• Summary
  • Contents
  • Subject index

This fourth book in the Prevention Practice Kit introduces the topic of prevention groups and illustrates how to apply that definition to real-world settings for counselors, psychologists, mental health workers, and prevention specialists working with groups in schools, hospitals, community organizations, and private practice. Readers will find practical suggestions on how to design, conduct, and organize prevention groups such as psychoeducational groups, group-centered prevention groups, and therapy prevention groups. Examples from research, along with case study examples, help to illustrate important concepts in both theory and practice.

This book is part of thePrevention Practice Kit: Action Guides for Mental Health, a collection of eight books each authored by scholars in the specific field of prevention and edited by Dr. Robert K. Conyne and Dr. Arthur M. Horne. The books in the collection conform to the editors' outline to promote a consistent reading experience. Designed to provide human services practitioners, counselors, psychologists, social workers, instructors, and students with concrete direction for spreading and improving the practice of prevention, the series provides thorough coverage of prevention application including a general overview of prevention, best practices, diversity and cultural relevance, psychoeducational groups, consultation, program development and evaluation, evidence base, and public policy.

This book is endorsed by the Prevention Section of the Society of Counseling Psychology of the American Psychological Association. Fifty percent of all royalties are donated to Division 17 of the APA.

What is a Prevention Group?
What is a prevention group?

A third grader diagnosed with autism by the school was enrolled in an after-school program because of academic failure and inability to work with others in the classroom. Academically, he could read above his grade level, when he could be persuaded to read at all. His spelling skills also rose above grade level, yet his level of cooperation in the classroom and his desire to learn were sporadic. One minute, he would sit down and work as the teacher requested; the next minute he would be running around the room, refusing to sit, grabbing other students’ work from their desk, and refusing to try to read, write, or spell. The after-school program in which the student ...

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