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This book provides a comprehensive, empirically supported group counseling program for youngsters at risk for academic, behavioral, and emotional difficulties. Designed for implementation in the span of a school semester, the curriculum has been shown to foster competence in areas crucial to successful development, including problem solving, violence prevention, and interpersonal skill-building. The book first presents an overview of program goals and methods and describes how to set up groups, select members, and promote a trusting, supportive environment. Step-by-step guidelines for conducting each session are then delineated. Described are a wealth of engaging activities and discussions that facilitate exploration of such vital issues as educational goals, ethnic identity, prejudice and discrimination, peer pressure, and family relationships. Appendices contain reproducible materials in both English and Spanish, including consent forms, pregroup and postgroup assessments, and student game cards, worksheets, and handouts. The book is designed for maximum ease of use with a large format and lay-flat binding.

This innovative curriculum is ideal for use with youngsters dealing with family distress, academic problems, exposure to violence, and socioeconomic disadvantage. It can be implemented by school psychologists and counselors; other mental health professionals and administrative school personnel; teachers; and advanced graduate students in education, social work, and psychology.

Tabla de contenidos provista por Syndetics

• 1 Guidelines for Setting Up and Leading SPARK Groups
• Goals of the SPARK Program
• Getting Started
• Selecting Group Members
• Structure of the Groups
• Group Leaders
• Presenting the Groups to Prospective Members
• Pregroup Individual Interviews and/or Questionnaires
• Group Counseling Techniques
• Developing Trust and Understanding Confidentiality
• Building Group Cohesion
• Group Process
• Developmental Considerations
• Maintaining Order and Leader Sanity
• Uses and Parameters of Check-In and Check-Out
• Issues in Ending the Groups
• Handling Issues of Child Abuse and Suicidality
• Dilemmas for Group Leaders
• Balancing the Needs of the Individual Group Members with the Requirements of the Psychoeducational Curriculum
• Dealing with Members Who Do Not Participate
• Dealing with Chronically Disruptive Members
• Parameters of the Group Leader Role
• 2 The SPARK Curriculum
• Overview of Module Content
• Recruitment Criteria
• Module One: Trust Building and Communication Skills
• Module Two: Anger Management and Problem-Solving Skills
• Module Three: Ethnic Identity and Anti-Prejudice
• Module Four: Educational Aspirations
• Module Five: Peer Pressure and Gangs
• Module Six: Exposure to Violence and Posttraumatic Stress Reactions
• Module Seven: Family Relationships
• Termination Session: The Party
• 3 Effectiveness of SPARK Groups
• Characteristics of Participating Group Members
• Family Structure and Distress
• Exposure to Community Violence
• Effectiveness of the SPARK Groups
• Time 1 and Time 2 Differences for Those in the Treatment Group
• Time 1 and Time 2 Differences for Those in the Control Group
• Comparisons between the Treatment and Control Groups
• Summary and Conclusions
• Information Regarding Data Analyses
• Appendices
• Appendix A Sample Materials for Beginning SPARK Groups
• Appendix B Curriculum Materials and Handouts
• Appendix C Sample Materials in Spanish for Beginning SPARK Groups
• Appendix D Curriculum Materials and Handouts in Spanish

Notas de autor provistas por Syndetics

Jill Waterman, PhD, is Adjunct Professor of Psychology at the University of California, Los Angeles, and Coordinator of the UCLA Psychology Clinic.
Elizabeth Walker, PhD, received her doctorate in clinical psychology from the University of California, Los Angeles, in 2000