By Elaine Clanton Harpine
After-School Prevention courses for At-Risk Students bargains pros an in depth framework for constructing and embellishing after-school courses. Emphasizing a prevention concentration and a group-centered interactive strategy, the book's year-long version combines schooling and counseling, incorporating key healing pursuits to foster educational and behaviour talents and decrease difficulties in and out of doors category. 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 assistance on developmental, gender, and cultural issues, the demanding situations of keeping growth over the process the varsity yr, 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 position of motivation in an ongoing year-long program.
- Group method, self-efficacy, team spirit: utilising the rules 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 tuition 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
What are the disadvantages? What kind of curriculum will you use? What are the advantages of writing your own curriculum? How often would your program meet? Do you have a theme for your program? How will that theme be incorporated throughout the year-long program? Develop a format for your learning center workstations. Be consistent. Develop a format that can be used throughout the year so that the students become familiar with the format that you are using. Step 2, Design Example Academic problem.
Therefore, make sure that you do not write your learning center workstation directions in such a way that children could embarrass someone and could have one person chosen over another, that someone might laugh at someone else, or that someone in any way might hurt another’s feelings. I always include a challenge step, but the child must choose to take the challenge. Some children may not be ready for the challenge; for those who struggle with the initial vowel task, reshuffle the first cards and let them use the first deck of playing cards and match a different word.
Therefore, we want to look at individual change. We want to evaluate each student in our program as an individual learner. We do not want to compare one student’s progress to another; we want to stay focused on the individual. Schools often talk about diversity and diversified learning, but I like to use the term “individualized learning” because we must continuously remind ourselves that students are distinct individuals. No two students are alike, and no two students learn or respond to learning interventions in the same way.
After-School Prevention Programs for At-Risk Students: Promoting Engagement and Academic Success by Elaine Clanton Harpine