Designed for use with children in grades K-6, this book provides a review of support groups: their nature and value; the tripartite model of children's needs, behaviours they need to learn and environmental conditions that support learning; the Keystone Learning Model, which encompasses the tripartite model, strengths and decision-making; and 'nuts and bolts' suggestions for creating and managing child support groups. The book also addresses various support groups chapter by chapter and homework ideas are provided with each chapter.

More than 325,000 children, teens, and adults in the United States are survivors of childhood cancer. The surgery, radiation, chemotherapy, and stem cell transplants used to cure children can affect growing bodies and developing minds. If survivors know of these potential problems, they can take steps to identify, cope with, or treat them early if they do develop. The third edition of Childhood Cancer Survivors charts the territory for survivors by providing state-of-the-art information about: " Medical late effects from treatment " Emotional aspects of surviving cancer " Schedules for follow-up care " Challenges in the heath-care system " Lifestyle choices to maximize health " Discrimination in employment or insurance Woven throughout the text are stories from more than 100 survivors and parents. Authors Keene, Hobbie, and Ruccione are experts in the field of childhood cancer. Keene is the mother of a survivor of childhood leukemia and the author of several books including Childhood Leukemia, Childhood Cancer, Educating the Child with Cancer, and Chemo, Craziness & Comfort. Hobbie is Associate Director of the Cancer Survivorship Program at Children's Hospital of Philadelphia. Ruccione is Co-Director of the HOPE (Hematology-Oncology Psychosocial and Education) Program in the Children's Center for Cancer and Blood Diseases at Children's Hospital Los Angeles.

Designed for use with children in grades K-6, this book provides a review of support groups: their nature and value; the tripartite model of children's needs, behaviours they need to learn and environmental conditions that support learning; the Keystone Learning Model, which encompasses the tripartite model, strengths and decision-making; and 'nuts and bolts' suggestions for creating and managing child support groups. The book also addresses various support groups chapter by chapter and homework ideas are provided with each chapter.

Conducting Support Groups K-6

Contains lesson plans for 10 sessions that include age-appropriate activities. These fun and engaging activities enable young children to approach highly sensitive and painful topics.

The purpose of this dissertation is to examine the organisational problems, and in particular the leadership problems, of self-help groups in Japan for parents whose children have intractable diseases. Since 1993, I have been involved with these parent groups, and have conducted three sorts of qualitative interview: thirteen informal conversational interviews, four focus group interviews, and fourteen guided interviews, involving the members of twenty-one parent groups. Part of the research was carried out as participatory action research in which a research team was formed and authorised by the parent groups. My findings have shown that the groups' most serious problems lay not outside their groups but within, with the shortage of suitable leaders who volunteered in the activities. Three different sorts of account were given concerning the leadership shortage. They included justification, accusation and exposure: the participants claimed that taking care of ill children caused the leadership shortage; selfish members created it; or the determination of older leaders to remain at the helm prevented new members from becoming leaders. Cognitive maps have been drawn of these situations. I have explained the theories behind the free-rider and social loafing problems, and the leadership traps confronting the parent groups, and have applied attribution theory to the results. I have discussed the practicality of consultation for group leaders, and argued that organisational socialisation should be activated in the parent groups while propounding the island-within-a-lake model of parent groups. Methodologically, I have discussed social research within Japanese culture and the ethical issues pertain to participatory action research.

With its effective outcomes, relative speed and reduced costs, the group format is becoming increasingly popular for work with children in counselling and educational settings. Drawing from their extensive experience of running children's groups and training group leaders, Kathryn and David Geldard describe the entire process of running groups from the initial planning to post-group evaluation.Topics covered include the benefits and disadvantages of running groups and the types of group available, as well as the planning, designing, implementation and evaluation of group programmes. Filled with lots of ideas, activities, games and work-sheets for use in group programmes, as well as examples of complete programmes for particular problems such as domestic violence and low self-esteem, this highly accessible and practical book will be an invaluable resource for anyone wishing to run groups for children.