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Transdiagnostic Approach to Develop Organization, Attention and Learning Skills: The GOALS Treatment Manual for College Students [Kõva köide]

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  • Formaat: Hardback, 142 pages, kõrgus x laius: 280x210 mm, kaal: 557 g, 20 Tables, black and white; 5 Line drawings, black and white; 5 Illustrations, black and white
  • Ilmumisaeg: 16-Aug-2022
  • Kirjastus: Routledge
  • ISBN-10: 1032058773
  • ISBN-13: 9781032058771
Teised raamatud teemal:
Transdiagnostic Approach to Develop Organization, Attention and Learning Skills: The GOALS Treatment Manual for College StudentsSuurem pilt
  • Formaat: Hardback, 142 pages, kõrgus x laius: 280x210 mm, kaal: 557 g, 20 Tables, black and white; 5 Line drawings, black and white; 5 Illustrations, black and white
  • Ilmumisaeg: 16-Aug-2022
  • Kirjastus: Routledge
  • ISBN-10: 1032058773
  • ISBN-13: 9781032058771
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781032058771.html
Märksõnad:
"A Transdiagnostic Approach to Develop Organization, Attention and Learning Skills introduces the GOALS program - an innovative and skill-based approach that addresses the unique array of academic, occupational, and socio-emotional difficulties commonly faced by college students with underdeveloped executive functions. This program consists of ten sessions delivered in a group format to help college students improve their academic performance. Over the course of these sessions, participants learn strategies to prioritize tasks and assignments; schedule and manage life responsibilities; cope with life stressors; identify relevant on-campus resources; prepare for upcoming exams; take well-structured notes; maintain motivation; and several other strategies designed to reach their academic goals. Each session builds on earlier sessions, so previously learned skills lay the foundation for the successful implementation of newly learned skills. This practical and easy-to-implement program includes detailed session notes for group leaders and reproducible handouts for participants including in-session activities, session summaries, and homework assignments. This treatment manual is an essential resource for mental health providers who deliver interventions to students enrolled in post-secondary institutions pursuing undergraduate or graduate level degrees"--

A Transdiagnostic Approach to Develop Organization, Attention and Learning Skills introduces the GOALS program — an innovative and skill-based approach that addresses the unique array of academic, occupational, and socio-emotional difficulties commonly faced by college students with underdeveloped executive functions.

Arvustused

"GOALS is a must have for anyone working with college students. Its a well-researched, up-to-date, and practical guide for group therapy for students with executive function difficulties. Compared to individual therapy manuals designed specifically for ADHD or learning disabilities, GOALS expertly describes a more efficient, scalable approach for teaching skills to last a lifetime: notetaking, time management, and overcoming procrastination. This manual deserves a permanent place on your desk, youll never need to put it away on your shelf!"

Carla Counts Allan, PhD, Division Chief of Psychology at Barrow Neurological Institute, Phoenix Childrens Hospital.

"With the increasing number of college students needing support for organizational and executive function challenges, GOALS is a must-have resource for all clinical providers and clinics serving this population. GOALS provides clinicians with evidence-based, efficient, clear, and action-oriented guidance for supporting the organizational needs of students to help them reach their educational achievement goals and potential. It is an absolutely essential tool in the clinicians toolbox."

Dustin E. Sarver, PhD, Associate Professor, Director, Child Health and Development Promotion Fellowship, Department of Psychiatry and Human Behavior, University of Mississippi Medical Center.

About the Authors vii
Introduction 1(15)
1 Introduction to the Goals Program
16(13)
Appendix 1.1 Session 1 Outline--Introduction to the Group for Organization, Attention and Learning Skills (GOALS)
25(2)
Appendix 1.2 Session 1 Handout--Executive Functions Psychoeducation
27(1)
Appendix 1.3 Session 1 Homework--Self-Rewards and Barriers to Success
28(1)
2 Self-Advocacy and Building Motivation
29(30)
Appendix 2.1 Session 2 Outline--Self-Advocacy and Building Motivation
37(3)
Appendix 2.2 Session 2 Handout--Extracting Vital Information From a Course Syllabus
40(2)
Appendix 2.3 Session 2 Activity--Instructor Role-Plays
42(2)
Appendix 2.4 Campus Resources Handout Development Guide and Template
44(7)
Appendix 2.5 Session 2 Handout--Accessing Accommodations
51(2)
Appendix 2.6 Session 2 Handout--Emailing an Instructor
53(2)
Appendix 2.7 Session 2 Homework--Effective Communication Worksheet
55(1)
Appendix 2.8 Session 2 Homework--Self-Rewards List
56(2)
Appendix 2.9 Session 2 Homework--Self-Rewards Implementation Worksheet
58(1)
3 Taking Notes From Lectures and Course Readings
59(11)
Appendix 3.1 Session 3 Outline--Taking Notes From Lectures and Course Readings
65(2)
Appendix 3.2 Session 3 Activity--Note-Taking Passage
67(1)
Appendix 3.3 Session 3 Handout--Blank Note Framework
68(1)
Appendix 3.4 Session 3 Handout--Note-Taking Example
69(1)
4 Time Awareness and Tuning Out Distractions
70(22)
Appendix 4.1 Session 4 Outline--Time Awareness and Tuning Out Distractions
75(2)
Appendix 4.2 Session 4 Handout--Time Awareness Word Search
77(1)
Appendix 4.3 Session 4 Handout--Mindfulness Exercises
78(2)
Appendix 4.4 Session 4 Homework--Time Awareness Worksheet
80(1)
Appendix 4.5 Session 4 Homework--Mindfulness Practice
81(1)
5 Prioritizing and Scheduling Tasks
82(6)
Appendix 5.1 Session 5 Outline--Prioritizing and Scheduling Tasks
88(2)
Appendix 5.2 Session 5 Handout--Printable Calendar Page
90(1)
Appendix 5.3 Session 5 Homework--Listing and Prioritizing Tasks
91(1)
6 Program Review and Getting Organized
92(11)
Appendix 6.1 Session 6 Outline--Organizing Your Workspace and Course Materials
100(3)
7 Overcoming Procrastination and Coping With Stress
103(11)
Appendix 7.1 Session 7 Outline--Overcoming Procrastination and Coping With Stress
111(2)
Appendix 7.2 Session 7 Homework--Implementing Stress Management Techniques
113(1)
8 Planning a Long-Term Project
114(7)
Appendix 8.1 Session 8 Outline--Planning a Long-Term Project
119(1)
Appendix 8.2 Session 8 Activity--Planning a Project Worksheet
120(1)
9 Studying for Tests of Varying Formats
121(10)
Appendix 9.1 Session 9 Outline--Studying for Tests of Varying Formats
127(2)
Appendix 9.2 Session 9 Activity--Example Practice Questions
129(1)
Appendix 9.3 Session 9 Homework--Practice Study Questions
130(1)
10 Summary of Program and Progress Made
131(8)
Appendix 10.1 Skills Review: Sessions 2 through 9
135(4)
Index 139
Laura K. Hansen, PhD is a Licensed Clinical Psychologist and Director of Clinical Psychology at Mitchell's Place, a clinic for children and adolescents with Neurodevelopmental Disorders in Birmingham, Alabama.

Brandi M. Ellis, PhD is a Clinical Psychology Postdoctoral Fellow at the University of Alabama at Birmingham, a Maternal and Child Health Leadership Education in Neurodevelopmental and Related Disabilities (LEND) training site.

Stephanie D. Smith, PhD is an Associate Professor of Psychology at the University of Southern Mississippi and Adjunct Faculty at the Yale Child Study Center.