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| Preface | |
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| The Rationale for Child and Adolescent Group Counseling and Psychotherapy | |
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| Introduction to Part I | |
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| Who Needs Group Counseling and Psychotherapy? | |
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| Children With Learning Disabilities (LD) | |
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| Children of Divorce | |
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| Immigrant Children | |
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| The Impact of Terror | |
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| Children With Various Problems | |
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| Providing Support to All Children | |
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| The Type of Group Offered | |
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| Summary | |
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| The Theory of Group Counseling With Children | |
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| Expressive-Supportive Therapy | |
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| Support From Research | |
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| A Case Illustration | |
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| Individual Processes of Change | |
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| Hill's (2005) Three-Stage Model of Counseling | |
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| A Case Illustration of the Three-Stage Model | |
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| Application of the Three-Stage Model: Support From Research | |
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| Prochaska's (1999) Transtheoretical Model of Change | |
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| A Case Illustration of the Transtheoretical Model of Change | |
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| Application of the Transtheoretical Model: Support From Research | |
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| Summary | |
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| Therapeutic Factors in Children's Groups | |
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| Therapeutic Factors in Adult Groups | |
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| Therapeutic Factors in Children's Groups | |
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| The Meaning of Relationship-Climate in Children's Groups | |
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| Summary | |
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| The Practice of Child and Adolescent Group Psychotherapy | |
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| Introduction to Part II | |
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| Leadership in Counseling Groups With Children | |
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| Counselor Roles in Groups With Children | |
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| Counselor Personality | |
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| Counselor Interventions | |
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| Procedures for Opening and Closing Group Sessions | |
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| The Counselor's Helping Skills | |
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| Research on Counselor Helping Skills in Groups of Children | |
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| Summary | |
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| Activities in the Group: Methods and Techniques | |
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| Bibliotherapy | |
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| Practicing Affective Bibliotherapy | |
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| PhotoTherapy | |
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| The Practice of PhotoTherapy | |
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| Therapeutic Cards | |
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| Summary | |
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| Pre-Group Planning and Forming a Group | |
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| Member Selection | |
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| Group Composition | |
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| Group Duration, Format, and Size | |
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| Physical Structure | |
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| Scheduling | |
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| Beyond the Children | |
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| Summary | |
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| The Initial Stage | |
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| Forming Relationships | |
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| Developing a Language of Feelings | |
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| Establishing Constructive Group Norms | |
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| Constructive Response | |
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| Sense of Security | |
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| Summary | |
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| The Transition Stage | |
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| Resistance in Children's Groups | |
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| Resistance to an Activity | |
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| Resistance to the Counselor | |
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| Resistance to a Group Member | |
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| Resistance for Internal Reasons | |
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| Summary of Research | |
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| Explanation of the Data: Sources of Resistance | |
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| Explanation of the Data: Types of Resistance | |
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| Explanation of the Data: Resistance Over Time | |
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| Summary | |
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| The Working Stage: How to Enhance Emotional Experiencing and Group Support | |
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| The Working Stage in Groups for Young Children and Adolescents | |
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| Various Formats to Start the Group Process | |
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| Processes in Adolescent Groups | |
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| Spontaneous Processes | |
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| Processes in Children's Groups | |
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| Research on Group Processes With Children | |
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| Summary | |
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| Termination | |
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| Dealing With Loss and Separation | |
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| Parting Through Positive Feedback | |
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| Evaluating Growth In and Out of the Group | |
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| Evaluating the Group Experience | |
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| Making Plans for the Future | |
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| Separation From the Leader | |
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| Summary | |
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| Accountability and Processes With Various Groups | |
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| Introduction to Part III | |
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| Group Counseling for Lonely Children and Adolescents | |
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| Social Competence Training | |
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| The Development of Social Competence in Intimate Groups | |
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| The Development of Social Competence in an Elementary-School Group | |
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| The Development of Social Competence in an Adolescent Group | |
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| Social Competence as Manifested in Children's Feedback | |
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| The Evolution of Self-Disclosure | |
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| Research Outcomes | |
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| Summary | |
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| Group Counseling for Students with LD | |
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| Literature Review | |
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| Educational/Problem-Solving Groups | |
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| Counseling Groups | |
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| Illustration of the Process | |
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| The Unique Characteristics of Groups With Students Dealing With LD | |
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| Children's Feedback | |
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| Research Outcomes | |
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| Summary | |
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| Group Counseling for Children of Divorce | |
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| Introduction of the Problem | |
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| Examples of Psycho-Educational Groups | |
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| Counseling Groups for Children of Divorce | |
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| An Elementary-School Group | |
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| An Adolescent Group | |
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| Research on Groups of Children of Divorce | |
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| Summary | |
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| Group Counseling for Aggressive Children and Adolescents | |
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| A Counseling Intervention of a Cognitive Type | |
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| Intervention by my Colleagues and Myself | |
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| Description of a Group Process | |
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| Outcome Research | |
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| Process Research | |
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| Summary | |
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| Group Counseling for Adolescents of a Different Culture: The Case of Arabs | |
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| Research on Groups for Arab Children and Adolescents | |
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| Clinical Data | |
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| Summary | |
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| Summary and Conclusion | |
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| Introduction to Part IV | |
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| What Does the Data Tell Us About Group Counseling With Children? Future Directions | |
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| Assessment of the Situation | |
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| Formation of Clinical Goals | |
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| Modifying Techniques | |
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| Outcomes | |
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| Process Research | |
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| Summary, Conclusion, and Future Goals | |
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| References | |
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| Author Index | |
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| Subject Index | |