Cognitive-Behavioral Interventions for Emotional and Behavioral Disorders: School-Based PracticeMatthew J. Mayer, Richard Van Acker, John E. Lochman, Frank M. Gresham Guilford Press, Mar 22, 2011 - 420 mga pahina Evidence based and practical, this book presents state-of-the-science approaches for helping K?12 students who struggle with aggressive behaviors, anxiety, depression, ADHD, and autism. It explains the fundamentals of cognitive-behavioral intervention and reviews exemplary programs that offer powerful ways to reach at-risk children and adolescents. Leading authorities thoroughly describe the process of assessment, treatment planning, implementation, and program evaluation. What makes the book unique is its focus on the nitty-gritty of school-based intervention, including how to integrate mental health services into the special education system, overcome obstacles, and provide needed skills to school personnel. |
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Cognitive-Behavioral Interventions for Emotional and Behavioral Disorders ... Matthew J. Mayer,Richard Van Acker,John E. Lochman,Frank M. Gresham Walang magamit na pagsilip - 2008 |
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academic activities ADHD aggressive behavior aggressive children anger antisocial behavior anxiety disorders approach Asperger syndrome assessment autism Behavioral Disorders CBIs chil Child and Adolescent Child Psychology childhood children and adolescents classroom Clinical Child Clinical Psychology cognitive restructuring cognitive therapy cognitive-behavioral interventions cognitive-behavioral therapy comorbid component conduct disorder Consulting and Clinical context Coping Power curriculum depression developmental effects efficacy empirically supported evaluation evidence-based goals Guilford Press havior identify implementation improvement individual interpersonal Journal of Consulting Kazdin Kendall learning Lochman Meichenbaum ment mental health mental health services meta-analysis outcomes parent training participants peer practice problem-solving Psychiatry psychotherapy ratings reinforcement role School Psychology school setting school-based self-monitoring sessions significant social phobia social skills solving special education specific strategies students with ASD studies symptoms target teachers teaching techniques therapist therapy tion treatment U.S. Department validity variables vention Weisz York youth