Nina W. Brown, PhD, is a professor and eminent scholar at Old Dominion University in Norfolk, VA. She received her doctorate from The College of William and Mary, is a member of the American Counseling Association and the Society of Group Psychology and Group Psychotherapy (APA Division 49), and a Fellow of the American Group Psychotherapy Association. Some of her 29 books include Teaching Group Dynamics; Expressive Processes for Group Counseling; Group Counseling for Middle and Elementary School Children; Psychoeducational Groups (now in its 4th edition); Becoming a Group Leader; Creative Activities for Group Therapy; The Destructive Narcissistic Pattern; Children of the Self-Absorbed (two editions); Loving the Self-Absorbed; and Coping with Infuriating, Mean, Critical People.

"From start to finish, this book contains the type of information that is absolutely critical to successfully intervening with students’ challenging behaviors. Mismanaged students’ behavior is a teacher’s Achilles heel, leading to burnout and a premature exodus from the profession. This book is more than a checklist menu of steps for creating a BIP. This book is full of gems, insights, and spot-on irreverent details—the underbelly of every school. Johnson’s interesting and creative, quirky storytelling drew me in and I absolutely could not put the book down. This book is one of a kind and I highly recommend it to every professional who develops behavior intervention plans. I plan on using this book as required reading for my school-based consultation class." - Melissa A. Heath, PhD, NCSP, Professor, BYU School Psychology Program

• List of TablesList of ActivitiesPrefacePart I: StructuringChapter 1: Psychoeducation Groups: Overview and ModelIntroductionAdvantagesDisadvantagesMyths and MisunderstandingsGroup Leaders’ ExpertiseVariety of Psychoeducational GroupsThe KASST ModelThe Role of Theories for Psychoeducational GroupsResearch on Training Group LeadersOverview of the BookChapter 2: PlanningIntroductionPhase 1: Information GatheringPhase 2: Decisions About the Proposed GroupPhase 3: Preparing the PlanMaterialsTechniquesChapter 3: Evaluation of the Group and Guidelines for Activities IntroductionRationale for EvaluationDefinition of TermsPlanning for EvaluationEvaluating Goals, Objectives, and StrategiesFormative and Summative EvaluationStandardized InstrumentsDeveloping Data Gathering InstrumentsConstructing a Data Gathering InstrumentForm FormatAssessing Attitudes and PerceptionsExperiential ActivitiesGuidelines and Planning for Experiential Group ActivitiesChapter 4: Theories of Group Leadership and Instruction: The Cognitive Component for Dissemination of InformationIntroductionTheories of Group LeadershipExample of Application of a Theory to Psychoeducational GroupsLearning Preferences and Leadership StrategiesLeadership Strategy ClustersBasic Principles of LearningPrinciples of Instruction for Psychoeducational GroupsTaxonomyTechniquesPart II: Leader Development and Facilitation SkillsChapter 5: Group Leader Self-DevelopmentIntroductionRationale for Personal Growth EmphasisPotential for Negative CountertransferenceSelf-Absorption or Underdeveloped NarcissismCommon Thoughts and Feelings Reflective of the Leader’s Self-Absorption and How to Reduce TheseEffective Group Leader CharacteristicsGroup Leadership AttributesBecoming MindfulChapter 6: Group Leadership SkillsIntroductionGroup Leadership SkillsGroup Level SkillsGroup Level Skill Development PracticeElements of Effective CommunicationDeveloping Listening and Responding SkillsListening and Responding SkillsIneffective CommunicationQuestioning Skill DevelopmentChapter 7: The Group: Process and ProgressIntroductionGroup DynamicsGroup StagesFactors Most Likely to AppearFactors Likely to AppearFactors with Limited AppearanceChapter 8: Cultural and Diversity Issues and ConcernsIntroductionNeed and Rationale for Cultural and Diversity CompetenceTraining StandardsCulturally Sensitive Group LeadersMicroaggressions in Group: Implications for Narcissistic InjuryPrevention and Reduction of MicroaggressionsChapter 9: Ethical and Legal StandardsEthical StandardsDo No HarmA Duty to ProtectLaws, Codes, Regulations, and Practice GuidelinesEthical Decision Making ModelsDiscussion: Examples of Ethical DilemmasChapter 10: Potential Membership Problems, Concerns, and Intervention SkillsIntroductionEffective and Counterproductive Group Member BehaviorsPossible Sources for Member’s Difficult BehaviorsInvoluntary MembersEthical Guidelines for Involuntary ParticipantsProblem Member Behaviors and Their GoalsUnder-ParticipationThe "Deviant" Group MemberImportance and Rationale for Identification of a Deviant Group MemberDeviant Behavior and DemeanorTeaching Group Membership SkillsSpecific Leadership StrategiesChapter 11: Managing Conflict and Guidelines for ConfrontationIntroductionCharacteristic Conflict BehaviorVariable Conflict Management StrategiesVCMS Members’ DimensionsVCMS Strategies Based on Members’ StatusDescription of CategoriesExamples of ResponsesA Conflict Resolution Procedure and ScriptConfrontationMajor Types of ConfrontationGuidelines for ConfrontationConfronter, Receiver, and Condition VariablesFundamentals of ConfrontingSummary of Constructive ConfrontationChapter 12: Leading Psychoeducational Groups for Children and AdolescentsIntroductionTypes of Children’s Psychoeducational GroupsResearch Finding for Children’s GroupsHow Children’s Groups DifferGeneral Guidelines for Children’s Psychoeducational GroupsSample Procedures and Structure for Sessions Adolescent GroupsCharacteristics of AdolescentsLeader TasksGeneral Guidelines for Adolescent Psychoeducational GroupsChapter 13: Leading Psychoeducational Groups for AdultsIntroductionExamples of Groups for AdultsDescriptions of Adult GroupsSample Format for MeetingsSettings for Adult Psychoeducational GroupsA Basic Framework for Adult GroupsGuidelines for Adult GroupsAn Example PlanChapter 14: Psychoeducational Groups for Illnesses and Other ConditionsIntroductionCharacteristics for Groups for Illnesses and Other ConditionsPlanning and Forming the GroupMembers’ Attitudes and Behaviors That Can Affect the GroupA Single Session ModelGroup Facilitation ConsiderationsSample Plan for a Multisession Group Chapter 15: Psychoeducational Self-Help and Support Groups, Manualized GroupsIntroductionSelf-Help and Support GroupsDescription of Psychoeducational Support GroupsGuidelines for Formal LearningBackground for Psychoeducational Support GroupsDesigning Psychoeducational Support GroupsManualized GroupsVirtual/Cyber Psychoeducational Support GroupsBibliographyIndex

Nina W. Brown, PhD, is a professor and eminent scholar at Old Dominion University in Norfolk, VA. She received her doctorate from The College of William and Mary, is a member of the American Counseling Association and the Society of Group Psychology and Group Psychotherapy (APA Division 49), and a Fellow of the American Group Psychotherapy Association. Some of her 29 books include Teaching Group Dynamics; Expressive Processes for Group Counseling; Group Counseling for Middle and Elementary School Children; Psychoeducational Groups (now in its 4th edition); Becoming a Group Leader; Creative Activities for Group Therapy; The Destructive Narcissistic Pattern; Children of the Self-Absorbed (two editions); Loving the Self-Absorbed; and Coping with Infuriating, Mean, Critical People.

"From start to finish, this book contains the type of information that is absolutely critical to successfully intervening with students’ challenging behaviors. Mismanaged students’ behavior is a teacher’s Achilles heel, leading to burnout and a premature exodus from the profession. This book is more than a checklist menu of steps for creating a BIP. This book is full of gems, insights, and spot-on irreverent details—the underbelly of every school. Johnson’s interesting and creative, quirky storytelling drew me in and I absolutely could not put the book down. This book is one of a kind and I highly recommend it to every professional who develops behavior intervention plans. I plan on using this book as required reading for my school-based consultation class." - Melissa A. Heath, PhD, NCSP, Professor, BYU School Psychology Program

• List of TablesList of ActivitiesPrefacePart I: StructuringChapter 1: Psychoeducation Groups: Overview and ModelIntroductionAdvantagesDisadvantagesMyths and MisunderstandingsGroup Leaders’ ExpertiseVariety of Psychoeducational GroupsThe KASST ModelThe Role of Theories for Psychoeducational GroupsResearch on Training Group LeadersOverview of the BookChapter 2: PlanningIntroductionPhase 1: Information GatheringPhase 2: Decisions About the Proposed GroupPhase 3: Preparing the PlanMaterialsTechniquesChapter 3: Evaluation of the Group and Guidelines for Activities IntroductionRationale for EvaluationDefinition of TermsPlanning for EvaluationEvaluating Goals, Objectives, and StrategiesFormative and Summative EvaluationStandardized InstrumentsDeveloping Data Gathering InstrumentsConstructing a Data Gathering InstrumentForm FormatAssessing Attitudes and PerceptionsExperiential ActivitiesGuidelines and Planning for Experiential Group ActivitiesChapter 4: Theories of Group Leadership and Instruction: The Cognitive Component for Dissemination of InformationIntroductionTheories of Group LeadershipExample of Application of a Theory to Psychoeducational GroupsLearning Preferences and Leadership StrategiesLeadership Strategy ClustersBasic Principles of LearningPrinciples of Instruction for Psychoeducational GroupsTaxonomyTechniquesPart II: Leader Development and Facilitation SkillsChapter 5: Group Leader Self-DevelopmentIntroductionRationale for Personal Growth EmphasisPotential for Negative CountertransferenceSelf-Absorption or Underdeveloped NarcissismCommon Thoughts and Feelings Reflective of the Leader’s Self-Absorption and How to Reduce TheseEffective Group Leader CharacteristicsGroup Leadership AttributesBecoming MindfulChapter 6: Group Leadership SkillsIntroductionGroup Leadership SkillsGroup Level SkillsGroup Level Skill Development PracticeElements of Effective CommunicationDeveloping Listening and Responding SkillsListening and Responding SkillsIneffective CommunicationQuestioning Skill DevelopmentChapter 7: The Group: Process and ProgressIntroductionGroup DynamicsGroup StagesFactors Most Likely to AppearFactors Likely to AppearFactors with Limited AppearanceChapter 8: Cultural and Diversity Issues and ConcernsIntroductionNeed and Rationale for Cultural and Diversity CompetenceTraining StandardsCulturally Sensitive Group LeadersMicroaggressions in Group: Implications for Narcissistic InjuryPrevention and Reduction of MicroaggressionsChapter 9: Ethical and Legal StandardsEthical StandardsDo No HarmA Duty to ProtectLaws, Codes, Regulations, and Practice GuidelinesEthical Decision Making ModelsDiscussion: Examples of Ethical DilemmasChapter 10: Potential Membership Problems, Concerns, and Intervention SkillsIntroductionEffective and Counterproductive Group Member BehaviorsPossible Sources for Member’s Difficult BehaviorsInvoluntary MembersEthical Guidelines for Involuntary ParticipantsProblem Member Behaviors and Their GoalsUnder-ParticipationThe "Deviant" Group MemberImportance and Rationale for Identification of a Deviant Group MemberDeviant Behavior and DemeanorTeaching Group Membership SkillsSpecific Leadership StrategiesChapter 11: Managing Conflict and Guidelines for ConfrontationIntroductionCharacteristic Conflict BehaviorVariable Conflict Management StrategiesVCMS Members’ DimensionsVCMS Strategies Based on Members’ StatusDescription of CategoriesExamples of ResponsesA Conflict Resolution Procedure and ScriptConfrontationMajor Types of ConfrontationGuidelines for ConfrontationConfronter, Receiver, and Condition VariablesFundamentals of ConfrontingSummary of Constructive ConfrontationChapter 12: Leading Psychoeducational Groups for Children and AdolescentsIntroductionTypes of Children’s Psychoeducational GroupsResearch Finding for Children’s GroupsHow Children’s Groups DifferGeneral Guidelines for Children’s Psychoeducational GroupsSample Procedures and Structure for Sessions Adolescent GroupsCharacteristics of AdolescentsLeader TasksGeneral Guidelines for Adolescent Psychoeducational GroupsChapter 13: Leading Psychoeducational Groups for AdultsIntroductionExamples of Groups for AdultsDescriptions of Adult GroupsSample Format for MeetingsSettings for Adult Psychoeducational GroupsA Basic Framework for Adult GroupsGuidelines for Adult GroupsAn Example PlanChapter 14: Psychoeducational Groups for Illnesses and Other ConditionsIntroductionCharacteristics for Groups for Illnesses and Other ConditionsPlanning and Forming the GroupMembers’ Attitudes and Behaviors That Can Affect the GroupA Single Session ModelGroup Facilitation ConsiderationsSample Plan for a Multisession Group Chapter 15: Psychoeducational Self-Help and Support Groups, Manualized GroupsIntroductionSelf-Help and Support GroupsDescription of Psychoeducational Support GroupsGuidelines for Formal LearningBackground for Psychoeducational Support GroupsDesigning Psychoeducational Support GroupsManualized GroupsVirtual/Cyber Psychoeducational Support GroupsBibliographyIndex