General Guidelines for Planning and Implementing ACCESS
This chapter provides general guidelines for planning and implementing ACCESS. The planning section includes a description of the qualifications necessary for serving as a group leader or mentor in the program. As with any other psychosocial treatment, it
- PDF / 2,686,171 Bytes
- 269 Pages / 439.371 x 683.151 pts Page_size
- 108 Downloads / 202 Views
r College Students with ADHD A Clinical Guide to ACCESS
CBT for College Students with ADHD
Arthur D. Anastopoulos • Joshua M. Langberg Laura Hennis Besecker • Laura D. Eddy
CBT for College Students with ADHD A Clinical Guide to ACCESS
Arthur D. Anastopoulos Department of Human Development and Family Studies University of North Carolina Greensboro Greensboro, NC, USA
Joshua M. Langberg Department of Psychology Virginia Commonwealth University Richmond, VA, USA
Laura Hennis Besecker Department of Human Development and Family Studies University of North Carolina Greensboro Greensboro, NC, USA
Laura D. Eddy Department of Human Development and Family Studies University of North Carolina Greensboro Greensboro, NC, USA
ISBN 978-3-030-33168-9 ISBN 978-3-030-33169-6 (eBook) https://doi.org/10.1007/978-3-030-33169-6 © Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
To our families
Preface
College students with attention-deficit hyperactivity disorder (ADHD) commonly display clinically significant impairment in their academic, personal, social, and emotional functioning. Many such difficulties are evident as early as the first year of college, thereby placing students with ADHD at increased risk not only for taking longer to earn their degrees, but also for dropping out of school. For these and many other reasons, college students with ADHD need to have access to evidence-based treatments and support services. Unfortunately, very little treatment research has been conducted with the ADHD college student population. What research is available suggests that psychosocial interventions, especially those emphasizing cognitive-behavioral therapy (CBT) app
Data Loading...
