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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 work 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 Professional and Vocational Education Pedagogy Instructional Psychology Clinical Social Work Education Policy Psicologia escolar Ensenyament tècnic Psicologia de l'aprenentatge |
| Soggetto genere / forma | Llibres electrònics |
| 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 work 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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