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024 7 $a10.1007/978-1-4614-7416-6
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101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aAfter-School Prevention Programs for At-Risk Students $ePromoting Engagement and Academic Success /$fby Elaine Clanton Harpine
205   $a1st ed. 2013.
210  1$aNew York, NY :$cSpringer New York :$cImprint: Springer,$d2013.
215   $a1 online resource (148 p.)
300   $aDescription based upon print version of record.
311 08$a1-4899-9038-0 
311 08$a1-4614-7415-9 
320   $aIncludes bibliographical references and index.
327   $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.
330   $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 andinstruction.
606   $aSchool Psychology
606   $aEarly childhood education
606   $aSocial service
606   $aCounseling
606   $aLearning, Psychology of
606   $aSchool Psychology
606   $aEarly Childhood Education
606   $aSocial Work
606   $aCounseling Psychology
606   $aInstructional Psychology
615  0$aSchool Psychology.
615  0$aEarly childhood education.
615  0$aSocial service.
615  0$aCounseling.
615  0$aLearning, Psychology of.
615 14$aSchool Psychology.
615 24$aEarly Childhood Education.
615 24$aSocial Work.
615 24$aCounseling Psychology.
615 24$aInstructional Psychology.
676   $a371.93
700   $aHarpine$b Elaine Clanton$f1952-$01461678
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910739402303321
996   $aAfter-School Prevention Programs for At-Risk Students$93870479
997   $aUNINA