{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":2,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"report2","index":0,"n_rows":41,"n_cols":5,"rows_kept":41,"cut":false,"hidden":false,"merged":[[0,2,0,3],[0,4,0,5],[1,2,1,3],[1,4,1,5],[2,2,2,3],[3,2,3,3],[5,2,5,3],[6,2,6,3],[7,2,7,3],[8,2,8,3],[12,2,12,3],[13,2,13,3],[17,2,17,3],[24,2,24,3],[24,4,24,5],[25,2,25,3],[25,4,25,5],[26,2,26,3],[26,4,26,5],[27,2,27,3],[28,2,28,3],[29,2,29,3],[30,2,30,3],[31,2,31,3],[32,2,32,3],[33,2,33,3],[34,2,34,3],[37,2,37,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNINA9910457946403321"]
[null,null,"Titolo",null,"Cognitive-behavioral interventions in educational settings : a handbook for practice / / edited by Rosemary B. Mennuti, Ray W. Christner, Arthur Freeman"]
[null,null,"Pubbl/distr/stampa",null,"New York : , : Routledge, , 2012"]
[null,null,"ISBN",null,"1-136-48698-4"]
[{"$nulls":4},"0-203-13636-5"]
[null,null,"Edizione",null,"[2nd ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (783 p.)"]
[null,null,"Disciplina",null,"370.15/28"]
[null,null,"Soggetti",null,"School psychology"]
[{"$nulls":4},"Cognitive therapy for children"]
[{"$nulls":4},"Behavior modification"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"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"]
[{"$nulls":4},"Section II : Application of Cbt Interventions with Specific DisordersChapter 5 : Anxiety Disorders: School-based Cognitive- Behavioral Interventions; Chapter 6 : School Refusal Behavior: School-based Cognitive-behavioral Interventions; Chapter 7 : Selective Mutism: Cognitive-behavioral Assessment and Intervention; Chapter 8 : Depression: School-based Cognitive- Behavioral Interventions; Chapter 9 : Bipolar Disorder: School-based Cognitive- Behavioral Interventions; Chapter 10 : Adolescents with Eating Disorders: School- Based Cognitive-behavioral Interventions"]
[{"$nulls":4},"Chapter 11 : Anger and Aggression: School-based Cognitive-behavioral InterventionsChapter 12 : Bullying and Coercion: School-based Cognitive-behavioral Interventions; Chapter 13 : Children with Learning "]
[{"$nulls":4},"Disabilities: School- Based Cognitive-behavioral Interventions; Chapter 14 : Attention Deficit Hyperactivity Disorder: School-based Cognitive-behavioral Interventions; Chapter 15 : Individuals with Developmental Disabilities: School-based Cognitive-behavioral Interventions; Chapter 16 : Autism: School-based Cognitive-behavioral Interventions"]
[{"$nulls":4},"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"]
[{"$nulls":4},"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"]
[null,null,null,"Sommario/riassunto","\"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.\"--"]
[null,"2.","Record Nr.",null,"UNINA9910132581403321"]
[null,null,"Autore",null,"Verdon Michel"]
[null,null,"Titolo",null,"Les grandes fresques dichotomiques de l'histoire rurale québécoise : une perspective anthropologique / / Michel Verdon, Louis Roy"]
[null,null,"Pubbl/distr/stampa",null,"Chicoutimi : , : J.-M. Tremblay, , 2007"]
[null,null,"ISBN",null,"1-4123-6034-X"]
[null,null,"Descrizione fisica",null,"1 online resource (54 pages)"]
[null,null,"Collana",null,"Classiques des sciences sociales ; ; 2951"]
[null,null,"Disciplina",null,"869.0803246915"]
[null,null,"Soggetti",null,"Portuguese literature"]
[null,null,"Lingua di pubblicazione",null,"Francese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"Introduction -- Un bref rappel historiographique -- Bouchard et la théorie de la « co-intégration » -- Les thèses de Bouchard dans une perspective ethnographique -- Colonisation, famille et reproduction -- Famille, reproduction et co-intégration -- Rationalité, langage et axiomatique économique -- L'agriculteur anglo-québécois un producteur résidentiel -- Références."]
[null,null,null,"Sommario/riassunto","Dans le prolongement d'un article antérieur de Verdon (1987), les auteurs survolent brièvement l'historiographie rurale québécoise du dix-neuvième siècle pour suivre l'évolution de l'antique fresque dichotomique opposant des producteurs anglo-québécois « commercialisés à des producteurs franco‑québécois suivant une logique économique plutôt paysanne. D'abord attaquée par les tenants de l'économique néo‑classique (les « formalistes ») puis par des historiens récusant le formalisme pour essayer de saisir la spécificité de la pratique économique paysanne (les « non-formalistes »), cette vétuste fresque dichotomique perdure, quoique dans une version désormais quelque peu frelatée. Aux rangs des non‑formalistes mène en tête de file Gérard Bouchard, qui domine désormais notre historiographie par la quantité et la qualité de ses données, ainsi que l'envergure de sa vision théorique. C'est par rapport à sa « théorie de la co-intégration » que les deux auteurs cherchent à situer la spécificité de l'économique de la paysannerie qu'a déjà proposée Verdon. économique qu'ils cherchent ici à raffiner en s'attaquant directement au concept de commercialisation » que Verdon n'avait pas suffisamment clarifié, ce qui viciait son projet originel à cause de la confusion sémantique qui entoure ce concept. En imposant la réflexion sémantique à la pure théorisation, les auteurs parviennent à une "]
[{"$nulls":4},"théorie d'application plus générale dont découle un corollaire qui formera le thème d'un deuxième article : que les producteurs anglo-québécois du dix-neuvième siècle, à part quelques rares exceptions d'ailleurs très problématiques, suivaient comme leur homologues québécois une rationalité économique paysanne. Du coup, les dichotomies traditionnelles s'écroulent."]
[{"$nulls":4},"In the wake of an earlier article by Verdon (1987), the authors briefly survey the history of nineteenth-century rural Quebec to assess the fate of that antique dichotomy opposing supposedly commercialized » English‑speaking farmers to French‑speaking producers obstinately committed to a peasant rationality. First questioned by the « formalists » (those who believe neoclassical economics applicable to all types of economies) and then by non-formalists seeking to apprehend the specificity of a peasant economic rationality, the old dichotomy nonetheless persists, albeit in a somewhat diluted form. In Quebec, Gérard Bouchard leads intellectually this non-formalist attack, both through the quality and quantity of his data, and by the very scope of his theoretical endeavours. In this article, the authors strive to bring out the specificity of Verdon's economics of the peasantry by contrasting it to Bouchard's celebrated thesis of « co‑integration », and also set out to refine Verdon's earlier theses by tackling head-on the semantic question surrounding the concept of « commercialization », which Verdon had not originally clarified. By coupling semantic analysis to straightforward theorizing they succeed in formulating a theory of greater applicability because of its greater generality. As a corollary, this new perspective leads to a thesis which will form the topic of a second article, namely that English-speaking agricultural producers in nineteenth-century Quebec were following an economic rationality which was every bit as « peasant » as that of their French-speaking counterparts. Through this new looking-glass, the old dichotomies founder."]