Prevention Groups

Books

Elaine Clanton Harpine

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  • Front Matter
  • Back Matter
  • Subject Index
  • Other Books in the Prevention Practice Kit

    Program Development and Evaluation in Prevention (9781452258010)

    Prevention and Consultation (9781452257990)

    Prevention in Psychology (9781452257952)

    Social Justice and Culturally Relevant Prevention (9781452257969)

    Public Policy and Mental Health (9781452258027)

    Evidence-Based Prevention (9781452258003)

    Best Practices in Prevention (9781452257976)

    Dedication

    To my loving husband, Bill, for his never-ending support and encouragement.

    Copyright

    View Copyright Page

    Acknowledgments

    I wish to express my appreciation to Bob Conyne and Andy Horne for their help and support. A thank you also goes to all of the children, youth, university students, community volunteers, parents, teachers, and university faculty who I have had the pleasure of working with while developing group-centered prevention programs.

  • References

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    Adelman, H.S., & Taylor, L. (2006). Mental health in schools and public health. Public Health Report, 121, 294–298.
    Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
    Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.http://dx.doi.org/10.1016/0149-7189(90)90004-G
    Baumeister, R.F., & Leary, M.R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Review, 103, 5–33.
    Biglan, A., Mrazek, P., Carnine, D., & Flay, B.R. (2003). The integration of research and practice in the prevention of youth problem behaviors. American Psychologist, 58, 433–440. doi:10.1037/0003-066X.58.6-7.433
    Brigman, G., & Webb, L. (2007). Student success skills: Impacting achievement through large and small group work. Group Dynamics: Theory, Research, and Practice, 11, 283–292. doi:10.1037/1089-2699.11.4.283
    Brown, S., & Tracy, E.M. (2008). Building communities of practice to advance mental health services in schools. The Community Psychologist, 41, 46–49.
    Buhs, E.S., Ladd, G.W., & Herald, S. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?Journal of Educational Psychology, 98, 1–13. doi:10.1037/0022-0663.98.1.1
    Catalano, R.F., Mazza, J.J., Harachi, T.W., Abbott, R.D., Haggerty, K.P., & Fleming, C.B. (2003). Raising healthy children through enhancing social development in elementary school: Results after 1.5 years. Journal of School Psychology, 41, 143–164.
    ClantonHarpine, E. (2005, August). After-school community-based prevention project. In Carl Paternite (Chair), Using community science to promote school-based mental health. Symposium conducted at the annual convention of the American Psychological Association, Washington, DC.
    ClantonHarpine, E. (2007, August). A community-based after-school prevention program: A one year review of the Camp Sharigan Program. Paper presented at the annual convention of the American Psychological Association, San Francisco, CA.
    ClantonHarpine, E. (2008). Group interventions in schools: Promoting mental health for at-risk children and youth. New York, NY: Springer.
    ClantonHarpine, E. (2010). Erasing failure in the classroom: Vol. 1. Camp Sharigan, a ready-to-use group-centered intervention for grades 1–3 (
    2nd ed.
    ). Aiken, SC: Group-Centered Learning.
    ClantonHarpine, E. (2011). Group-centered prevention programs for at-risk students. New York, NY: Springer.http://dx.doi.org/10.1007/978-1-4419-7248-4
    ClantonHarpine, E. (in press). After-school prevention programs for at-risk students. New York, NY: Springer.
    ClantonHarpine, E., Nitza, A., & Conyne, R. (2010). Prevention groups: Today and tomorrow. Group Dynamics: Theory, Research, and Practice, 14, 268–280. doi:10.1037/a0020579
    ClantonHarpine, E., & Reid, T. (2009). Enhancing academic achievement in a Hispanic immigrant community: The role of reading in academic failure and mental health. School Mental Health, 1, 159–170. doi:10.1007/s12310-009-9011-z
    Conyne, R.K. (2004). Preventive counseling: Helping people to become empowered in systems and settings. New York, NY: Brunner-Routledge.http://dx.doi.org/10.4324/9780203336052
    Conyne, R.K. (2010). Preventive program development and evaluation: An incidence reduction, culturally relevant approach. Thousand Oaks, CA: Sage.
    Conyne, R.K., & ClantonHarpine, E. (2010). Prevention groups: The shape of things to come. Group Dynamics: Theory, Research, and Practice, 14, 193–198. doi:10.1037/a0020446
    Davis, J.B. (1914). Vocational and moral guidance. Boston, MA: Ginn.http://dx.doi.org/10.1080/0034408130070609
    Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
    Durlak, J.A., & Wells, A.M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25, 115–152.
    Finn, J.D., Gerber, S.B., & Boyd-Zaharias, J. (2005). Small classes in the early grades, academic achievement, and graduating from high school. Journal of Educational Psychology, 97, 214–223.
    Fuhriman, A., & Burlingame, G.M. (1990). Consistency of matter: A comparative analysis of individual and group process variables. The Counseling Psychologist, 18, 6–63.
    Gazda, G.M., Ginter, E.J., & Horne, A.M. (2001). Group counseling and group psychotherapy: Theory and application. Boston, MA: Allyn & Bacon.
    Goodyear, R.K., Murdock, N., Lichtenberg, J.W., McPherson, R., Koetting, K., & Petren, S. (2008). Stability and change in counseling psychologists’ identities, roles, functions, and career satisfaction across 15 years. The Counseling Psychologist, 36, 220–249.
    Greenberg, M., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention and Treatment, 4, 1–48. Retrieved from http://journals.apa.org/prevention/volume4/pre0040001a.html
    Greenberg, M., Weissberg, R.P., O'Brien, M.U., Zins, J.E., Fredricks, L., Resnick, H., & Elias, M.J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474. doi:10.1037/0003-066X.58.6-7.466
    Greene, J.P., & Winters, M. (2006). Leaving boys behind: Public high school graduation rates. New York, NY: Manhattan Institute for Policy Research.
    Hage, S.M., & Romano, J.L. (2010). History of prevention and prevention groups: Legacy for the 21st century. Group Dynamics: Theory, Research, and Practice, 14, 199–210. doi:10.1037/a0020736
    Hoag, M.A., & Burlingame, G.M. (1997). Evaluating the effectiveness of child and adolescent group treatment: A meta-analytic review. Journal of Clinical Child Psychology, 26, 234–246.
    Hogg, M.A., Abrams, D., Otten, S., & Hinkle, S. (2004). The social identity perspective: Intergroup relations, self-conception, and small groups. Small Group Research, 35, 246–276.
    Holmes, S.E., & Kivlighan, D.M. (2000). Comparison of therapeutic factors in group and individual treatment processes. Journal of Counseling Psychology, 47, 478–484.
    Holtz, R. (2004). Group cohesion, attitude projection, and opinion certainty: Beyond interaction. Group Dynamics: Theory, Research, and Practice, 8, 112–125.
    Horne, A.M., Stoddard, J.L., & Bell, C.D. (2007). Group approaches to reducing aggression and bullying in school. Group Dynamics: Theory, Research, and Practice, 11, 262–271. doi:10.1037/1089-2699.11.4.262
    Kazak, A.E. (2008). Evidence-based treatment and practice: New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care. American Psychologist, 63, 146–159. doi:10.1037/0003-066X.63.3.146
    Kazak, A.E., Hoagwood, K., Weisz, J.R., Hood, K., Kratochwill, T.R., Vargas, L.A., & Banez, G.A. (2010). A meta-systems approach to evidence-based practice for children and adolescents. American Psychologist, 65, 85–97. doi:10.1037/a0017784
    Keller, T.A., & Just, M.A. (2009). Altering cortical connectivity: Remediation-induced changes in the white matter of poor readers. Neuron, 64, 624–631. doi:10.1016/j.neuron.2009.10.018
    Kratochwill, T.R. (2007). Preparing psychologists for evidence-based school practice: Lessons learned and challenges ahead. American Psychologist, 62, 826–843.
    Kulic, K.R., Horne, A.M., & Dagley, J.C. (2004). A comprehensive review of prevention groups for children and adolescents. Group Dynamics: Theory, Research, and Practice, 8, 139–151.
    Langley, A.K., Nadeem, E., Kataoka, S.H., Stein, B.D., & Jaycox, L.H. (2010). Evidence-based mental health programs in schools: Barriers and facilitators of successful implementation. School Mental Health, 2, 105–113. doi:10.1007/s12310-010-9038-1
    Lazell, E.W. (1921). The group treatment of dementia praecox. Psychoanalytical Review, 8, 168–179.
    Marmarosh, C., Holtz, A., & Schottenbauer, M. (2005). Group cohesiveness, group-derived collective self-esteem, group-derived hope, and the well-being of group therapy members. Group Dynamics: Theory Research and Practice, 9, 32–44.
    Marmarosh, C., & Markin, R.D. (2007). Group and personal attachments: Two is better than one when predicting college adjustment. Group Dynamics: Theory Research and Practice, 11, 153–164.
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    McHugh, R.K., Murray, H.W., & Barlow, D.H. (2009). Balancing fidelity and adaptation in the dissemination of empirically supported treatments: The promise of transdiagnostic interventions. Behavior Research and Therapy, 47, 946–953. doi:10.1016/j.brat.2009.07.005
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    Riggs, N.R., Bohnert, A.M., Guzman, M.D., & Davidson, D. (2010). Examining the potential of community-based after-school programs for Latino youth. American Journal of Community Psychology, 45, 417–429. doi:10.1007/s10464-010-9313-1
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    5th ed.
    ). New York, NY: Basic Books.

    About the Author

    Elaine Clanton Harpine, PhD, is a motivational psychologist specializing in group-centered motivational program design. She has 40 years of experience designing and conducting motivational 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 13 nonfiction books, including 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.

    Her research for the past 10 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 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 that appears quarterly in The Group Psychologist. She was selected for inclusion in Who's Who of American Women, 2006–2012, for her work with children in inner-city neighborhoods.


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