LEADER 02602nam 2200649 a 450 001 9910457282003321 005 20210209221253.0 010 $a1-118-13895-3 010 $a1-283-33230-2 010 $a9786613332301 010 $a1-118-13893-7 035 $a(CKB)2550000000063726 035 $a(EBL)693488 035 $a(OCoLC)870243851 035 $a(SSID)ssj0000539088 035 $a(PQKBManifestationID)11327089 035 $a(PQKBTitleCode)TC0000539088 035 $a(PQKBWorkID)10568585 035 $a(PQKB)10975517 035 $a(MiAaPQ)EBC693488 035 $a(MiAaPQ)EBC5247945 035 $a(Au-PeEL)EBL5247945 035 $a(CaONFJC)MIL333230 035 $a(OCoLC)1002078774 035 $a(EXLCZ)992550000000063726 100 $a20110811d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMentoring teachers$b[electronic resource] $enavigating the real-world tensions /$fAnn Lieberman, Susan Hanson, Janet Gless ; foreword by Ellen Moir ; sponsored by the New Teacher Center 210 $aSan Francisco, Calif. $cJossey-Bass$dc2012 215 $a1 online resource (192 p.) 300 $aIncludes index. 311 $a0-470-87412-0 327 $apt. 1. The tensions of mentoring -- pt. 2. Stories of mentoring. 330 $aA useful guide for teacher mentors as they face new and difficult challenges in their work New teachers often struggle to apply their knowledge in real-world settings, and the idea of mentoring these teachers during their first years in the classroom has captured the imagination of schools all over the world. Drawn from the experiences over the last twenty years of the New Teacher Center, the book illuminates the subtleties and struggles of becoming an excellent, effective mentor. The book discusses the five big tensions of mentoring: developing a new identity, developing trusting relationshi 606 $aMentoring in education$zUnited States 606 $aTeachers$zUnited States 606 $aInterpersonal relations$zUnited States 608 $aElectronic books. 615 0$aMentoring in education 615 0$aTeachers 615 0$aInterpersonal relations 676 $a371.1020973 700 $aLieberman$b Ann$0978866 701 $aHanson$b Susan$f1951-$0123140 701 $aGless$b Janet$01041960 712 02$aNew Teacher Center. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910457282003321 996 $aMentoring teachers$92465771 997 $aUNINA LEADER 04073nam 2200613Ia 450 001 9910437962003321 005 20241022180844.0 010 $a9781461453451 010 $a1461453453 010 $z1461453444 010 $z1283741784 024 7 $a10.1007/978-1-4614-5345-1 035 $a(CKB)2670000000278244 035 $a(EBL)1030830 035 $a(OCoLC)820329413 035 $a(SSID)ssj0000790477 035 $a(PQKBManifestationID)11492153 035 $a(PQKBTitleCode)TC0000790477 035 $a(PQKBWorkID)10748267 035 $a(PQKB)10403641 035 $a(DE-He213)978-1-4614-5345-1 035 $a(MiAaPQ)EBC1030830 035 $a(PPN)168302780 035 $a(EXLCZ)992670000000278244 100 $a20121204d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCollege students with ADHD $ecurrent issues and future directions /$fLisa L. Weyandt, George J. DuPaul 205 $a1st ed. 2013. 210 $aNew York $cSpringer Verlag$dc2013 215 $a1 online resource (133 p.) 300 $aDescription based upon print version of record. 311 $a1-4614-5344-5 320 $aIncludes bibliographical references and index. 327 $aAcknowledgments -- Preface -- Chapter 1: Introduction and Background Information -- Chapter 2: ADHD in Adolescents (Middle and High School) -- Chapter 3: Academic, Social, and Psychological Functioning -- Chapter 4: Assessment of ADHD -- Chapter 5: Psychosocial Treatment and Educational Interventions -- Chapter 6: Pharmacotherapy -- Chapter 7: Future Directions for Practice and Research. 330 $aNot long ago, conventional wisdom held that ADHD was a disorder of childhood only?that somewhere during puberty or adolescence, the child would outgrow it. Now we know better: the majority of children with the disorder continue to display symptoms throughout adolescence and into adulthood. It is during the teen and young adult years that the psychological and academic needs of young people with ADHD change considerably, and clinical and campus professionals are not always sufficiently prepared to meet the challenge. College Students with ADHD is designed to bring the professional reader up to speed. The book reviews the latest findings on ADHD in high school and college students, assessment methods, and pharmacological and nonpharmacological interventions.  Practical guidelines are included for helping young adults make the transition to college, so they may cope with their disorder and do as well as possible in school and social settings. Coverage is straightforward, realistic, and geared toward optimum functioning and outcomes. Among the topics featured: Background information, from current statistics to diagnostic issues. ADHD in high school adolescents. ADHD in college students: behavioral, academic, and psychosocial functioning. Assessment of ADHD in college students. Psychosocial/educational treatment of ADHD in college students. Pharmacotherapy for college students with ADHD. Future directions for practice and research. The comprehensive information in College Students with ADHD provides a wealth of information to researchers and professionals working with this population, including clinical and school psychologists, school and college counselors, special education teachers, social workers, developmental psychologists, and disability support staff on college campuses, as well as allied mental health providers. 606 $aAttention-deficit hyperactivity disorder in adults 606 $aCollege students$xPsychology 615 0$aAttention-deficit hyperactivity disorder in adults. 615 0$aCollege students$xPsychology. 676 $a371.90474 676 $a371.9474 700 $aWeyandt$b Lisa L$0860170 701 $aDePaul$b George J$01761943 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910437962003321 996 $aCollege students with ADHD$94201631 997 $aUNINA