Elaine Clanton Harpine's After-School Prevention Programs for At-Risk Students: PDF

By Elaine Clanton Harpine

ISBN-10: 1461474159

ISBN-13: 9781461474159

ISBN-10: 1461474167

ISBN-13: 9781461474166

After-School Prevention courses for At-Risk Students deals execs an in depth framework for constructing and embellishing after-school courses. Emphasizing a prevention concentration and a group-centered interactive procedure, the book's year-long version combines schooling and counseling, incorporating key healing ambitions to foster educational and behaviour abilities and decrease difficulties in and out of doors category. functional step by step instructions for developing and imposing courses comprise transparent rationales, instructive layout and case examples, and ready-to-use interventions. the writer additionally presents counsel on developmental, gender, and cultural concerns, the demanding situations of holding growth over the process the college 12 months, and the dealing with of critical studying and emotional difficulties.

Among the subjects 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, solidarity: utilizing 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 lecturers in such disciplines as college psychology, adolescence schooling, social paintings, psychotherapy and counseling, and studying and instruction.

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

Example text

The key is to make sure that every child is indeed improving, even if that improvement is sometimes much slower than others in the group. That two students lack reading skills does not mean that they have the same learning needs or problems. No two students, not even identical twins, learn the same way or in the same time span (Segal 2000). Both of the students in our opening example definitely needed help, but they had two different learning styles and problems. The group-centered approach allows you to work with both of these students in the same after-school group without having to pull students out of your afterschool program and place them in special groupings.

Step 3: Read: bat, trap, van, map, add, sap. If you captured any tricky words from the list, remember to use the 4-steps that we have learned and practice your captured words: (Step 1) always say the letter sounds (say the word out loud) and spell the word, (Step 2) give a definition, (Step 3) use the word in a sentence, and (Step 4) write the word correctly. Step 4: Now, let’s read our story. Remember if you capture any tricky words in the story, use the 4-steps. THE HAT CAT A black cat had a black hat.

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. Everything needed is included at the workstation. The sentence is written on sentence strips, ready to lay out on a table or the floor, and included in the packet.

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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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