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Helping students overcome social anxiety [electronic resource] : skills for academic and social success (SASS)

Helping students overcome social anxiety [electronic resource] : skills for academic and social success (SASS)

Material type
E-Book(소장)
Personal Author
Masia Warner, Carrie.
Title Statement
Helping students overcome social anxiety [electronic resource] : skills for academic and social success (SASS) / Carrie Masia Warner, Daniela Colognori, Chelsea Lynch.
Publication, Distribution, etc
New York, NY :   Guilford Press,   c2018.  
Physical Medium
1 online resource (xiv, 241 p.).
Series Statement
The Guilford practical intervention in the schools series
ISBN
9781462534630 (electronic bk.) 1462534635 (electronic bk.) 9781462534609 1462534600
요약
"Social anxiety disorder causes significant distress and academic impairment for many adolescents. This unique book gives front-line school professionals innovative, easy-to-use tools for identifying and intervening with socially anxious students in grades 6-12. It presents Skills for Academic and Social Success (SASS), a school-based intervention with demonstrated effectiveness. Case examples and sample scripts demonstrate how to implement psychoeducation, cognitive strategies, social skills training, exposure, and relapse prevention with groups and individual students. In a large-size format with lay-flat binding for easy photocopying, the book includes 22 reproducible handouts. Purchasers get access to a Web page where they can download and print the reproducible materials"--
General Note
Title from e-Book title page.  
Bibliography, Etc. Note
Includes bibliographical references and index.
이용가능한 다른형태자료
Issued also as a book.  
Subject Added Entry-Topical Term
Social phobia in adolescence --Treatment. Social phobia in children --Treatment.
Short cut
EBSCOhost   URL
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020 ▼a 9781462534630 (electronic bk.)
020 ▼a 1462534635 (electronic bk.)
020 ▼a 9781462534609
020 ▼a 1462534600
035 ▼a 1702846 ▼b (N$T)
035 ▼a (OCoLC)1022117491
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050 0 0 ▼a RJ506.S63
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084 ▼a 618.9285225 ▼2 DDCK
090 ▼a 618.9285225
100 1 ▼a Masia Warner, Carrie.
245 1 0 ▼a Helping students overcome social anxiety ▼h [electronic resource] : ▼b skills for academic and social success (SASS) / ▼c Carrie Masia Warner, Daniela Colognori, Chelsea Lynch.
246 3 ▼a Skills for academic and social success
246 3 ▼a SASS
260 ▼a New York, NY : ▼b Guilford Press, ▼c c2018.
300 ▼a 1 online resource (xiv, 241 p.).
490 1 ▼a The Guilford practical intervention in the schools series
500 ▼a Title from e-Book title page.
504 ▼a Includes bibliographical references and index.
520 ▼a "Social anxiety disorder causes significant distress and academic impairment for many adolescents. This unique book gives front-line school professionals innovative, easy-to-use tools for identifying and intervening with socially anxious students in grades 6-12. It presents Skills for Academic and Social Success (SASS), a school-based intervention with demonstrated effectiveness. Case examples and sample scripts demonstrate how to implement psychoeducation, cognitive strategies, social skills training, exposure, and relapse prevention with groups and individual students. In a large-size format with lay-flat binding for easy photocopying, the book includes 22 reproducible handouts. Purchasers get access to a Web page where they can download and print the reproducible materials"-- ▼c Provided by publisher.
530 ▼a Issued also as a book.
538 ▼a Mode of access: World Wide Web.
650 0 ▼a Social phobia in adolescence ▼x Treatment.
650 0 ▼a Social phobia in children ▼x Treatment.
856 4 0 ▼3 EBSCOhost ▼u https://oca.korea.ac.kr/link.n2s?url=http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1702846
945 ▼a KLPA
991 ▼a E-Book(소장)

Holdings Information

No. Location Call Number Accession No. Availability Due Date Make a Reservation Service
No. 1 Location Main Library/e-Book Collection/ Call Number CR 618.9285225 Accession No. E14012831 Availability Loan can not(reference room) Due Date Make a Reservation Service M

Contents information

Table of Contents

Cover -- Half Title Page -- Series Page -- Title Page -- Copyright -- About the Authors -- Acknowledgments -- Contents -- Part I. Recognizing and Addressing Social Anxiety at School -- 1. What Is Social Anxiety? -- Social Anxiety Defined -- What Does Social Anxiety Look Like? -- How Is Shyness Different from Social Anxiety? -- Impairment Associated with Social Anxiety -- Won’t They Grow Out of It? -- How Will This Book Help? -- Chapter Summary -- 2. Why Treat Social Anxiety at School? -- Why Should Schools Invest in Treating Social Anxiety? -- Response to Intervention and School‑Based Social Anxiety Treatment -- Do School‑Based Programs Increase Access to Treatment? -- Who Should Deliver School‑Based Mental Health Programs? -- How Do School Settings Enrich Treatment for Social Anxiety? -- How Do Schools Support Treatment in Groups? -- Are Students Open to Receiving Help at School? -- Chapter Summary -- 3. Identifying Students Struggling with Social Anxiety -- What Does Social Anxiety Look Like in the Classroom? -- What Does Social Anxiety Look Like in Other School Settings? -- How Can I Identify Socially Anxious Students? -- Universal Screenings -- Teacher Nominations -- Assessing Students Who Report Anxiety -- Inviting Students to Address Social Anxiety -- Lauren’s Story -- Chapter Summary -- Part II. Promoting Skills for Academic and Social Success (SASS) -- 4. Educating Teenagers about Social Anxiety -- Everyone Experiences Anxiety! Why? -- What Is Social Anxiety? -- Emotions and Physical Symptoms -- Thoughts -- Behaviors -- How Do Feelings, Thoughts, and Behaviors Work Together to Maintain Anxiety? -- Negative Thoughts → Anxious Emotions/Physical Symptoms → Avoidance -- Anxious Emotions/Physical Feelings → Negative Thoughts → Avoidance -- Past Avoidance → Negative Thoughts → Anxious Emotions/Physical Symptoms → Future Avoidance -- How to Talk about Social Anxiety with Students -- Conducting Psychoeducation in a Group Setting -- Common Challenges to Providing Psychoeducation -- Students Have Trouble Differentiating Feelings and Thoughts -- Students Are Hesitant to Disclose Anxious Symptoms -- Lauren’s Story -- Chapter Summary -- 5. Socially Anxious Thinking 101 -- How Does Cognition Develop in Adolescence? -- What Are They Thinking?: A Guide to Socially Anxious Thinking Traps -- Perfectionistic Expectations -- Rigid Social Rules -- Excessive Personal Responsibility -- Overestimation -- Catastrophizing -- Why Is Negative Thinking Problematic? -- Lauren’s Story -- Chapter Summary -- Appendix 5.1. Common Socially Anxious Thinking Traps -- 6. Realistic Thinking: Give It a Second Thought! -- What Is Realistic Thinking? -- How Is Realistic Thinking Different from Positive Thinking? -- Laying the Foundation for Giving It a Second Thought -- Step 1: Identify Specific, Negative Expectations -- Step 2: Identify Thinking Traps -- Step 3: Give It a Second Thought!: Are Your Initial Thoughts Realistic? -- Step 4: Apply These Skills to Various Situations --.
What Do These Steps Look Like All Together? -- Using Groups to Teach Realistic Thinking -- Practice, Practice, Practice! -- Common Challenges to Training Realistic Thinking -- Students Are Not Able to Identify Negative Thoughts or Predictions -- Students Do Not Provide Examples of Negative Thoughts -- Thoughts Are Framed in a Way That Is Difficult to Challenge -- Students Do Not Believe Alternatives to Their Negative Predictions -- Lauren’s Story -- Chapter Summary -- 7. Go Ahead, Start the Conversation -- Why Is Social Skills Training Important? -- Training Social Skills in School Groups -- Laying the Foundation for Social Skills Practice -- Initiating Conversations -- Step 1: When Is a Good Time to Start a Conversation? -- Step 2: What Do I Say to Start a Conversation? -- Step 3: Looking Friendly and Approachable -- Step 4: Role‑Playing Initiating Conversations -- Practice, Practice, Practice! -- Common Challenges to Initiating Conversations -- Students Are Reluctant to Practice Initiating Conversations -- Students Are Rigid in Using Social Skills -- Students Continue to Look Unfriendly -- Students Use Too Many Negative Statements -- Lauren’s Story -- Chapter Summary -- Appendix 7.1. Role-Play Scenarios for Practice—Initiating Conversations -- 8. Maintaining Conversations and Extending Invitations -- Laying the Foundation for Practicing Conversational Skills -- Enhancing Conversational Skills -- Step 1: Asking Open‑Ended Questions -- Step 2: Staying with a Topic -- Step 3: Switching Topics -- Step 4: Extending Invitations -- Step 5: Role Plays to Practice Conversational Skills -- Practice, Practice, Practice! -- Common Challenges in Practicing Conversations -- Students Repeatedly Change a Conversation Topic Too Quickly -- Students Express Concern That It Is Too Soon to Invite Someone to Get Together -- Even with Encouragement, Your Student Will Not Invite a Peer to Get Together -- Students Believe It Is Their Responsibility to Ensure the Get‑Together Is Fun -- Lauren’s Story -- Chapter Summary -- Appendix 8.1. Answer Key—Is It Open or Closed? -- Appendix 8.2. Answer Key—Creating Open-Ended Questions -- Appendix 8.3. Role-Play Scenarios—Maintaining Conversations and Extending Invitations -- 9. The Secret to Meaningful Conversations: Listening to What Others Say -- Laying the Foundation: What Is Anxiety Interference? -- Classroom Interference -- Conversational Interference -- How Do I Train Students to Listen and Remember? -- Step 1: Memory Game -- Step 2: Personal Memory Game—Make It a Conversation! -- Step 3: Nonverbal Listening—What Does It Look Like? -- Practice, Practice, Practice! -- Common Challenges to Listening and Remembering -- Students Are Still Having Trouble Listening and Remembering in the Classroom -- Students Are Generally Having Trouble Remembering What Others Say -- Lauren’s Story -- Chapter Summary -- 10. Your Needs Matter: Learn to Speak Up! -- Laying the Foundation for Assertiveness Training -- Assertiveness Training -- Ste.
p 1: Assertive Nonverbal Communication Skills -- Step 2: Expressing Preferences or Needs -- Step 3: Making Requests and Getting Involved -- Step 4: Refusing Requests -- Step 5: Expressing Feelings -- Step 6: Assertiveness with Adults -- Step 7: Dealing with Bullies -- Practice, Practice, Practice! -- Common Challenges in Training Assertiveness -- Students Insist That Passive Communication Is Effective -- Students Continue to Have Trouble Communicating Assertively -- Family Members or Friends Do Not Respond Well -- Lauren’s Story -- Chapter Summary -- Appendix 10.1. Expressing Preferences or Needs -- Appendix 10.2. Making Requests and Getting Involved -- Appendix 10.3. Refusing Requests -- Appendix 10.4. Expressing Feelings -- Appendix 10.5. Assertiveness with Adults -- 11. Facing Your Fears: Creating a Fear Ladder -- How Does Exposure Work? -- How Do I Present Exposure to Students? -- Getting Started: Developing a Fear Ladder -- What Makes an Effective Fear Ladder? -- Include Items with a Range of Difficulty -- Include Classroom or Academic Activities -- Include School Engagement or Additional School‑Based Exercises -- Always Include Inviting Peers to Get Together -- Include Items That Expose Students to the Core Fear of Embarrassment or Rejection -- Fear Ladders in a Group Setting -- Lauren’s Story -- Chapter Summary -- Appendix 11.1. Example—Performance Fears Hierarchy -- Appendix 11.2. Example—Social Fears Hierarchy -- Appendix 11.3. Example—Combination of Social and Performance Fears Hierarchy -- 12. Climbing the Ladder: Exposure Practice in School -- What Makes an Exposure Effective? -- Sticking with It! -- One Step at a Time: Let’s Do This Gradually! -- Repeated Practice -- Getting Started: The First Exposure -- The Nuts and Bolts of Implementing Exposures -- Step 1: Choosing an Exposure Exercise -- Step 2: Break It Down—Get Specific! -- Step 3: Preparing in Advance -- Step 4: SUDs Ratings -- Step 5: After Exposure -- Integrating Exposures into the School Environment -- Conducting Exposure in a Group -- Practice, Practice, Practice! -- Common Challenges in Conducting Exposures -- Students Are Very Resistant to Conducting Exposure Exercises -- Students Are Using Effective Strategies to Avoid Exposure Exercises -- The Exposure Caused More Anxiety Than You Anticipated -- Exposures “Go Wrong” or Have Seemingly Negative Outcomes -- Students’ Anxiety Is Not Decreasing with Repeated Exposures -- Lauren’s Story -- Chapter Summary -- Appendix 12.1. Sample Group Exposures -- Appendix 12.2. Sample Classroom Exposures -- Appendix 12.3. Sample Exposures for Engaging with Peers -- Appendix 12.4. Sample Exposures to Support School Engagement -- Appendix 12.5. Sample Social Mistakes Exposures -- Appendix 12.6. Sample Interacting with Safe Strangers Exposures -- Part III. Supplementary Strategies -- 13. Getting Parents Involved: How Can They Help? -- How Do Parents View Social Anxiety? -- “Social Anxiety Is Just a Phase” -- “It’s Just Her Personality” -- “G.

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