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Books on the topic 'Changing school, adolescents and children'

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Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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1

School-based prevention programs for children and adolescents. Thousand Oaks, Calif: Sage Publications, 1995.

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2

Jarrod, Reisweber, and Beck Aaron T, eds. Cognitive therapy for adolescents in school settings. New York: Guilford Press, 2011.

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3

Christopher, Hagedorn, ed. Classroom discipline: Guiding adolescents to responsible independence. Minneapolis: Origins Developmental Designs, 2009.

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4

Later language development: School-age children, adolescents, and young adults. Austin, Texas: PRO-ED, Inc., 2016.

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5

Later language development: School-age children, adolescents, and young adults. 3rd ed. Austin, TX: PRO-ED, 2007.

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6

Suicidal behavior in children and adolescents. New Haven: Yale University Press, 2009.

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7

A guide to individual psychotherapy with school-age children and adolescents. Springfield, Ill., U.S.A: C.C. Thomas, 1985.

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8

Locke, Davidson Ann, and Yu Hanh Cao, eds. Adolescents' worlds: Negotiating family, peers, and school. New York: Teachers College Press, 1998.

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9

M, Holmes Lisa, ed. Lunch lessons: Changing the way we feed our children. New York: Collins, 2007.

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10

CENWOR (Organization : Sri Lanka), ed. Gender and pre-school education: Changing perceptions. Colombo: Centre for Women's Research, 2008.

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11

R, Rusch Frank, ed. Beyond high school: Preparing adolescents for tomorrow's challenges. 2nd ed. Upper Saddle River, NJ: Pearson Education, 2008.

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12

Changing lives: Voices from a school that works. Lanham, Md: University Press of America, 1994.

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13

Centre for Operations Research and Training (India). Awareness of school students about family life and reproduction: KABP among adolescents in Uttar Pradesh. Vadodara: Centre for Operations Research and Training, 2000.

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14

A parent's guide to gifted teens: Living with intense and creative adolescents. Scottsdale, AZ: Great Potential Press, 2010.

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15

Rivero, Lisa. A parent's guide to gifted teens: Living with intense and creative adolescents. Scottsdale, AZ: Great Potential Press, 2010.

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16

Carrington, Victoria. Rethinking middle years: Early adolescents, schooling and digital culture. Crows Nest, NSW: Allen & Unwin, 2006.

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17

Eugene, Smolensky, Gootman Jennifer Appleton, Committee on Family and Work Policies (U.S.), National Research Council (U.S.). Board on Children, Youth, and Families, and National Research Council (U.S.). Division of Behavioral and Social Sciences and Education, eds. Working families and growing kids: Caring for children and adolescents. Washington, D.C: National Academies Press, 2003.

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18

Nakanyike, Musisi, ed. Growing up by accident: Challenges in handling adolescents in Uganda schools. Kampala: Makerere University, 2007.

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19

1947-, Prout H. Thompson, and Brown Douglas T, eds. Counseling and psychotherapy with children and adolescents: Theory and practice for school and clinical settings. 3rd ed. New York: Wiley, 1999.

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20

Marx, Fern. After school programs for low-income young adolescents: Overview and program profiles. Wellesley, MA: Wellesley College, Center for Research on Women, 1989.

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21

Association, American Psychological, ed. Health-related disorders in children and adolescents: A guidebook for understanding and educating. Washington: American Psychological Association, 1998.

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22

Changing behavior: A practical guide for teachers and parents. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1985.

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23

Rose, Steven R. Group work with children and adolescents: Prevention and intervention in school and community systems. Thousand Oaks, Calif: Sage Publications, 1998.

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24

Begali, Vivian. Head injury in children and adolescents: A resource and review for school and allied professionals. 2nd ed. Brandon, Vt: Clinical Psychology Pub. Co., 1992.

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25

Foster, Tucker Bonnie, and Tyler Janet Siantz, eds. Traumatic brain injury in children and adolescents: A sourcebook for teachers and other school personnel. Austin, Tex: Pro-Ed, 1992.

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26

T, Brown Douglas, and Prout H. Thompson 1947-, eds. Counseling and psychotherapy with children and adolescents: Theory and practice for school and clinic settings. 2nd ed. Brandon, Vt: Clinical Psychology Pub. Co., 1989.

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27

Dryfoos, Joy G. Adolescents at Risk. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195072686.001.0001.

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Seven million youngsters--one in four adolescents--have only limited potential for becoming productive adults because they are at high risk for encountering serious problems at home, in school, or in their communities. This is one of the disturbing findings in this unique overview of what is known about young people aged 10 to 17 growing up in the United States today. The book explores four problem areas that are the subject of a great deal of public interest and social concern: delinquency, substance abuse, teen pregnancy, and school failure. In examining these problem areas, Dryfoos has three objectives: to present a more cogent picture of adolescents who are at risk of problem behaviors and where they fit in society; to synthesize the experience of programs that have been successful in changing various aspects of these behaviors; and to propose strategies for using this knowledge base to implement more effective approaches to helping youngsters succeed. Among the key concepts emerging from this study are the importance of intense individual attention, social skills training, exposure to the world of work, and packaging components in broad, community-wide interventions. Schools are recognized as the focal institution in prevention, not only in regard to helping children achieve academically, but in giving young people access to social support and health programs. The author also proposes comprehensive youth development initiatives at the local, state and national level, based on programs shown to be effective in real practice. This landmark, state-of-the-art study represents an indispensable resource for anyone interested in the welfare and current problems of youth, including psychologists, sociologists, school administrators, state and federal officials, policymakers, and concerned parents.
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28

Evans, Steven W., Julie S. Owens, W. John Monopoli, and Kari Benson. Attention Deficit Hyperactivity Disorder. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.14.

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Youth with attention deficit hyperactivity disorder experience impairment across multiple domains of functioning, with the characteristics changing with age. Thus, assessment and treatment must be appropriate for the home and school and relevant to the child’s developmental level. This chapter reviews effective assessment strategies for use with children and adolescents. Psychosocial treatments for children and adolescents are discussed separately, as the approaches with each group differ substantially. For children, strategies with a strong evidence base are described, and innovations and treatment modifications that have been examined recently are showcased. For adolescents, the results of the few randomized clinical trials conducted with this population are reviewed. A theoretical model for how to sequence treatments (i.e., intervention, medication, accommodations) for youth is referenced, and two case studies highlight this model, as well some of the new findings described in this chapter. Implications and recommendations for future research and practice are provided.
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29

Durlak, Joseph A. School-Based Prevention Programs for Children and Adolescents. SAGE Publications, Incorporated, 2012.

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30

Durlak, Joseph A. School-Based Prevention Programs for Children and Adolescents. SAGE Publications, Incorporated, 1995.

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31

Reisweber, Jarrod, Aaron T. Beck, and Torrey A. Creed. Cognitive Therapy for Adolescents in School Settings. Guilford Publications, 2011.

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32

Reisweber, Jarrod, Aaron T. Beck, and Torrey A. Creed. Cognitive Therapy for Adolescents in School Settings. Guilford Publications, 2011.

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33

Danckaerts, Marina, and David Coghill. Children and adolescents. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0032.

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ADHD is a common neurodevelopmental disorder that is underrecognized and underdiagnosed in many parts of the world but overdiagnosed in others. As there are presently no biological tests or markers available to support the diagnostic process, the cornerstone of case identification remains the clinical interview and assessment. Evidence suggests that a structured approach to assessment can foster good clinical practice and facilitate building a treatment plan that can be adequately monitored over time. Whilst there are several evidence-based clinical guidelines that describe the assessment process, these are not used in routine clinical practice as regularly as they should. This chapter describes the elements of a structured approach to assessment, including commentary on recognition, the clinical interview, observation, school information, questionnaires, diagnostic formulation, and cognitive and somatic examination. Special attention is needed to assess comorbidities and with special populations such as those in preschool and with intellectual impairments.
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34

Nippold, Marilyn A. Later Language Development: School-age Children, Adolescents, And Young Adults. Pro ed, 2007.

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35

Wallach, Geraldine P., and Alaine Ocampo. Language and Literacy: Interventions for School-Age Children and Adolescents. Plural Publishing, Incorporated, 2020.

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36

(Editor), Robin L. Gabriels, and Dina E. Hill (Editor), eds. Growing Up with Autism: Working with School-Age Children and Adolescents. The Guilford Press, 2007.

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37

Growing up with Autism: Working with School-Age Children and Adolescents. Taylor & Francis Group, 2011.

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38

High-Impact Assessment Reports for Children and Adolescents: A Consumer-Responsive Approach. The Guilford Press, 2019.

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39

Lichtenstein, Robert, and Bruce Ecker. High-Impact Assessment Reports for Children and Adolescents: A Consumer-Responsive Approach. Guilford Publications, 2019.

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40

Lichtenstein, Robert, and Bruce Ecker. High-Impact Assessment Reports for Children and Adolescents: A Consumer-Responsive Approach. Guilford Publications, 2019.

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41

Wagner, Barry M. Suicidal Behavior in Children and Adolescents. Yale University Press, 2009.

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42

Wagner, Barry M. Suicidal Behavior in Children and Adolescents. Yale University Press, 2009.

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43

Culturally Sensitive Narrative Interventions for Immigrant Children and Adolescents. University Press of America, 2010.

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44

Oades-Sese, Geraldine V., Marguerite L. Jarvis, and Giselle B. Esquivel. Culturally Sensitive Narrative Interventions for Immigrant Children and Adolescents. University Press of America, Incorporated, 2010.

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45

Esquivel, Giselle B., Geraldine Oades-sese, and Marguerite Jarvis. Culturally Sensitive Narrative Interventions for Immigrant Children and Adolescents. Rowman & Littlefield Publishers, Incorporated, 2010.

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46

Yu, Hanh Cao, Patricia Phelan, and Ann Locke Davidson. Adolescents' Worlds: Negotiating Family, Peers, and School. Teachers College Press, 1997.

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47

Holmes, Lisa, and Ann Cooper. Lunch Lessons: Changing the Way We Feed Our Children. Collins, 2007.

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48

Holmes, Lisa, and Ann Cooper. Lunch Lessons: Changing the Way We Feed Our Children. Collins, 2007.

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49

Rose, Steven R. Group Work with Children and Adolescents. SAGE Publications, Incorporated, 1998.

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50

Holmes, Lisa, and Ann Cooper. Lunch Lessons: Changing the Way We Feed Our Children. Collins, 2006.

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