Overview
Provides theoretical and research bases for designing after-school programs that ensure academic success for at-risk students
Features instructive case examples and evidence-based group-centered interventions
Offers observational exercises to assist readers in gaining a deeper understanding of how group process works
Shows how after-school gains translate into improved classroom performance and reduced dropout rates
Includes supplementary material: sn.pub/extras
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Table of contents (8 chapters)
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Front Matter
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Back Matter
Keywords
- Academic competence and after-school programs
- After-school prevention programs
- At-risk students and after-school activities
- Cohesion and after-school programs
- Efficacy retraining and after-school programs
- Gender issues and after-school programs
- Group interventions after school
- Group process in after-school programs
- Group-centered after-school prevention programs
- Group-centered interventions after school
- Interaction in after-school programs
- Mental wellness and after-school programs
- Motivational strategies and after-school programs
- Multicultural considerations and after-school programs
- School mission and after-school programs
- Self-efficacy and after-school programs
- Skill-building and after-school programs
- Social competence and after-school programs
- learning and instruction
About this book
After-School Prevention Programs for At-Risk Students offers professionals a detailed framework for developing and enhancing after-school programs. Emphasizing a prevention focus and a group-centered interactive approach, the book's year-long model combines education and counseling, incorporating key therapeutic objectives to foster academic and behavior skills and reduce problems in and outside class. Practical step-by-step guidelines for creating and implementing programs include clear rationales, instructive design and case examples, and ready-to-use interventions. The author also provides guidance on developmental, gender, and cultural considerations, the challenges of maintaining progress over the course of the school year, and the handling of severe learning and emotional problems.Â
Among the topics covered:
- Organizing a group-centered after-school program.
- Combining learning and counseling into one curriculum.
- The role of motivation in an ongoing year-long program.
- Group process, self-efficacy, cohesion: applying the principles of change.
- Interaction in a year-long program.
- Solving problems and conflicts.
After-School Prevention Programs for At-Risk Students is an essential reference for scientist-practitioners, clinicians, and academics in such disciplines as school psychology, childhood education, social work, psychotherapy and counseling, and learning and instruction.
Reviews
"This text is scholarly yet reader-friendly. It is written without jargon and addresses major issues which arise while working with an at risk population. Additionally, it effectively addresses multiple facets of group cohesion, cultural needs, multiple teaching strategies, along with many problems solving skills ... This book is especially helpful for the new professional or those just beginning to work in group settings."
Kelly Devinney
The Group Psychologist
The Newsletter of the Society of Group Psychology and Group Psychotherapy
Authors and Affiliations
About the author
Elaine Clanton Harpine, Ph.D., is a motivational psychologist specializing in group-centered motivational program design. She has 41 years experience designing and conducting motivational prevention programs for children and youth. Dr. Clanton Harpine earned her doctorate in Educational Psychology, Counseling from the University of Illinois, Urbana-Champaign.
Dr. Clanton Harpine has published 14 nonfiction books, including Prevention Groups (2013), Group-Centered Prevention Programs for At-Risk Students (2011), Group Interventions in Schools: Promoting Mental Health for At-Risk Children and Youth (2008). And No Experience Necessary! which received an Award of Excellence in 1995 and was selected as one of the top five children’s books in its class. Other published children’s writings include a two volume series entitled, Come Follow Me, in 2001, a three-volume family series completed in 2003, a youth book in 1989 along with numerous articles for teenagers on peer pressure, coping with failure, alcohol abuse, parents, suicide, and more recently, articles on using group-centered interventions in the schools. Other published writings include a series on Erasing Failure in the Classroom, a series of ready-to-use group-centered program packets: Vol. 1, the Camp Sharigan program (2nd ed., 2010), Vol. 2, Vowel Clustering (2010), and Vol. 3, the Reading Orienteering Club (2013).
Dr. Clanton Harpine has been interviewed on local early morning TV and radio concerning her workshop "Communication for Married Couples" and has been interviewed on local university radio concerning her work with inner-city children.
Her research for the past twelve years has focused on using group-centered interventions with at-risk readers. Dr. Clanton Harpine designed the motivational reading program called, Camp Sharigan, which she has used extensively in her work and research. She also designed the Reading Orienteering Club after-school prevention program and 4-Step Method for teaching at-risk children to read. Her research with these programs has been published in psychological journals and reported through presentations at the American Psychological Association's annual conventions.
In recent years, Dr. Clanton Harpine has been teaching Group Therapy and Counseling, Lifespan Development, and Human Growth and Development at the University of South Carolina Aiken and is continuing her research with group-centered prevention. She is the editor for the "Prevention Corner" column which appears quarterly in The Group Psychologist. She was selected for inclusion in Who’s Who of American Women, 2006-2013 for her work with children in inner-city neighborhoods and at-risk communities.
Bibliographic Information
Book Title: After-School Prevention Programs for At-Risk Students
Book Subtitle: Promoting Engagement and Academic Success
Authors: Elaine Clanton Harpine
DOI: https://doi.org/10.1007/978-1-4614-7416-6
Publisher: Springer New York, NY
eBook Packages: Behavioral Science, Behavioral Science and Psychology (R0)
Copyright Information: Springer Science+Business Media New York 2013
Hardcover ISBN: 978-1-4614-7415-9Published: 12 June 2013
Softcover ISBN: 978-1-4939-2318-2Published: 07 November 2014
eBook ISBN: 978-1-4614-7416-6Published: 12 June 2013
Edition Number: 1
Number of Pages: XX, 134
Topics: Child and School Psychology, Early Childhood Education, Social Work, Psychotherapy and Counseling, Learning & Instruction