By Elaine Clanton Harpine

After-School Prevention courses for At-Risk Students deals pros a close framework for constructing and adorning after-school courses. Emphasizing a prevention concentration and a group-centered interactive process, the book's year-long version combines schooling and counseling, incorporating key healing goals to foster educational and behaviour talents and decrease difficulties in and out of doors type. functional step by step instructions for growing and imposing courses contain transparent rationales, instructive layout and case examples, and ready-to-use interventions. the writer additionally offers suggestions on developmental, gender, and cultural concerns, the demanding situations of retaining growth over the process the varsity yr, and the dealing with of critical studying and emotional difficulties.

Among the themes covered:

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

After-School Prevention courses for At-Risk Students is a vital reference for scientist-practitioners, clinicians, and lecturers in such disciplines as tuition psychology, formative years schooling, social paintings, psychotherapy and counseling, and studying and instruction.

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

Example text

The packet is complete. Using a ready-to-use program packet helps to ensure that both the hands-on at-risk teaching methods and the motivational group counseling techniques are used correctly because they are written into the learning center workstation booklets. If you are using learning centers as we are in our program design in this book, your program packet will be your collection of learning center workstation directions and information for participants. Therefore, our next step is to learn how to write and set up a group-centered learning center.

If the student feels ostracized or labeled as a failure, the stigma of these negative interactions becomes intertwined with the student’s self-concept (Brody et al. 2002). Before long, students begin to believe other’s perceptions of their ability. Two students joined my Reading Orienteering Club after-school program, both reading above their grade level. Their comprehension was good. Their enthusiasm and cooperation were excellent, but as I soon learned, neither student could spell— not even beginning pre-primer words.

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.

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