Group Interventions in Schools

A Guide for Practitioners
1. Auflage 2017
ISBN: 978-1-4625-2945-2
Verlag: Guilford Publications

Buch, Englisch, 196 Seiten, Format (B × H): 203 mm x 264 mm, Gewicht: 454 g

Reihe: The Guilford Practical Intervention in the Schools Series

Numerous group interventions have been shown to be effective for helping K-8 students who are struggling with--or at risk for--a wide range of mental health and behavior problems. This unique book gives school practitioners indispensable tools for making any evidence-based group intervention more successful. It addresses the real-world implementation challenges that many manuals overlook, such as how to engage children and parents and sustain their participation, manage behavior in groups, and troubleshoot crisis situations. In a convenient large-size format, the book includes case examples, reflection questions, role-play scenarios, and 31 reproducible forms and handouts; the print book has a large-size format for easy photocopying. Purchasers get access to a Web page where they can download and print the reproducible materials.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Zielgruppe

Professional and Professional Practice & Development

Autoren/Hrsg.

Keperling, Jennifer P

Reinke, Wendy M

Marchese, Dana

Ialongo, Nicholas

Fachgebiete

• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie Kinder- und Jugendlichenpsychotherapie

Inhaltsverzeichnis

1. Facilitating Successful Child and Parent Groups
2. Locating Evidence-Based Group Interventions
3. Recruiting for Child and Parent Groups
4. Planning, Organizing, and Establishing the Group
5. Managing Behaviors in Child Groups
6. Managing Behaviors in Parent Groups
7. Engaging Group Members
8. Abuse, Neglect, Crisis Situations, and Suicidal Ideation
9. Data-Based Decision Making and Planning for Termination
Appendices
Reproducible Forms
References
Index

Über Autor(innen)

Jennifer P. Keperling, MA, LCPC, is a Faculty Member and Research Associate in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health. She has extensive experience implementing evidence-based group interventions in school settings with students and families and coaching teachers in implementing evidence-based techniques in classrooms. She also coordinates schoolwide initiatives aimed at reducing risks for mental health disorders in Baltimore City Public Schools.

Wendy M. Reinke, PhD, is Associate Professor in School Psychology at the University of Missouri and Co-Director of the Missouri Prevention Center. She developed the Classroom Check-Up, an assessment-based, classwide teacher consultation model. Her research focuses on preventing disruptive behavior problems in children and increasing school-based implementation of evidence-based practices. She is Associate Editor of School Psychology Quarterly and serves on the editorial boards of several other scholarly journals. Dr. Reinke presents nationally, has published numerous peer-reviewed articles, and has coauthored five books on teacher consultation and effective practices in schools.

Dana Marchese, PhD, is a Research Associate in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health. Dr. Marchese coordinates and implements evidence-based interventions with children and families in Baltimore City Public Schools. She has extensive experience coaching and consulting with teachers to increase implementation of evidence-based practices in the classroom.

Nicholas Ialongo, PhD, is Professor in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health, where he is also Director of the Center for Prevention and Early Intervention. Dr. Ialongo has a particular interest in adolescent mental health promotion and is the author of numerous publications in this area.