Handbook of Research on Emotional and Behavioral Disorders
Interdisciplinary Developmental Perspectives on Children and Youth
Herausgeber: Farmer, Thomas W; Farmer, Elizabeth M Z; Conroy, Maureen A
Schade – dieser Artikel ist leider ausverkauft. Sobald wir wissen, ob und wann der Artikel wieder verfügbar ist, informieren wir Sie an dieser Stelle.
Handbook of Research on Emotional and Behavioral Disorders
Interdisciplinary Developmental Perspectives on Children and Youth
Herausgeber: Farmer, Thomas W; Farmer, Elizabeth M Z; Conroy, Maureen A
- Gebundenes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
The Handbook of Research on Emotional and Behavioral Disorders explores the factors necessary for successful implementation of interventions that foster productive relationships and ecologies to establish, reinforce, and sustain adaptive patterns of emotional and behavioral functioning across childhood and into adulthood.
Andere Kunden interessierten sich auch für
The Handbook of Research on Emotional and Behavioral Disorders explores the factors necessary for successful implementation of interventions that foster productive relationships and ecologies to establish, reinforce, and sustain adaptive patterns of emotional and behavioral functioning across childhood and into adulthood.
Produktdetails
- Produktdetails
- Verlag: Routledge
- Seitenzahl: 502
- Erscheinungstermin: 15. April 2020
- Englisch
- Abmessung: 254mm x 178mm x 29mm
- Gewicht: 1102g
- ISBN-13: 9781138320703
- ISBN-10: 1138320706
- Artikelnr.: 69949408
- Verlag: Routledge
- Seitenzahl: 502
- Erscheinungstermin: 15. April 2020
- Englisch
- Abmessung: 254mm x 178mm x 29mm
- Gewicht: 1102g
- ISBN-13: 9781138320703
- ISBN-10: 1138320706
- Artikelnr.: 69949408
Thomas W. Farmer is Professor and Chair of the Department of Psychology in Education at the University of Pittsburgh. Maureen Conroy is Co-Director of the Anita Zucker Center for Excellence in Early Childhood Studies, and the Anita Zucker Endowed Professor of Early Childhood Studies at the University of Florida. Elizabeth M.Z. Farmer is Professor and Dean of the School of Social Work at the University of Pittsburgh. Kevin Sutherland is Professor of Counseling and Special Education at Virginia Commonwealth University.
Section 1: Developmental Processes and Timing 1. The Development,
Prevention, and Treatment of Emotional and Behavioral Disorders: An
Interdisciplinary Developmental Systems Perspective 2. Epidemiology of
Emotional and Behavioral Disorders 3. Prevention and Intervention in
Preschool and Early Elementary School Years 4. Developmental Processes and
Emotional and Behavioral Disorders during the Middle and High School Years
5. The Transition to Adulthood: A Critical Developmental Period within a
Changing Social-Contextual Landscape Section 2: Targeting Social Processes
and Environmental Ecologies 6. Interaction-Centered Model of Language and
Behavioral Development 7. Peer to Peer Support: Innovative Strategies for
Families of Youth with Emotional/Behavioral Disorders 8. The Family
Check-Up: Building on Family Strengths to Promote Child Wellbeing 9.
Classroom Peer Ecologies and Cultures, and Students with EBD: Social
Dynamics as Setting Events for Intervention 10. Violence Prevention 11.
Interventions for Youth Who Experience Trauma and Adversity 12.
Strengthening Social Processes to Support Youth with Emotional and
Behavioral Difficulties: An Ecological, Public Health Approach in
Afterschool Programs Section 3: Selected Effective Programs and Practices
13. The Family Check-Up for Elementary and Middle School Youth and Families
Emotional/Behavioral Disorders 14. Multi-Tiered Systems of Support 15. BEST
in CLASS: A Tier-2 Program for Children with and At-Risk for
Emotional/Behavioral Disorders 16. An Adaptive, Correlated Constraints
Model of Classroom Management: The Behavioral, Academic, and Social
Engagement (BASE) Program 17. Multi-tiered Social-Emotional Learning: PATHS
and Friendship Group in the Fast Track Program 18. Checking the Connections
between Effective Interventions for Students with Emotional/Behavioral
Disorders 19. Multisystemic Therapy for High-Risk Youth 20. Treatment
Foster Care: Providing Out-of-Home Treatment in Community- and Family-Based
Environments 21. Residential Programs: Opportunities and Challenges in the
21st Century Treatment Environment 22. Managing and Adapting Practice 23.
Best Practices for Prescribing and Deprescribing Psychotropic Medications
for Children and Youth 24. The Homework, Organization, and Planning Skills
(HOPS) Intervention 25. The Daily Report Card Intervention: Summary of the
Science and Factors Affecting Implementation 26. Cognitive-Behavioral
Prevention and Intervention Approaches to Student Emotional and Behavioral
Functioning 27. School-based Mental Health Section 4: Preparing and
Supporting the EBD Workforce 28. Leveraging Implementation Science and
Practice to Support the Delivery of Evidence-Based Practices in Services
for Youth with Emotional and Behavioral Disorders 29. Preparing Diverse
Professionals 30. Leading the Team for Youth with Emotional and Behavioral
Disorders: Special Educators as Intervention Specialists 31. Professional
Development to Support Service Providers of Children and Adolescents with
or At-risk of Emotional and Behavioral Disorders: Issues and Innovations
Prevention, and Treatment of Emotional and Behavioral Disorders: An
Interdisciplinary Developmental Systems Perspective 2. Epidemiology of
Emotional and Behavioral Disorders 3. Prevention and Intervention in
Preschool and Early Elementary School Years 4. Developmental Processes and
Emotional and Behavioral Disorders during the Middle and High School Years
5. The Transition to Adulthood: A Critical Developmental Period within a
Changing Social-Contextual Landscape Section 2: Targeting Social Processes
and Environmental Ecologies 6. Interaction-Centered Model of Language and
Behavioral Development 7. Peer to Peer Support: Innovative Strategies for
Families of Youth with Emotional/Behavioral Disorders 8. The Family
Check-Up: Building on Family Strengths to Promote Child Wellbeing 9.
Classroom Peer Ecologies and Cultures, and Students with EBD: Social
Dynamics as Setting Events for Intervention 10. Violence Prevention 11.
Interventions for Youth Who Experience Trauma and Adversity 12.
Strengthening Social Processes to Support Youth with Emotional and
Behavioral Difficulties: An Ecological, Public Health Approach in
Afterschool Programs Section 3: Selected Effective Programs and Practices
13. The Family Check-Up for Elementary and Middle School Youth and Families
Emotional/Behavioral Disorders 14. Multi-Tiered Systems of Support 15. BEST
in CLASS: A Tier-2 Program for Children with and At-Risk for
Emotional/Behavioral Disorders 16. An Adaptive, Correlated Constraints
Model of Classroom Management: The Behavioral, Academic, and Social
Engagement (BASE) Program 17. Multi-tiered Social-Emotional Learning: PATHS
and Friendship Group in the Fast Track Program 18. Checking the Connections
between Effective Interventions for Students with Emotional/Behavioral
Disorders 19. Multisystemic Therapy for High-Risk Youth 20. Treatment
Foster Care: Providing Out-of-Home Treatment in Community- and Family-Based
Environments 21. Residential Programs: Opportunities and Challenges in the
21st Century Treatment Environment 22. Managing and Adapting Practice 23.
Best Practices for Prescribing and Deprescribing Psychotropic Medications
for Children and Youth 24. The Homework, Organization, and Planning Skills
(HOPS) Intervention 25. The Daily Report Card Intervention: Summary of the
Science and Factors Affecting Implementation 26. Cognitive-Behavioral
Prevention and Intervention Approaches to Student Emotional and Behavioral
Functioning 27. School-based Mental Health Section 4: Preparing and
Supporting the EBD Workforce 28. Leveraging Implementation Science and
Practice to Support the Delivery of Evidence-Based Practices in Services
for Youth with Emotional and Behavioral Disorders 29. Preparing Diverse
Professionals 30. Leading the Team for Youth with Emotional and Behavioral
Disorders: Special Educators as Intervention Specialists 31. Professional
Development to Support Service Providers of Children and Adolescents with
or At-risk of Emotional and Behavioral Disorders: Issues and Innovations
Section 1: Developmental Processes and Timing 1. The Development,
Prevention, and Treatment of Emotional and Behavioral Disorders: An
Interdisciplinary Developmental Systems Perspective 2. Epidemiology of
Emotional and Behavioral Disorders 3. Prevention and Intervention in
Preschool and Early Elementary School Years 4. Developmental Processes and
Emotional and Behavioral Disorders during the Middle and High School Years
5. The Transition to Adulthood: A Critical Developmental Period within a
Changing Social-Contextual Landscape Section 2: Targeting Social Processes
and Environmental Ecologies 6. Interaction-Centered Model of Language and
Behavioral Development 7. Peer to Peer Support: Innovative Strategies for
Families of Youth with Emotional/Behavioral Disorders 8. The Family
Check-Up: Building on Family Strengths to Promote Child Wellbeing 9.
Classroom Peer Ecologies and Cultures, and Students with EBD: Social
Dynamics as Setting Events for Intervention 10. Violence Prevention 11.
Interventions for Youth Who Experience Trauma and Adversity 12.
Strengthening Social Processes to Support Youth with Emotional and
Behavioral Difficulties: An Ecological, Public Health Approach in
Afterschool Programs Section 3: Selected Effective Programs and Practices
13. The Family Check-Up for Elementary and Middle School Youth and Families
Emotional/Behavioral Disorders 14. Multi-Tiered Systems of Support 15. BEST
in CLASS: A Tier-2 Program for Children with and At-Risk for
Emotional/Behavioral Disorders 16. An Adaptive, Correlated Constraints
Model of Classroom Management: The Behavioral, Academic, and Social
Engagement (BASE) Program 17. Multi-tiered Social-Emotional Learning: PATHS
and Friendship Group in the Fast Track Program 18. Checking the Connections
between Effective Interventions for Students with Emotional/Behavioral
Disorders 19. Multisystemic Therapy for High-Risk Youth 20. Treatment
Foster Care: Providing Out-of-Home Treatment in Community- and Family-Based
Environments 21. Residential Programs: Opportunities and Challenges in the
21st Century Treatment Environment 22. Managing and Adapting Practice 23.
Best Practices for Prescribing and Deprescribing Psychotropic Medications
for Children and Youth 24. The Homework, Organization, and Planning Skills
(HOPS) Intervention 25. The Daily Report Card Intervention: Summary of the
Science and Factors Affecting Implementation 26. Cognitive-Behavioral
Prevention and Intervention Approaches to Student Emotional and Behavioral
Functioning 27. School-based Mental Health Section 4: Preparing and
Supporting the EBD Workforce 28. Leveraging Implementation Science and
Practice to Support the Delivery of Evidence-Based Practices in Services
for Youth with Emotional and Behavioral Disorders 29. Preparing Diverse
Professionals 30. Leading the Team for Youth with Emotional and Behavioral
Disorders: Special Educators as Intervention Specialists 31. Professional
Development to Support Service Providers of Children and Adolescents with
or At-risk of Emotional and Behavioral Disorders: Issues and Innovations
Prevention, and Treatment of Emotional and Behavioral Disorders: An
Interdisciplinary Developmental Systems Perspective 2. Epidemiology of
Emotional and Behavioral Disorders 3. Prevention and Intervention in
Preschool and Early Elementary School Years 4. Developmental Processes and
Emotional and Behavioral Disorders during the Middle and High School Years
5. The Transition to Adulthood: A Critical Developmental Period within a
Changing Social-Contextual Landscape Section 2: Targeting Social Processes
and Environmental Ecologies 6. Interaction-Centered Model of Language and
Behavioral Development 7. Peer to Peer Support: Innovative Strategies for
Families of Youth with Emotional/Behavioral Disorders 8. The Family
Check-Up: Building on Family Strengths to Promote Child Wellbeing 9.
Classroom Peer Ecologies and Cultures, and Students with EBD: Social
Dynamics as Setting Events for Intervention 10. Violence Prevention 11.
Interventions for Youth Who Experience Trauma and Adversity 12.
Strengthening Social Processes to Support Youth with Emotional and
Behavioral Difficulties: An Ecological, Public Health Approach in
Afterschool Programs Section 3: Selected Effective Programs and Practices
13. The Family Check-Up for Elementary and Middle School Youth and Families
Emotional/Behavioral Disorders 14. Multi-Tiered Systems of Support 15. BEST
in CLASS: A Tier-2 Program for Children with and At-Risk for
Emotional/Behavioral Disorders 16. An Adaptive, Correlated Constraints
Model of Classroom Management: The Behavioral, Academic, and Social
Engagement (BASE) Program 17. Multi-tiered Social-Emotional Learning: PATHS
and Friendship Group in the Fast Track Program 18. Checking the Connections
between Effective Interventions for Students with Emotional/Behavioral
Disorders 19. Multisystemic Therapy for High-Risk Youth 20. Treatment
Foster Care: Providing Out-of-Home Treatment in Community- and Family-Based
Environments 21. Residential Programs: Opportunities and Challenges in the
21st Century Treatment Environment 22. Managing and Adapting Practice 23.
Best Practices for Prescribing and Deprescribing Psychotropic Medications
for Children and Youth 24. The Homework, Organization, and Planning Skills
(HOPS) Intervention 25. The Daily Report Card Intervention: Summary of the
Science and Factors Affecting Implementation 26. Cognitive-Behavioral
Prevention and Intervention Approaches to Student Emotional and Behavioral
Functioning 27. School-based Mental Health Section 4: Preparing and
Supporting the EBD Workforce 28. Leveraging Implementation Science and
Practice to Support the Delivery of Evidence-Based Practices in Services
for Youth with Emotional and Behavioral Disorders 29. Preparing Diverse
Professionals 30. Leading the Team for Youth with Emotional and Behavioral
Disorders: Special Educators as Intervention Specialists 31. Professional
Development to Support Service Providers of Children and Adolescents with
or At-risk of Emotional and Behavioral Disorders: Issues and Innovations