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Group-Centered Prevention in Mental Health : Theory, Training, and Practice / / by Elaine Clanton Harpine
| Group-Centered Prevention in Mental Health : Theory, Training, and Practice / / by Elaine Clanton Harpine |
| Autore | Clanton Harpine Elaine |
| Edizione | [1st ed. 2015.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2015 |
| Descrizione fisica | 1 online resource (174 p.) |
| Disciplina | 158.35 |
| Soggetto topico |
Child psychology
School psychology Child development Social service Public health Child and School Psychology Early Childhood Education Social Work Public Health |
| ISBN | 3-319-19102-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Preface; Acknowledgements; Contents; About the Author; Chapter-1; What Is Group-Centered Prevention?; What Is Group Prevention?; How Are Psychotherapy, Counseling, and Prevention Different?; Group-Centered Prevention; Real-World Applications; Observational Extensions; A Ready-to-Use Group-Centered Training Exercise: Identifying the Trademarks of a Group-Centered Prevention Group Program; Training Response; References; Chapter-2; What Is the Role of Group Dynamics in Group Prevention?; Group Dynamics; Group Differences That Directly Affect Group Process
Individual Differences That Directly Affect Group ProcessPsychological Well-Being and the Search for Meaning and Purpose; Real-World Applications; Observational Extensions; A Ready-to-Use Group-Centered Training Exercise: Understanding Group Dynamics in a Group-Centered Prevention Program; Training Response; References; Chapter-3; Why Is Group Process Important in Group Prevention?; Group-Centered Prevention Stresses Cohesive Interaction; Cohesive Interaction Is an Essential Component of Group Process in Prevention; Create an Environment Conducive to Cohesive Interactive Group Process Using Group Process to Bring About ChangeThe Group as a Resource for Change; How to Bring About Change; First Stage of Adjustment for Change: Identify the Root Cause of the Problem; Second Stage of Adjustment for Change: Acknowledging That There Is a Need for Change; Third Stage of Adjustment for Change: Developing a Structure Conducive to Change; Fourth Stage of Adjustment for Change: Motivation or Desire to Change; Fifth Stage of Adjustment for Change: Skill-Building that Leads to Change; Sixth Stage of Adjustment for Change: Seeing or Experiencing Success Seventh Stage of Adjustment for Change: Transferring Change Back to the Real WorldCase Example #1: Creating a Structure Using Workstations; Interpersonal Interactions During Group Sessions; What Happens When Group Prevention Does Not Emphasize Interaction?; Developing Cohesive Interpersonal Interaction; Environment or Group Atmosphere of Acceptance and Change; Use Groups; Design a Group-Centered Prevention Program that Brings About Change; Start with Interaction; Keep Interaction Flowing Throughout Your Program; Keep Interaction Positive Interventions Must Meet the Need(s) of Your ParticipantsPrevention Groups Seek to Enhance Well-Being; Prevention Groups Must Fulfill the Needs of the Participants; Case Example #2: Group-Centered Prevention Using a Small Group Structure; Group-Centered Prevention Provides Structure; Real-World Applications; Observational Extensions; A Ready-to-Use Group-Centered Training Exercise: Using Group Process to Solve Group Problems; Training Response; References; Chapter-4; How Can a Group Best Achieve Cohesive Group Interaction?; The Structure and Quality of a Cohesive Group Building Cohesion into a Prevention Group |
| Record Nr. | UNINA-9910304132803321 |
Clanton Harpine Elaine
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Service Learning in Higher Education : From Pedagogy to Practice / / by Elaine Clanton Harpine
| Service Learning in Higher Education : From Pedagogy to Practice / / by Elaine Clanton Harpine |
| Autore | Clanton Harpine Elaine |
| Edizione | [1st ed. 2024.] |
| Pubbl/distr/stampa | Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2024 |
| Descrizione fisica | 1 online resource (180 pages) |
| Disciplina | 378.01 |
| Soggetto topico |
School psychology
Professional education Vocational education Teaching Learning, Psychology of Social psychiatry Education and state School Psychology Professional and Vocational Education Pedagogy Instructional Psychology Clinical Social Work Education Policy |
| ISBN | 9783031513787 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Yes, I Want to Use Academic Service-Learning. Where Do I Begin? -- Chapter 2. The Advantages of Using Academic Service-Learning in a University Classroom What Does the Research Say? -- Chapter 3. Why Is It Important to Select the Right Service-Learning Project? -- Chapter 4. How Does Academic Service-Learning Help Students Learn in the Classroom and from the Textbook? -- Chapter 5. Creating an Intrinsically Motivating Learning Environment: Promoting Student Engagement and Intrinsic Motivation -- Chapter 6. Building an Academic Service-Learning Pedagogy How Can a Course Incorporate Academic Service-Learning? -- Chapter 7. Designing an Academic Service-Learning Course How Can Faculty Members Measure Learning and Student Reflection? -- Chapter 8. What Should an Academic Service-Learning Syllabus Include? -- Chapter 9. Applying the Principles of Change What Type of Leadership Should I Provide? -- Chapter 10. What Impact Will the Academic Service-Learning Project Have on the Community? How Can I Best Prepare my Students to Work at an Off-Campus Community Setting?. |
| Record Nr. | UNINA-9910842295103321 |
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Clanton Harpine Elaine
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| Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teaching At-Risk Students to Read : The Camp Sharigan Method / / by Elaine Clanton Harpine
| Teaching At-Risk Students to Read : The Camp Sharigan Method / / by Elaine Clanton Harpine |
| Autore | Clanton Harpine Elaine |
| Edizione | [1st ed. 2016.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2016 |
| Descrizione fisica | 1 online resource (XIV, 48 p.) |
| Disciplina | 372.43 |
| Collana | SpringerBriefs in School Psychology |
| Soggetto topico |
Child psychology
School psychology Educational psychology Education—Psychology Social service Child and School Psychology Educational Psychology Social Work |
| ISBN | 3-319-50624-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Why Are Groups a Better Way to Teach Reading Than One-on-One Tutoring? -- Chapter 2. Why Is Vowel Clustering More Effective than Whole Language or Old Style Phonics for Teaching Reading? -- Chapter 3. Why is Reading Failure Both a Psychological and an Educational Problem? -- Chapter 4. Why Can’t I Just Use Bits and Pieces of an Evidence-Based Program?. |
| Record Nr. | UNINA-9910155444903321 |
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Clanton Harpine Elaine
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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