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Record Nr. |
UNINA9910158903203321 |
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Autore |
Hill Grace Livingston |
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Titolo |
The girl from Montana / / Grace Livingston Hill |
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Pubbl/distr/stampa |
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Tustin, California : , : Xist Publishing, , 2015 |
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©2015 |
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ISBN |
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Descrizione fisica |
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1 online resource (132 p.) |
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Collana |
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Disciplina |
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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 contenuto |
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Pages:1 to 25; Pages:26 to 50; Pages:51 to 75; Pages:76 to 100; Pages:101 to 125; Pages:126 to 132 |
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2. |
Record Nr. |
UNINA9910780341203321 |
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Autore |
Cornish Ursula |
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Titolo |
Social skills training for adolescents with general moderate learning difficulties [[electronic resource] /] / Ursula Cornish and Fiona Ross |
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Pubbl/distr/stampa |
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London, : Jessica Kingsley Publishers, 2004 |
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ISBN |
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1-283-90429-2 |
1-84642-417-8 |
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Descrizione fisica |
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1 online resource (131 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Asperger's syndrome - Patients - Education |
Learning disabled children - Education - Great Britain |
Social skills in children - Study and teaching (Secondary) - Great Britain |
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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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Nota di contenuto |
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Social Skills Training for Adolescents with General Moderate Learning Difficulties; Contents; Preface; Introduction; Choice of Social Skills Training programmes; Strategies for using Social Skills Training programmes; Behavioural approaches; Cognitive approaches; Distinguishing between public and private; Developing language skills; Coping with real life; Need for practice; Aims of the programme set out in this book; National Curriculum Link; Part 1: How to start; Needs analysis; Social Skills Checklist; Interviews; Observations; Sociograms; Part 2: The Training Programme |
Introduction: Planning the sessionsSession format; Physical organization; Communication with parents, carers and teachers; Timing of each session; Session 1: Listening and paying attention; Session 2: Listening and turn-taking; Session 3: Monitoring own body language and reading body language in others; Session 4: Recognizing own and others' strengths; Session 5: Learning to say no to unreasonable demands and to cope with peer pressure; Session 6: Recognizing and describing feelings; Session 7: Learning to control own feelings |
Session 8: Being confident to explain own views and to ask for support when neededSession 9: Recognizing and learning to resolve conflict; Session 10: Showing care and concern for others; Index |
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Sommario/riassunto |
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After many years' social skills work with young people with Asperger Syndrome and other moderate learning difficulties, the authors have compiled a set of training sessions for teachers. Based on a multi-sensory cognitive-behavioural approach, the sessions cover pre- and post-intervention evaluation schedules, and interview and observation tools. |
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