標(biāo)題: Titlebook: CBT for College Students with ADHD; A Clinical Guide to Arthur D. Anastopoulos,Joshua M. Langberg,Laura D. Book 2020 Springer Nature Switz [打印本頁] 作者: lumbar-puncture 時(shí)間: 2025-3-21 19:48
書目名稱CBT for College Students with ADHD影響因子(影響力)
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書目名稱CBT for College Students with ADHD網(wǎng)絡(luò)公開度
書目名稱CBT for College Students with ADHD網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱CBT for College Students with ADHD被引頻次
書目名稱CBT for College Students with ADHD被引頻次學(xué)科排名
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書目名稱CBT for College Students with ADHD讀者反饋
書目名稱CBT for College Students with ADHD讀者反饋學(xué)科排名
作者: FLOUR 時(shí)間: 2025-3-22 00:12
https://doi.org/10.1007/978-3-8348-9097-9ken to pilot test and refine it, a detailed description of the program’s major treatment components, and a brief summary of research findings that our research team has generated attesting to its efficacy.作者: 不朽中國 時(shí)間: 2025-3-22 01:21 作者: intention 時(shí)間: 2025-3-22 05:00 作者: machination 時(shí)間: 2025-3-22 10:27
,Active Phase – Week 6, behavior. Mentors also clarify any questions about the new information presented in group and assist mentees in tailoring strategies for test-taking and long-term projects to their individual needs. Similar assistance is provided with respect to using adaptive thinking skills to increase adherence to treatment.作者: Ligneous 時(shí)間: 2025-3-22 14:46
,Modulation eines sinusf?rmigen Tr?gers, past week. Mentors also review new information presented in group to ensure student understanding and discuss implementation of new behavioral strategies and adaptive thinking skills. As needed, mentors monitor, support, and provide guidance to refine student use of previously learned behavioral strategies and adaptive thinking skills.作者: Ligneous 時(shí)間: 2025-3-22 19:10
,Active Phase – Week 3, past week. Mentors also review new information presented in group to ensure student understanding and discuss implementation of new behavioral strategies and adaptive thinking skills. As needed, mentors monitor, support, and provide guidance to refine student use of previously learned behavioral strategies and adaptive thinking skills.作者: 出處 時(shí)間: 2025-3-23 00:33
Book 2020esigned to facilitate better understanding of the areas targeted by the program. Filling a notable gap in research addressing the ADHD college student population, .CBT for College Students with ADHD .is a crucial?resource for campus mental health practitioners as well as a broad range of clinicians dealing with emerging adults..作者: Clinch 時(shí)間: 2025-3-23 02:40 作者: 改變立場 時(shí)間: 2025-3-23 08:41
,Digitale übertragung im Basisband,maladaptive thinking patterns. To supplement group content, mentors will help students with the implementation of planners and To-Do lists. Mentors will also review information about the causes of ADHD, available resources, and ways to recognize and manage maladaptive thinking patterns.作者: scrutiny 時(shí)間: 2025-3-23 13:45 作者: Mingle 時(shí)間: 2025-3-23 16:00 作者: NADIR 時(shí)間: 2025-3-23 21:31 作者: ablate 時(shí)間: 2025-3-24 00:38 作者: 吞沒 時(shí)間: 2025-3-24 02:40
978-3-030-33171-9Springer Nature Switzerland AG 2020作者: hermetic 時(shí)間: 2025-3-24 07:32
Arthur D. Anastopoulos,Joshua M. Langberg,Laura D.Provides a week-by-week overview of a program to improve mental health on college campuses.Offers tested, evidence-based practices applicable to real world settings.A practical clinical guide for ment作者: 離開可分裂 時(shí)間: 2025-3-24 11:46 作者: obscurity 時(shí)間: 2025-3-24 16:24 作者: 高談闊論 時(shí)間: 2025-3-24 23:03
,Modulation eines sinusf?rmigen Tr?gers,sary for serving as a group leader or mentor in the program. As with any other psychosocial treatment, it is important to ensure that ACCESS is clinically indicated for any given student. Thus, characteristics of students for whom ACCESS may or may not be appropriate are discussed. Because there can作者: 兩種語言 時(shí)間: 2025-3-25 02:32
,Digitale übertragung im Basisband,e aims of the initial group meeting are to orient students to the program, to present information about ADHD symptoms and associated characteristics, to discuss resources available on campus, and to introduce the tenets of cognitive therapy and adaptive thinking skills. Group members first receive d作者: 根除 時(shí)間: 2025-3-25 06:47 作者: Volatile-Oils 時(shí)間: 2025-3-25 08:43 作者: Serenity 時(shí)間: 2025-3-25 15:31 作者: resistant 時(shí)間: 2025-3-25 18:11
,Digitale übertragung im Basisband, risky behaviors is presented in the group. In addition, the group session introduces strategies for effective studying and the use of a distractibility delay technique to increase attention. The group session concludes with the group leader engaging the students in a discussion of how to manage emo作者: 向外供接觸 時(shí)間: 2025-3-25 22:30
https://doi.org/10.1007/978-3-8348-9097-9ed about this form of treatment. Additionally, test-taking strategies and techniques for managing long-term projects and papers are presented. Group participants also receive guidance in using adaptive thinking skills to increase their adherence to ADHD treatments. Mentors review and refine student 作者: crescendo 時(shí)間: 2025-3-26 01:52 作者: neutral-posture 時(shí)間: 2025-3-26 04:19 作者: Exonerate 時(shí)間: 2025-3-26 08:38 作者: 公社 時(shí)間: 2025-3-26 14:34 作者: MUTED 時(shí)間: 2025-3-26 18:12 作者: fatty-acids 時(shí)間: 2025-3-26 21:53 作者: uncertain 時(shí)間: 2025-3-27 02:11 作者: Folklore 時(shí)間: 2025-3-27 06:47
,Active Phase – Week 3, DSM-5 criteria for ADHD and the components of a comprehensive ADHD assessment. Next, detailed guidance on the use of organizational techniques and time management strategies is provided. Group members participate in an interactive dialogue about causes of procrastination and ways to control procras作者: homeostasis 時(shí)間: 2025-3-27 12:11
,Active Phase – Week 4,the group session, the group leader engages students in a discussion of the processes by which ADHD and its associated features impact academic performance. Next, group members receive instruction in the use of behavioral strategies to help improve academic performance, including strategies for sele作者: 易于 時(shí)間: 2025-3-27 16:41 作者: chlorosis 時(shí)間: 2025-3-27 18:41 作者: 使?jié)M足 時(shí)間: 2025-3-27 23:14 作者: Senescent 時(shí)間: 2025-3-28 05:19
,Active Phase – Week 8,epare students for the transition from the current active phase semester to the start of the maintenance phase next semester. The group session begins with a brief review of previously presented ADHD knowledge, followed by a discussion of how this knowledge can be used to improve daily life function作者: cloture 時(shí)間: 2025-3-28 08:15 作者: Pudendal-Nerve 時(shí)間: 2025-3-28 14:23
,Modulation eines sinusf?rmigen Tr?gers,. Also presented are detailed suggestions for allocating session time; coordinating delivery of the group and mentoring components; discussing confidentiality issues; scheduling guest speakers from campus support units; handling missed appointments; distributing session handouts; and using component作者: 寬度 時(shí)間: 2025-3-28 15:44
,Digitale übertragung im Basisband, overview of the basic tenets of cognitive therapy and adaptive thinking techniques. In the initial mentoring session, students get to know their mentors and become acclimated to the mentoring process. Mentors also collect general background information about their mentees, review and clarify conten作者: 安慰 時(shí)間: 2025-3-28 21:53
,Digitale übertragung im Basisband, provided as needed. Mentors also review and clarify information covered in group, with the goal of ensuring that students understand this information fully and provide guidance in the use of newly presented behavioral strategies targeting academic performance. Mentors similarly aid students in refi作者: Middle-Ear 時(shí)間: 2025-3-29 00:52 作者: 聯(lián)想 時(shí)間: 2025-3-29 04:31 作者: HAIL 時(shí)間: 2025-3-29 09:46 作者: NIB 時(shí)間: 2025-3-29 12:02
General Guidelines for Planning and Implementing ACCESS,. Also presented are detailed suggestions for allocating session time; coordinating delivery of the group and mentoring components; discussing confidentiality issues; scheduling guest speakers from campus support units; handling missed appointments; distributing session handouts; and using component作者: 沙草紙 時(shí)間: 2025-3-29 19:17 作者: Mercantile 時(shí)間: 2025-3-29 22:55 作者: 難管 時(shí)間: 2025-3-30 02:42
,Active Phase – Week 5,s to tailor their use of effective studying strategies and the distractibility delay technique to their individual needs. One-on-one mentoring guidance is also provided to facilitate mentee use of adaptive thinking skills to reduce emotional distress and engagement in risky behaviors.
