From Strawberry Hill Gothic to the Gothic Revival -- Notes -- Bibliography -- Index |
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Sommario/riassunto |
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Gothic Architecture and Sexuality in the Circle of Horace Walpole shows that the Gothic style in architecture and the decorative arts and the tradition of medievalist research associated with Horace Walpole (1717–1797) and his circle cannot be understood independently of their own homoerotic culture. Centered around Walpole’s Gothic villa at Strawberry Hill in Twickenham, Walpole and his “Strawberry Committee” of male friends, designers, and dilettantes invigorated an extraordinary new mode of Gothic design and disseminated it in their own commissions at Old Windsor and Donnington Grove in Berkshire, Lee |
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Priory in Kent, the Vyne in Hampshire, and other sites. Matthew M. Reeve argues that the new “third sex” of homoerotically inclined men and the new “modern styles” that they promoted—including the Gothic style and chinoiserie—were interrelated movements that shaped English modernity. The Gothic style offered the possibility of an alternate aesthetic and gendered order, a queer reversal of the dominant Palladian style of the period. Many of the houses built by Walpole and his circle were understood by commentators to be manifestations of a new queer aesthetic, and in describing them they offered the earliest critiques of what would be called a “queer architecture.” Exposing the role of sexual coteries in the shaping of eighteenth-century English architecture, this book offers a profound and eloquent revision to our understanding of the origins of the Gothic Revival and to medievalism itself. It will be welcomed by architectural historians as well as scholars of medievalism and specialists in queer studies. |
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3. |
Record Nr. |
UNINA9910366622603321 |
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Autore |
Landøy Ane |
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Titolo |
Collaboration in Designing a Pedagogical Approach in Information Literacy / / by Ane Landøy, Daniela Popa, Angela Repanovici |
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Pubbl/distr/stampa |
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Cham, : Springer Nature, 2020 |
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Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 |
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ISBN |
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Edizione |
[1st ed. 2020.] |
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Descrizione fisica |
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1 online resource (XI, 161 p. 75 illus., 45 illus. in color.) |
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Collana |
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Springer Texts in Education, , 2366-7680 |
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Disciplina |
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Soggetti |
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Literacy |
Teachers - Training of |
Study skills |
Educational technology |
Teaching and Teacher Education |
Study and Learning Skills |
Digital Education and Educational Technology |
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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 contenuto |
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Introduction -- 1. Background and earlier research -- 2. Contemporary perspectives on teaching -- 3. Basic Concepts in information literacy -- 4. Accessing information -- 5. Locating and retrieving information -- 6. Information search strategies -- 7. Information assessment -- 8. Information management -- 9. Information communication -- 10. Teaching learning methods. |
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Sommario/riassunto |
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This Open Access book combines expertise in information literacy with expertise in education and teaching to share tips and tricks for the development of good information literacy teaching and training in universities and libraries. It draws on research, knowledge and pedagogical practice from academia, to teach students how to sift through information to be able to distinguish the important and correct from the unusable. It discusses basic concepts and models of information literacy, as well as strategies for accessing, locating and retrieving information and methods suitable for the assessment and management of information. The book explains many concepts connected to information literacy and discusses pedagogical issues with a view to supporting the practitioner. Each chapter examines one aspect of information literacy, discusses the pedagogical challenges involved and provides suggestions for best practice. |
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