Chapter

Theories and Evidence Supporting Development of the Taking Charge Group Curriculum

Mary Beth Harris and Cynthia Franklin

in Taking Charge

Published in print September 2007 | ISBN: 9780195172942
Published online April 2010 | e-ISBN: 9780199893249 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780195172942.003.0002
 Theories and Evidence Supporting Development of the Taking Charge Group Curriculum

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This chapter explains the theoretical and empirical basis of the Taking Charge group curriculum, including its developmental and strengths-based, solution-focused frameworks, and the life skills interventions of active, social problem solving, and coping. These life skills are taught in order to accelerate learning across the four life domains, and are based on social learning and cognitive-behavioral interventions. The importance and potential effectiveness of these types of skills with adolescent mothers are discussed. The chapter further explains the importance of the task-centered group approach that is used to teach the cognitive-behavioral skills to the adolescent mothers. Finally, it discusses why we believe that brief group programs like the Taking Charge group curriculum are important to schools and why they can be effective in a school setting.

Keywords: Taking Charge; group curriculum; teenage mothers; life skills; social problem solving; coping

Chapter.  12310 words. 

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