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CBT FOR COLLEGE STUDENTS WITH ADHD

A CLINICAL GUIDE TO ACCESS

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9783030331689 ::  CBT FOR COLLEGE STUDENTS WITH ADHD
ISBN:

9783030331689

EditorialSPRINGER NATURE
Edicion:
Páginas:249
Idioma:INGLES
P.V.P.: 99,99 € + 4% IVA = 103,99 €
Dto 5% Ahorras 5,20 €
Importe final iva incl. 98,79 €
PLAZO DE ENTREGA 15 DIAS

<P>THIS BOOK PROVIDES AN OVERVIEW OF THE ACCESS PROGRAM, A MENTAL HEALTH PROGRAM THAT HAS BEEN DEVELOPED AND TESTED AS AN EFFICACIOUS TREATMENT FOR COLLEGE STUDENTS WITH ADHD. THIS PROGRAM IS AT THE CUTTING EDGE OF CLINICAL RESEARCH, INCORPORATING TREATMENT STRATEGIES THAT ALLOW FOR DISSEMINATION IN REAL WORLD SETTINGS IN ORDER TO EFFECTIVELY ASSIST COLLEGE STUDENTS EXPERIENCING DIFFICULTIES IN THEIR ACADEMIC, PERSONAL, SOCIAL, AND EMOTIONAL FUNCTIONING.&NBSP; AS COGNITIVE BEHAVIORAL APPROACHES HAVE PROVED TO BE THE MOST SUCCESSFUL PSYCHOLOGICAL TREATMENTS TO DATE, THE TECHNIQUES IN THIS VOLUME FOLLOW THAT MODEL IN A DETAILED AND NUANCED FASHION. THE AUTHORS PROVIDE A WEEK BY WEEK BREAKDOWN OF THE PROGRAM,&NBSP;SUPPLEMENTED BY HANDOUTS AND WORKSHEETS DESIGNED TO FACILITATE BETTER UNDERSTANDING OF THE AREAS TARGETED BY THE PROGRAM. FILLING A NOTABLE GAP IN RESEARCH ADDRESSING THE ADHD COLLEGE STUDENT POPULATION, <I>CBT FOR COLLEGE STUDENTS WITH ADHD </I>IS A CRUCIAL&NBSP;RESOURCE FOR CAMPUS MENTAL HEALTH PRACTITIONERS AS WELL AS A BROAD RANGE OF CLINICIANS DEALING WITH EMERGING ADULTS.</P><P></P>

<P>CHAPTER 1 ADHD IN EMERGING ADULTS ATTENDING COLLEGE</P><P>ADHD OVERVIEW</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; EPIDEMIOLOGY</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; FUNCTIONAL IMPAIRMENT</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; CONCEPTUAL UNDERSTANDING</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; SUMMARY</P><P>ASSESSMENT ISSUES</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; DIAGNOSING ADHD</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; CO-OCCURRING CONDITIONS</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; ADDITIONAL ASSESSMENT CONSIDERATIONS</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; SUMMARY</P><P>TREATMENT</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; DISABILITY ACCOMMODATIONS AND PHARMACOTHERAPY</P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; PSYCHOSOCIAL INTERVENTIONS<P></P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; CRITIQUE OF PSYCHOSOCIAL TREATMENT LITERATURE</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; SUMMARY</P><P>ACCESS</P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; IMPETUS FOR DEVELOPING ACCESS<P></P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; COLLEGE STAR PROJECT</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; DESCRIPTION OF THE ACCESS PROGRAM</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; EMPIRICAL SUPPORT</P><P>SUMMARY AND CONCLUSIONS</P><P>REFERENCES</P><P>CHAPTER 2 GENERAL GUIDELINES FOR PLANNING AND IMPLEMENTING ACCESS</P><P>PLANNING ACCESS</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; PROVIDER QUALIFICATIONS</P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; STUDENT CHARACTERISTICS<P></P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; SCHEDULING CONSIDERATIONS</P><P>IMPLEMENTING ACCESS</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; GROUP SESSIONS</P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; MENTORING SESSIONS<P></P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; SOCRATIC QUESTIONING</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; ALLOCATION OF TIME TO TOPICS DURING GROUP AND MENTORING SESSIONS</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; COORDINATING DELIVERY OF GROUP AND MENTORING COMPONENTS</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; CONFIDENTIALITY ISSUES</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; GUEST SPEAKERS</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; MISSED MEETINGS</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; HANDOUTS</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; USING PORTIONS OF ACCESS</P><P>CHAPTER 3 ACTIVE PHASE -- WEEK 1</P>GROUP<P></P><P>INTRODUCTION TO ACCESS PROGRAM</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; BEGINNING GROUP SESSION</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; DESCRIBE HOW ACCESS IS DELIVERED</P>SET EXPECTATIONS FOR PARTICIPATION AND ATTENDANCE<P></P><P>BRIEFLY REVIEW OUTLINE OF SESSIONS AND DISCUSS EXPECTATIONS FOR PROGRESS</P><P>MEET MENTORS</P><P>ADHD KNOWLEDGE</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; WHAT IS ADHD</P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; PREVALENCE<P></P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; DEVELOPMENTAL COURSE</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; SITUATIONAL VARIABILITY</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; NEUROPSYCHOLOGY OF ADHD</P><P>BEHAVIORAL STRATEGIES</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; ASSIGN BETWEEN-SESSION PRACTICE</P><P>ADAPTIVE THINKING SKILLS</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; ASSIGN BETWEEN-SESSION PRACTICE</P>ENDING GROUP SESSION<P></P><P>MENTORING</P><P>INTRODUCTION AND CONFIDENTIALITY</P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; &NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; BRIEF INTRODUCTION<P></P><P>CHECK-IN</P>COLLABORATIVE AGENDA SETTING<P></P><P>LEARN MORE ABOUT THE MENTEE</P><P>CLARIFY WHAT MENTORING IS AND IS NOT</P><P>DISCUSS INFORMATION PRESENTED IN GROUP</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; ADHD KNOWLEDGE</P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; BEHAVIORAL STRATEGIES <P></P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; ADAPTIVE THINKING</P>ASSESS MENTEE’S STRENGTHS, NEEDS, AND GOALS<P></P><P>ENDING MENTORING SESSION</P><P>WEEK 1 HANDOUTS</P>CHAPTER 4 ACTIVE PHASE -- WEEK 2<P></P><P>GROUP</P><P>BEGINNING GROUP SESSION</P>ASK GROUP MEMBERS TO REINTRODUCE THEMSELVES<P></P><P>ADDRESS ANY CARRY-OVER ISSUES FROM WEEK 1</P><P>CHECK TO SEE IF CONNECTIONS WERE MADE WITH MENTORS</P><P>REMIND THE GROUP OF THE IMPORTANCE OF BETWEEN-SESSION PRACTICE</P><P>ADHD KNOWLEDGE</P>START THE KNOWLEDGE SECTION<P></P><P>ENCOURAGE GROUP DISCUSSION</P><P>CLARIFY THE ROLES OF NATURE VERSUS NURTURE</P><P>REVIEW WHAT BRAIN AREAS AND FUNCTIONS ARE LIKELY TO BE IMPAIRED</P><P>DISCUSS PATHWAYS IMPACTING PREFRONTAL CORTEX</P>ADDRESS THE GENETICS OF ADHD<P></P><P>ENCOURAGE STUDENTS TO BECOME INFORMED CONSUMERS OF ADHD INFORMATION</P><P>DIRECT ATTENTION TO TECHNOLOGY TOOLS</P><P>BEHAVIORAL STRATEGIES </P><P>START THE BEHAVIORAL STRATEGIES SECTION</P>INTRODUCE THE PLANNER AND THE TO-DO LIST<P></P><P>DIFFERENT STROKES FOR DIFFERENT FOLKS</P><P>DECIDING WHICH TYPE OF PLANNER TO USE </P><P>DISCUSS RULES FOR USING PLANNERS MORE EFFECTIVELY</P><P>INVITE THE GROUP TO SHARE HELPFUL HINTS</P>REMINDERS TO FACILITATE PLANNER USE<P></P><P>ASK THE GROUP TO PRACTICE USING THE PLANNER</P><P>INTRODUCE THE TO-DO LIST</P><P>ADDRESSING OBSTACLES TO USING TO-DO LISTS</P><P>SUGGESTIONS FOR COMPLETING UNPLEASANT TASKS</P>PRIORITIZING TASKS WITHIN TO-DO LISTS<P></P><P>ASSIGN BETWEEN-SESSION PRACTICE</P><P>ADAPTIVE THINKING SKILLS</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; START THE ADAPTIVE THINKING SECTION</P><P>DISCUSS DIFFERENT TYPES OF MALADAPTIVE THINKING</P><P>REMOVING BARRIERS TO ADAPTIVE THINKING </P><P>INTRODUCE THE THREE-COLUMN TECHNIQUE</P>ASSIGN BETWEEN-SESSION PRACTICE<P></P><P>ENDING GROUP SESSION</P><P>MENTORING</P>CHECK-IN<P></P><P>COLLABORATIVE AGENDA SETTING</P><P>REVIEW BETWEEN-SESSION PRACTICE</P><P>DISCUSS INFORMATION PRESENTED IN GROUP</P><P>ADHD KNOWLEDGE</P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; BEHAVIORAL STRATEGIES<P></P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; ADAPTIVE THINKING</P>ENDING MENTORING SESSION<P></P><P>WEEK 2 HANDOUTS</P><P>CHAPTER 5 ACTIVE PHASE – WEEK 3</P>GROUP<P></P><P>BEGINNING GROUP SESSION</P><P>ADHD KNOWLEDGE</P><P>START THE KNOWLEDGE SECTION</P><P>ASSESSMENT OF ADHD</P><P>BEHAVIORAL STRATEGIES</P><P>START THE BEHAVIORAL STRATEGIES SECTION</P><P>ADDRESSING PROCRASTINATION</P><P>ORGANIZATIONAL TECHNIQUES</P><P>ASSIGN BETWEEN-SESSION PRACTICE </P><P>ADAPTIVE THINKING SKILLS</P><P>START THE ADAPTIVE THINKING SECTION</P><P>CHALLENGING MALADAPTIVE THINKING PATTERNS</P>GENERATE ALTERNATIVE THOUGHTS <P></P><P>RATE DEGREE OF BELIEF</P><P>IDENTIFY NEW FEELINGS AND BEHAVIORS</P><P>ASSIGN BETWEEN-SESSION PRACTICE </P><P>ENDING GROUP SESSION</P>MENTORING<P></P><P>CHECK-IN</P><P>COLLABORATIVE AGENDA SETTING </P><P>REVIEW BETWEEN-SESSION PRACTICE </P><P>DISCUSS INFORMATION PRESENTED IN GROUP</P>ADHD KNOWLEDGE <P></P><P>BEHAVIORAL STRATEGIES </P><P>ADAPTIVE THINKING </P><P>ENDING MENTORING SESSION</P><P>WEEK 3 HANDOUTS</P><P>CHAPTER 6 ACTIVE PHASE – WEEK 4</P><P>GROUP</P><P>BEGINNING GROUP SESSION</P><P>ADHD KNOWLEDGE</P><P>START THE KNOWLEDGE SECTION</P><P>DISCUSS RISK AND PROTECTIVE FACTORS</P><P>THE DEVELOPMENTAL CHALLENGE OF ADHD IN COLLEGE </P><P>BEHAVIORAL STRATEGIES</P>START THE BEHAVIORAL STRATEGIES SECTION<P></P><P>STRATEGIES FOR GETTING THE MOST OUT OF CLASSES</P><P>CHOOSING AND SCHEDULING CLASSES</P><P>PAYING ATTENTION DURING CLASS</P><P>TAKING NOTES</P><P>GETTING HELP FROM INSTRUCTORS</P><P>ASSIGN BETWEEN-SESSION PRACTICE </P><P>ADAPTIVE THINKING SKILLS</P><P>START THE ADAPTIVE THINKING SECTION</P><P>USING ADAPTATIVE THINKING TO IMPROVE SCHOOL PERFORMANCE</P><P>ASSIGN BETWEEN-SESSION PRACTICE </P>ENDING GROUP SESSION<P></P><P>MENTORING</P><P>CHECK-IN</P>COLLABORATIVE AGENDA SETTING <P></P><P>REVIEW BETWEEN-SESSION PRACTICE </P><P>DISCUSS INFORMATION PRESENTED IN GROUP</P><P>ADHD KNOWLEDGE </P><P>BEHAVIORAL STRATEGIES </P>ADAPTIVE THINKING <P></P><P>ENDING MENTORING SESSION</P><P>WEEK 4 HANDOUTS</P>CHAPTER 7 ACTIVE PHASE – WEEK 5<P></P><P>GROUP</P><P>BEGINNING GROUP SESSION</P><P>ADHD KNOWLEDGE</P><P>START THE KNOWLEDGE SECTION</P><P>OTHER MENTAL HEALTH CONCERNS</P><P>BEHAVIORAL STRATEGIES</P><P>START THE BEHAVIORAL STRATEGIES SECTION</P><P>STUDYING EFFECTIVELY</P><P>DISTRIBUTING STUDY TIME</P><P>DEVELOPING A STUDY SPACE</P><P>USING DISTRACTIBILITY DELAY </P><P>OTHER STUDY TIPS</P><P>ADAPTIVE THINKING SKILLS</P><P>START THE ADAPTIVE THINKING SECTION</P><P>COPING WITH NEGATIVE EMOTIONS AND MALADAPTIVE BEHAVIOR</P><P>ASSIGN BETWEEN-SESSION PRACTICE </P><P>ENDING GROUP SESSION</P><P>MENTORING</P><P>CHECK-IN</P><P>COLLABORATIVE AGENDA SETTING </P><P>REVIEW BETWEEN-SESSION PRACTICE </P>DISCUSS INFORMATION PRESENTED IN GROUP<P></P><P>ADHD KNOWLEDGE </P><P>BEHAVIORAL STRATEGIES </P><P>ADAPTIVE THINKING </P><P>ENDING MENTORING SESSION</P><P>WEEK 5 HANDOUTS</P><P>CHAPTER 8 ACTIVE PHASE – WEEK 6</P><P>GROUP</P><P>BEGINNING GROUP SESSION</P><P>ADHD KNOWLEDGE</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; MEDICATION FOR ADHD</P>RATIONALE<P></P><P>MEDICATION BASICS</P><P>ADJUSTING MEDICATIONS AND COPING WITH SIDE EFFECTS</P><P>REALISTIC GOALS FOR CHANGE</P><P>BEHAVIORAL STRATEGIES</P>START THE BEHAVIORAL STRATEGIES SECTION<P></P><P>TAKING EXAMS: GENERAL TEST-TAKING TIPS</P><P>STRATEGIES FOR TRUE/FALSE QUESTIONS</P>STRATEGIES FOR MULTIPLE CHOICE QUESTIONS<P></P><P>STRATEGIES FOR ESSAY QUESTIONS</P><P>MANAGING PAPERS AND LONG-TERM PROJECTS</P>BREAK IT DOWN<P></P><P>OTHER TIPS</P><P>ASSIGN BETWEEN-SESSION PRACTICE </P>ADAPTIVE THINKING SKILLS<P></P><P>START THE ADAPTIVE THINKING SECTION</P><P>USING ADAPTATIVE THINKING TO PERSIST WITH TREATMENT</P>ASSIGN BETWEEN-SESSION PRACTICE <P></P><P>ENDING GROUP SESSION</P><P>MENTORING</P><P>CHECK-IN</P><P>COLLABORATIVE AGENDA SETTING </P><P>REVIEW BETWEEN-SESSION PRACTICE </P><P>DISCUSS INFORMATION PRESENTED IN GROUP</P><P>ADHD KNOWLEDGE </P><P>BEHAVIORAL STRATEGIES </P>ADAPTIVE THINKING <P></P><P>ENDING MENTORING SESSION</P><P>WEEK 6 HANDOUTS</P><P>CHAPTER 9 ACTIVE PHASE – WEEK 7</P><P>GROUP</P><P>BEGINNING GROUP SESSION</P><P>ADHD KNOWLEDGE</P><P>BEHAVIORAL STRATEGIES</P><P>START THE BEHAVIORAL STRATEGIES SECTION</P><P>HEALTHY LIFESTYLES</P><P>STAYING HEALTHY</P><P>RELAXATION</P><P>USING MEDICATION EFFECTIVELY</P><P>HANDLING RELATIONSHIPS </P><P>WORKING IN GROUPS</P><P>BEING PROFESSIONAL</P><P>ASSIGN BETWEEN-SESSION PRACTICE </P><P>ADAPTIVE THINKING SKILLS</P><P>START THE ADAPTIVE THINKING SECTION</P><P>USING ADAPTIVE THINKING TO IMPROVE RELATIONSHIPS</P><P>ASSIGN BETWEEN-SESSION PRACTICE </P><P>ENDING GROUP SESSION</P><P>MENTORING</P><P>CHECK-IN</P>COLLABORATIVE AGENDA SETTING <P></P><P>REVIEW BETWEEN-SESSION PRACTICE </P><P>DISCUSS INFORMATION PRESENTED IN GROUP</P><P>ADHD KNOWLEDGE </P><P>BEHAVIORAL STRATEGIES </P><P>ADAPTIVE THINKING </P><P>ENDING MENTORING SESSION</P>WEEK 7 HANDOUTS<P></P><P>CHAPTER 10 ACTIVE PHASE – WEEK 8</P><P>GROUP</P>BEGINNING GROUP SESSION<P></P><P>ADHD KNOWLEDGE</P><P>EMPLOYMENT </P><P>MONEY MANAGEMENT</P><P>PERSONAL RELATIONSHIPS</P>PARENTING<P></P><P>BEHAVIORAL STRATEGIES</P><P>START THE BEHAVIORAL STRATEGIES SECTION</P><P>SETTING AND ACHIEVING GOALS</P><P>MAINTAINING NEW SKILLS</P><P>ADAPTIVE THINKING SKILLS</P><P>START THE ADAPTIVE THINKING SECTION</P><P>ADAPTIVE THINKING SUMMARY</P>ENDING GROUP SESSION<P></P><P>MENTORING</P><P>CHECK-IN</P><P>COLLABORATIVE AGENDA SETTING </P><P>REVIEW BETWEEN-SESSION PRACTICE </P><P>DISCUSS INFORMATION PRESENTED IN GROUP</P><P>ADHD KNOWLEDGE </P><P>BEHAVIORAL STRATEGIES </P><P>ADAPTIVE THINKING </P><P>ENDING MENTORING SESSION</P><P>WEEK 8 HANDOUTS</P><P>CHAPTER 11 MAINTENANCE PHASE</P><P>GROUP BOOSTER</P><P>BEGINNING GROUP BOOSTER SESSION</P><P>ADHD KNOWLEDGE</P><P>CHECK FOR QUESTIONS ABOUT ADHD KNOWLEDGE</P><P>BEHAVIORAL STRATEGIES</P><P>DISCUSSION OF STRATEGIES</P><P>PLANNING STRATEGY USE</P><P>CONSIDER POTENTIAL BARRIERS</P><P>ADAPTIVE THINKING SKILLS</P><P>CHECK IN ON USE OF SKILLS</P><P>REVIEW AND REFINE ADAPTIVE THINKING SKILLS AS NEEDED</P><P>ENDING GROUP BOOSTER SESSION </P><P>MENTORING </P>INITIAL MAINTENANCE PHASE MENTORING SESSION<P></P><P>CHECK-IN</P><P>COLLABORATIVE AGENDA SETTING </P><P>COLLABORATIVE PLANNING BASED ON CURRENT NEEDS AND GOALS</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; DAILY SCHEDULES</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; RESOURCES</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; CURRENT NEEDS AND GOALS</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; IDENTIFY ACCESS CONTENT AREAS REQUIRING FURTHER REFINEMENT</P> <P>ENDING MENTORING SESSION</P><P>MID-MAINTENANCE PHASE MENTORING SESSION(S) </P><P>CHECK-IN</P><P>COLLABORATIVE AGENDA SETTING </P><P>COLLABORATIVE PLANNING BASED ON CURRENT NEEDS AND GOALS</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; SET NEW GOALS</P><P>ENDING MENTORING SESSION</P>FINAL MAINTENANCE PHASE MENTORING SESSION <P></P><P>CHECK-IN</P><P>COLLABORATIVE AGENDA SETTING </P><P>COLLABORATIVE PLANNING BASED ON CURRENT NEEDS AND GOALS</P><P>&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP;&NBSP; SETTING NEW GOALS</P>ENDING MENTORING SESSION<P></P><P>MAINTENANCE PHASE HANDOUTS</P>

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