School counselors are often the only employees in educational settings with any formal training in group work, and yet their training is often a general course. Group Work in Schools provides an alternative training model; one that presents exactly what they need to know in order to successfully implement group work in any school setting.
School counselors are often the only employees in educational settings with any formal training in group work, and yet their training is often a general course. Group Work in Schools provides an alternative training model; one that presents exactly what they need to know in order to successfully implement group work in any school setting.
Bradley T. Erford, Phd is a professor in the human development counselling program of the Department of Human and Organizational Development in the Peabody College at Vanderbilt University. He was the 2012-2013 President of the American Counseling Association (ACA). He has authored or edited more than 30 books. His research specialization falls primarily in development and technical analysis of psycho-educational tests and outcomes research and has resulted in the publication of more than 75 refereed journal articles, more than 100 book chapters, and 15 published tests. He has received numerous awards for his scholarship and service to the counselling profession from the ACA and the Association for Assessment and Research in Counseling (AARC), organizations within which he has held numerous leadership positions.
Inhaltsangabe
SECTION I: Foundations of Group Work. Chapter 1: The Value of Group Work: Functional Group Models and Historical Perspectives. Chapter 2: Ethical and Legal Foundations of Group Work in the Schools. Chapter 3: Multicultural Issues in Group Work. Chapter 4: Distinguishing Group Member Roles. Chapter 5: Leading Groups in the Schools. SECTION II: Systemic Group Work: Planning and Process. Chapter 6: Planning for Group Work in the Schools. Chapter 7: Forming and Orienting Groups. Chapter 8: The Transition Stage in Group Work. Chapter 9: The Working Stage. Chapter 10: Termination in the School Setting. SECTION III: Group Work in Action: Models and Special Issues. Chapter 11: Leading Task Groups in Schools. Chapter 12: Psychoeducational Groups in Schools. Chapter 13: Theoretically Based Group Models Used in Counseling and Psychotherapy. Chapter 14: Special Issues in Group Work in Schools. Chapter 15: Accountability in Group Work and School Counseling. Chapter 16: Outcome Research in Group Work
SECTION I: Foundations of Group Work. Chapter 1: The Value of Group Work: Functional Group Models and Historical Perspectives. Chapter 2: Ethical and Legal Foundations of Group Work in the Schools. Chapter 3: Multicultural Issues in Group Work. Chapter 4: Distinguishing Group Member Roles. Chapter 5: Leading Groups in the Schools. SECTION II: Systemic Group Work: Planning and Process. Chapter 6: Planning for Group Work in the Schools. Chapter 7: Forming and Orienting Groups. Chapter 8: The Transition Stage in Group Work. Chapter 9: The Working Stage. Chapter 10: Termination in the School Setting. SECTION III: Group Work in Action: Models and Special Issues. Chapter 11: Leading Task Groups in Schools. Chapter 12: Psychoeducational Groups in Schools. Chapter 13: Theoretically Based Group Models Used in Counseling and Psychotherapy. Chapter 14: Special Issues in Group Work in Schools. Chapter 15: Accountability in Group Work and School Counseling. Chapter 16: Outcome Research in Group Work
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