| Contents |
Introduction / Elias Kourkoutas and Angie Hart -- -- Part A. Epistemological, Theoretical and Family issues in Childhood Difficulties/Disability : -- Resilience Based Inclusive Models of Students with Social- Behavioral and Learning Difficulties or Disabilities / Elias Kourkoutas, Elena Vitalaki and Adam Fowler -- Measuring Functioning and Disability in Children with Disability using ICF-CY Biopsychosocial Model / Matilde Leonardi, Eleni Koutsogeorgou and Paolo Meucci -- The Human Element in Education: Nurture, Self-efficacy and the Psychology of Academic Inclusion / John Cornwall -- Family Adjustment when Facing Disability: Co-Construction of a Space/Time of 'Bientraitance' for both Parents and Professionals / Jean-Jacques Detraux -- Families with Pluridisabled Children: The Parental Point of View on their Relationship with Health and Social Services / Simone Visentin, Roberta Caldin and Lino Chiandetti -- Emotion Regulation and Interpersonal Schemata in Depressed and Aggressive Youth: Implication for School and Community Based Practices / Mariana Scriva, Sandra Heriot and Elias Kourkoutas -- -- Part B. School-based Innovative Practices for the Promotion of Social, Emotional and Learning Skills : -- School-based Innovative Practices for the Promotion of Social, Emotional and Learning Skills in Portugal / Luísa Campos, Filipa Palha, Vânia Sousa Lima, Pedro Dias, Ana Duarte and Elisa Veiga -- Cooperative Learning in Inclusive Classrooms / JoAnne Putnam -- Social Skills Training of Adolescents within the School Environment: The Enhancement of Academic Inclusion via Social and Cognitive Approaches / Lenka Krejcova -- Emotional and Depressive Problems in School-age Children: Promoting Positive and Resilient Based Inclusive Practices / Elias Kourkoutas, Elena Vitalaki and Elena Perysinaki -- Parental and Best-friend Acceptance, Self-efficacy and Self-esteem in ADHD Students / Márcia Machado, Francisco Machado and Ângela Oliveira -- Defining, Identifying and Assessing Social and Personal Skills Difficulties of Students with Special Educational Needs: The Special Education Teachers' Perspectives / Eleni Didaskalou, Anastassia Vlachou and Panayiota Stavrousi -- Inclusion in Early Childhood; Evidence-based Practices: How Program Models Vary / Anne Gruenberg -- -- Part C. Innovative Interventions in Childhood Social, Emotional, and Behavioural Difficulties and School Violence : -- Art Therapy with AD/HD Children: Exploring Possible Selves via Art / Michal Bat-Or -- Individual-Group Therapy in Sexually Abused Children who Suffer from Dissociative Identity Disorder / Rachel Lev-Wiesel and Sara Wianberg -- Dance Movement Therapy Groups for Children with Behavioural Disorders / Hilda Wengrower -- Using Visual Arts Based Approaches to Develop Young People's Resilience / Angie Hart, Hannah Macpherson, Becky Heaver and Emily Gagnon -- A Psycho-educational Programme as Intervention to Reduce Destructive Behaviour: Addressing Aggression in the South African Context / Johan Botha and Charl Wolhuter -- Working with Adolescent Victims/Offenders in the Global Environment: New Directions / Daniel Derivois -- -- Part D. Therapeutic Issues and Innovative Applications : -- Interpersonal Acceptance-Rejection Theory and Clinical Applications / Sandra A. Rigazio-DiGilio and Ronald P. Rohner -- Intervention Strategies for Children and Adolescents with Disorders: From Intrapsychic to Transactional Perspectives / Stefania Cataudella and Viviana Langher -- Parenting Children with ADHD: Study Findings and Implications for Practice / Ricky Finzi-Dottan -- Positive Behaviour Support and the Dissemination of the Behavior Analytic Technology in the Field of Practice for Persons with Developmental Disabilities / Konstantinos M. Ntinas -- Rapid Motor Imitation Antecedent Treatment: An Innovative Approach for Teaching Children with Severe Language Delays their First Words / Joanna Tsiouri -- Using Bibliotherapy to Promote Students' Adjustment to School / David Manier. |
| Abstract |
"This book engages with a wide spectrum of questions and topics related to children's, adolescents' and families' difficulties, as well as to epistemological, meta-theoretical, taxonomical, and intervention issues. Particular emphasis is given throughout the book to discussing and suggesting various alternative methods and practices of promoting the potential and capacity of children, families, and schools to deal with various personal and contextual risks and adversities. Most of the contributions brought together in this volume highlight the psychosocial and community and especially school-based and child-centered paradigm focusing not only on the treatment of children's deficits, but mainly, and above all, on strengthening and sharpening their social, emotional and learning skills and on promoting child, family, and social-school resources and resilience. Integrating various innovative or traditional techniques in a wider psychosocial and resilient inclusive perspective is one of the most promising approaches to childhood disorder and disability. This book presents these fundamentally important issues within the context of up-to-date research on vulnerability and resilience that helps strengthen family and child-school relationships, and will enable professionals, teachers, and parents to deal with a plethora of difficulties and risks in childhood and adolescence."--Publisher's website. |
