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Détail de l'auteur
Auteur Christian POPOW |
Documents disponibles écrits par cet auteur (2)
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Personality Disorders and Autism Spectrum Disorder: What Is Similar and What Is Different? / Kathrin SEVECKE
Titre : Personality Disorders and Autism Spectrum Disorder: What Is Similar and What Is Different? Type de document : Texte imprimé et/ou numérique Auteurs : Kathrin SEVECKE, Auteur ; Luise POUSTKA, Auteur ; Christian POPOW, Auteur Année de publication : 2016 Importance : p.129-138 Langues : Anglais (eng) Index. décimale : TRO-F TRO-F - Autres Troubles En ligne : http://dx.doi.org/10.1007/978-3-319-29695-1_9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=301 Personality Disorders and Autism Spectrum Disorder: What Is Similar and What Is Different? [Texte imprimé et/ou numérique] / Kathrin SEVECKE, Auteur ; Luise POUSTKA, Auteur ; Christian POPOW, Auteur . - 2016 . - p.129-138.
Langues : Anglais (eng)
Index. décimale : TRO-F TRO-F - Autres Troubles En ligne : http://dx.doi.org/10.1007/978-3-319-29695-1_9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=301 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Practitioner Review: School-based interventions in child mental health / Frank W. PAULUS in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
[article]
Titre : Practitioner Review: School-based interventions in child mental health Type de document : Texte imprimé et/ou numérique Auteurs : Frank W. PAULUS, Auteur ; Susanne OHMANN, Auteur ; Christian POPOW, Auteur Article en page(s) : p.1337-1359 Langues : Anglais (eng) Mots-clés : Schoolchildren school intervention prevention behaviour therapy Index. décimale : PER Périodiques Résumé : Background School-based interventions (SBIs) are well-established and effective treatments for improving child mental health. Specific school-based topics include prevention (Tier I–III) and interventions (e.g. cognitive–behavioural programmes and daily report cards). Methods We performed a systematic literature search in five commonly used online databases (ERIC, MEDLINE, PsycARTICLES, PsycINFO and PSYNDEX) for English-language articles published between 1993 and 2015. Additional sources included reference lists of relevant articles and book chapters. Results We identified a number of successful behavioural or cognitive–behavioural programmes yielding moderate to strong effects for a range of emotional and behavioural problems. The implementation of these programmes and the collaboration of the involved settings (school and home) and persons are important factors for their effectiveness under real-life conditions. Conclusions Effective SBIs are valuable tools for students with mental health problems if evidence-based cognitive–behavioural interventions are applied and rules of translational algorithms and implementation science are respected. En ligne : http://dx.doi.org/10.1111/jcpp.12584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1337-1359[article] Practitioner Review: School-based interventions in child mental health [Texte imprimé et/ou numérique] / Frank W. PAULUS, Auteur ; Susanne OHMANN, Auteur ; Christian POPOW, Auteur . - p.1337-1359.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1337-1359
Mots-clés : Schoolchildren school intervention prevention behaviour therapy Index. décimale : PER Périodiques Résumé : Background School-based interventions (SBIs) are well-established and effective treatments for improving child mental health. Specific school-based topics include prevention (Tier I–III) and interventions (e.g. cognitive–behavioural programmes and daily report cards). Methods We performed a systematic literature search in five commonly used online databases (ERIC, MEDLINE, PsycARTICLES, PsycINFO and PSYNDEX) for English-language articles published between 1993 and 2015. Additional sources included reference lists of relevant articles and book chapters. Results We identified a number of successful behavioural or cognitive–behavioural programmes yielding moderate to strong effects for a range of emotional and behavioural problems. The implementation of these programmes and the collaboration of the involved settings (school and home) and persons are important factors for their effectiveness under real-life conditions. Conclusions Effective SBIs are valuable tools for students with mental health problems if evidence-based cognitive–behavioural interventions are applied and rules of translational algorithms and implementation science are respected. En ligne : http://dx.doi.org/10.1111/jcpp.12584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297