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A mindfulness-based approach to working with high-risk adolescents / / Sam Himelstein



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Autore: Himelstein Sam. Visualizza persona
Titolo: A mindfulness-based approach to working with high-risk adolescents / / Sam Himelstein Visualizza cluster
Pubblicazione: New York : , : Routledge, , 2013
Edizione: 1st ed.
Descrizione fisica: 1 online resource (216 p.)
Disciplina: 616.89/0651
Soggetto topico: Problem youth - Psychology
Mindfulness-based cognitive therapy
Soggetto genere / forma: Electronic books.
Note generali: Description based upon print version of record.
Nota di bibliografia: Includes bibliographical references and index.
Nota di contenuto: Acknowledgements -- Introduction -- Context -- A mindfulness model of therapy -- Building an authentic relationship -- Working with resistance -- The paradox of change -- Content -- Worldview and spirituality -- Core themes -- Skills -- Group facilitation -- Eliciting the actual -- Teaching mindfulness to high-risk adolescents -- Conclusion -- Appendix A. Mindfulness and meditation exercises -- Appendix B. Training resources for mental health professionals -- References.
Sommario/riassunto: A Mindfulness-Based Approach to Working With High-Risk Adolescents is an accessible introduction to a new model of therapy that combines the Buddhist concept of mindfulness with modern trends in psychotherapy. Drawing on years of experience working with at-risk adolescents, the chapters explore ways to develop authentic connections with patients: building relationships, working with resistance, and ways to approach change using mindfulness-based techniques. Real-life interactions and illustrations are used to show how a mindfulness-oriented therapist can approach working with adole
Titolo autorizzato: A mindfulness-based approach to working with high-risk adolescents  Visualizza cluster
ISBN: 0-203-08085-8
1-299-48291-0
1-136-16998-9
Formato: Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione: Inglese
Record Nr.: 9910452833103321
Lo trovi qui: Univ. Federico II
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