After-School Prevention Programs for At-Risk Students: by Elaine Clanton Harpine

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 strategy, the book's year-long version combines schooling and counseling, incorporating key healing targets to foster educational and behaviour talents and decrease difficulties in and out of doors classification. functional step by step instructions for developing and enforcing courses contain transparent rationales, instructive layout and case examples, and ready-to-use interventions. the writer additionally presents counsel on developmental, gender, and cultural issues, the demanding situations of retaining development 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 approach, self-efficacy, team spirit: using 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 college psychology, youth 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

Neuroimaging studies also show that the white matter (the wiring or the connections in the brain which allow communication to, from, and within the gray matter) can be changed for poor readers through intensive instruction with phonological decoding skills (Draganski et al. 2006; Keller and Just 2009). Intensive instruction in encoding improves expressive writing (Gersten and Baker 2001). The white matter helps the brain to learn, but simply learning to read and write is not enough. Intense skills training can increase the connectivity or organization of fibers within the brain (Keller and Just 2009) and help at-risk students learn (Meyler et al.

How to Set Up and Develop a Group-Centered After-School Program Designing or selecting the curriculum for your after-school program is one of the most important steps in the program development process. As explained earlier, simply buying an evidence-based program will not guarantee your success; therefore, we will focus on writing our own group-centered program. A group-centered program combines learning and counseling, but at this point in the design process, we will focus on developing the academic focus first.

Tom ran to the red ball. In these two sentences, eight different vowel sounds are introduced. Beginning readers cannot learn that many vowel sounds at one time; therefore, I teach vowel sounds in clusters. Clustering is in keeping with how the brain organizes and assimilates information which thereby increases the child’s ability to decode and encode words (Keller and Just 2009). Vowel clustering means to simply teach words by vowel sound rather than by letter. For example, there are seven different vowel sounds for the EA vowel combination: break, heart, hear, search, sneak, head, and bear (does not include EA as a silent letter as in beautiful or beau).

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