"Book for educators and counselors addressing the unique issues faced by today's middle and high school students. Through guided group discussions, young people gain self-awareness, build important verbal communication skills, cope with difficult emotions, practice problem-solving, and more. Digital content includes reproducible handouts from the book"--
Unique, practical resource helps teachers, counselors, and youth leaders bring students together to talk openly about important issues in their lives.
In our digital era, young people need a safe, supportive place to connect and &;just talk&; with caring peers and an attentive adult. With more inclusive language, new discussion topics about social media, and a revised introduction, this updated edition of How (and Why) to Get Students Talking addresses the unique issues faced by today&;s middle and high school students. Through guided group discussions, young people gain self-awareness, build important verbal communication skills, cope with difficult emotions, practice problem-solving, and more.
The book&;s guided conversations are proven ways to reach out to young people and address their social-emotional development, and the discussions can be easily adapted and customized. Introductory and background materials prepare group leaders of all experience levels to feel confident as discussion facilitators. Includes digital content with reproducible handouts from the book.
Recenzijos
Dr. Peterson has created an incredible and beneficial tool to help lead teen group discussions. She provides keen insight on how to get teens to talk, thereby building relationships among adults and peers. The thorough introduction and explanation of the how, where, and why to get teens talking is done in an expert way so an untrained adult could lead a group without difficulty. Teens will learn tools to use in their current situations as well as communication and coping skills they can use throughout their lifetime. -- Amanda Wicinski Smith, M.S., NCC, school counselor, Round Lake High School
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List of Reproducible Pages |
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| Preface |
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| Introduction |
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1 | (22) |
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1 | (3) |
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The Nuts and Bolts of Group Work |
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4 | (4) |
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8 | (5) |
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13 | (2) |
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15 | (3) |
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18 | (5) |
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23 | (26) |
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24 | (1) |
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25 | (1) |
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26 | (3) |
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Sorting Out the Stressors |
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29 | (4) |
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Role Models and Strategies for Coping with Stress |
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33 | (3) |
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Is It Harder to Be an Adolescent Today? |
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36 | (2) |
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38 | (2) |
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40 | (3) |
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43 | (3) |
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46 | (3) |
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49 | (62) |
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50 | (1) |
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51 | (1) |
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Personal Strengths and Limitations |
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52 | (2) |
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54 | (2) |
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56 | (2) |
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58 | (2) |
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60 | (4) |
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64 | (2) |
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Should Test Scores Define Us? |
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66 | (3) |
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Giving Ourselves Permission |
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69 | (3) |
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72 | (3) |
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75 | (4) |
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In Control, Out of Control |
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79 | (3) |
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82 | (5) |
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87 | (2) |
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89 | (2) |
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91 | (3) |
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Each of Us Is an Interesting Story |
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94 | (4) |
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98 | (2) |
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100 | (2) |
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102 | (3) |
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105 | (2) |
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Being Alone Versus Being Lonely |
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107 | (2) |
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109 | (2) |
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111 | (56) |
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112 | (1) |
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112 | (1) |
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Mood Swings and Mood Range |
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113 | (3) |
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116 | (3) |
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119 | (2) |
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121 | (3) |
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124 | (5) |
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129 | (6) |
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135 | (2) |
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137 | (3) |
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Coping with Change, Loss, and Transition |
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140 | (4) |
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144 | (2) |
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146 | (4) |
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Dealing with Holidays and Family Gatherings |
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150 | (3) |
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Sadness, Depression, and Dark Thoughts |
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153 | (8) |
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161 | (4) |
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165 | (2) |
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167 | (66) |
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168 | (1) |
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168 | (1) |
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169 | (3) |
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Encouragers and Discouragers |
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172 | (2) |
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174 | (2) |
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Uniquenesses and Similarities |
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176 | (2) |
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178 | (5) |
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183 | (2) |
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185 | (2) |
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Gifts from People Who Matter |
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187 | (3) |
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190 | (3) |
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Small Talk and Social Graces |
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193 | (3) |
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196 | (2) |
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198 | (4) |
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202 | (2) |
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With Parents, Guardians, and Other Caregivers |
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204 | (5) |
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209 | (3) |
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212 | (4) |
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Masculinity and Femininity |
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216 | (3) |
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Gender Behavior and Sexual Harassment |
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219 | (3) |
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222 | (5) |
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Patterns of Violence and Abuse |
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227 | (3) |
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230 | (3) |
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233 | (10) |
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234 | (1) |
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235 | (1) |
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236 | (3) |
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239 | (4) |
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243 | (32) |
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244 | (1) |
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244 | (1) |
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245 | (2) |
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Finding Satisfaction in Life |
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247 | (2) |
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249 | (5) |
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254 | (3) |
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257 | (7) |
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264 | (2) |
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266 | (4) |
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Expectations, Wishes, and Dream Images |
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270 | (3) |
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Wishing Then, Wishing Now |
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273 | (2) |
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275 | (4) |
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279 | (7) |
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286 | (4) |
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290 | |
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List of Reproducible Pages (Downloadable PDFs are available online. See page 289for downloading instructions.) |
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Permission for Student Participation |
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19 | (1) |
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20 | (2) |
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22 | (10) |
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32 | (23) |
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55 | (16) |
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71 | (3) |
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74 | (4) |
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My History of Risk-Taking |
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78 | (8) |
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86 | (11) |
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97 | (7) |
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104 | (24) |
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128 | (6) |
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134 | (9) |
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143 | (17) |
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160 | (11) |
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How Others See Me, How I See Myself |
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171 | (11) |
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182 | (7) |
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189 | (3) |
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192 | (16) |
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Relationships with Parents, Guardians, and Other Caregivers |
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208 | (7) |
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Relationships with Teachers |
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215 | (23) |
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226 | (12) |
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238 | (3) |
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241 | (12) |
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253 | (10) |
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263 | (9) |
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272 | (5) |
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277 | (1) |
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Discussion Group Evaluation |
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278 | |
Jean Sunde Peterson, Ph.D., is professor emerita and former director of school counselor preparation at Purdue University. She conducts workshops on academic underachievement, prevention- and development-oriented small-group work with children and adolescents, bullying, and more.
Dr. Peterson has authored more than 130 books (including Get Gifted Students Talking, How (and Why) to Get Students Talking, and Bright, Complex Kids), journal articles, and invited chapters, and her articles have appeared in all major gifted-education journals as well as the Journal of Counseling & Development, Professional School Counseling, and International Journal of Educational Reform. She has received ten national awards for scholarship, as well as numerous awards at Purdue for teaching, research, or service, and was a state teacher of the year in her first career as a classroom teacher.
She lives in Indiana.
