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OverviewEngaging, activity based, and effective, this widely used group counseling curriculum (the SPARK program) is designed for flexible implementation in school or clinical settings. The program helps youth build skills for school success and social-emotional growth while exploring such crucial topics as personal goals, ethnic identity and prejudice, peer pressure, violence prevention, and family relationships. Featured are thirty six reproducible handouts and forms--plus Spanish-language versions of the thirty two handouts--in a large-size format with lay-flat binding for ease of use. New to This Edition revised and expanded to incorporate new findings and field-tested strategies. new module on male--female relationships new sessions on emotion regulation, communication, and relational aggression strategies for whole-class implementation have been added nearly half of the sixty eight reproducibles are new or revised. Full Product DetailsAuthor: Jill Waterman (University of Los Angeles, United States) , Elizabeth Walker (private practice, United States) , Jeffery Jacobs , Dennis DierckPublisher: Guilford Publications Imprint: Guilford Publications Edition: 2nd edition Dimensions: Width: 20.30cm , Height: 1.80cm , Length: 26.70cm Weight: 0.601kg ISBN: 9781606230022ISBN 10: 1606230026 Pages: 272 Publication Date: 09 February 2009 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: To order  Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us. Table of Contents1. Guidelines for Setting Up and Leading 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 Questionnnaires 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 Dilemmas for Group Leaders Handling Issues of Child Abuse and Suicidality Suicidality Balancing the Needs of 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 Adapting the Curriculum for Full Classroom Use 2. The SPARK Curriculum Overview of Module Content Recruitment Criteria Module One: Trust-Building and Communication Skills Module Two: Anger Management and Emotion Regulation Skills Module Three: Ethnic Identity and Anti-Prejudice Module Four: Educational Aspirations Module Five: Peer Pressure, Bullying, and Gangs Module Six: Male-Female Relationships Module Seven: Exposure to Violence and Posttraumatic Stress Reactions Module Eight: Family Relationships Termination Session: The Party 3. Effectiveness of SPARK Groups Characteristics of Participating Group Members Family Structure and Distress Outcome 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 Pilot Evaluations of New and Revised Modules in This Edition Summary and Conclusions Information Regarding Data Analyses 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 SpanishReviews"""Each of the eight modules has a clear and logical order designed to sequence and scaffold student understanding. It spans a semester of school. SPARK has been implemented in schools over approximately nine years in various iterations and with various foci and the second edition is a result of reflection on implementation. It provides tools and techniques for practitioners working with youth at risk for academic, behavioral, and emotional difficulties. It incorporates very good teaching and learning strategies with an in-depth understanding of the requirements of young people 'at risk.'"" - Journal of Educational Administration and History, UK ""Waterman and Walker have developed a counseling curriculum that is flexible, engaging, empirically validated, and, most importantly, effective. I would recommend this book to school psychologists, counselors, and others charged with improving the lives of at-risk children and adolescents."" - Dennis Dierck, School Psychologist, Garden Grove Unified School District, USA" 'Waterman and Walker have developed a counseling curriculum that is flexible, engaging, empirically validated, and, most importantly, effective. I would recommend this book to school psychologists, counselors, and others charged with improving the lives of at-risk children and adolescents.' - Dennis Dierck, School Psychologist, Garden Grove Unified School District, USA Author InformationJill Waterman, PhD, is Adjunct Professor of Psychology at the University of California, Los Angeles (UCLA), and coordinator of the UCLA Psychology Clinic. She is the author of numerous articles and coauthor of two books on aspects of childhood trauma. Her research focuses on childhood trauma and on developing and evaluating interventions for children at risk. Dr. Waterman maintains a private psychotherapy practice in the Los Angeles area. Elizabeth Walker, PhD, works with economically disadvantaged, ethnically diverse high school students as a school-based psychotherapist and private practitioner in Denver. She received her doctorate in clinical psychology from UCLA, and spent several years working with inner-city students in the Los Angeles area. Dr. Walker's clinical interests include integrating religion and spirituality into the therapeutic process. Tab Content 6Author Website:Countries AvailableAll regions |
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