By Elaine Clanton Harpine

ISBN-10: 1461474159

ISBN-13: 9781461474159

ISBN-10: 1461474167

ISBN-13: 9781461474166

After-School Prevention courses for At-Risk Students bargains pros an in depth framework for constructing and adorning after-school courses. Emphasizing a prevention concentration and a group-centered interactive method, the book's year-long version combines schooling and counseling, incorporating key healing pursuits to foster educational and behaviour abilities and decrease difficulties in and out of doors type. functional step by step instructions for growing and enforcing courses contain transparent rationales, instructive layout and case examples, and ready-to-use interventions. the writer additionally offers information on developmental, gender, and cultural issues, the demanding situations of keeping growth over the process the college 12 months, and the dealing with of serious studying and emotional difficulties.

Among the themes covered:

  • Organizing a group-centered after-school program.
  • Combining studying and counseling into one curriculum.
  • The function of motivation in an ongoing year-long program.
  • Group technique, self-efficacy, unity: using the foundations of change.
  • Interaction in a year-long program.
  • Solving difficulties and conflicts.

After-School Prevention courses for At-Risk Students is a necessary reference for scientist-practitioners, clinicians, and teachers in such disciplines as institution psychology, youth schooling, social paintings, psychotherapy and counseling, and studying and instruction.

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Extra info for After-School Prevention Programs for At-Risk Students: Promoting Engagement and Academic Success

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Troubleshooting Checklists for Organizing a New After-School Program 1. How many learning centers will you use? 2. Will you have a helper at each learning center? 3. Have you taken learning disabilities into account? How will your program design meet the needs of these students? 4. Are you working with children who have prenatal drug exposure? How will your design meet the needs of these students? 5. Will you administer a pretest? How will you measure progress throughout the year? 28 2 The Group-Centered Approach A Ready-to-Use Group-Centered Learning Center Intervention, An Example of How to Build Teaching Strategies into a Learning Center Format: I Am Happy This is an example of an easy-to-use learning center workstation that stresses phoneme awareness, comprehension, intrinsic motivation, and a hands-on teaching approach.

2008). Children and teens both anticipate success or failure on the basis of their past experiences. If the student has succeeded in the past, then the student expects to succeed, even in a new situation. If, however, the student has failed in the past or been made to feel like a failure, then the student is likely to fail because negative perceptions lead to failure. Such perceived feelings of success or failure develop from the student’s level of confidence (self-efficacy), from the actual skills the student has learned, and from the student’s perception that they can perform as others do (Cantor et al.

The group-centered approach is our tool for bringing about group and individual change. Learning disabilities. Ten percent of children in the United States have a learning disability. A learning disability is neither a form of mental retardation nor an emotional disorder. A learning disability is a neurobiological disorder marked by how the brain processes and stores information. Low socioeconomic status, poverty, environmental influences, or cultural and/or acculturation problems do not cause learning disabilities.

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After-School Prevention Programs for At-Risk Students: Promoting Engagement and Academic Success by Elaine Clanton Harpine


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