Android Application Development All-in-One For Dummies (2nd by Barry Burd

By Barry Burd

Your all-encompassing consultant to studying Android app improvement If you're an aspiring or starting programmer attracted to growing apps for the Android industry which grows in dimension and downloads each day this is often your complete, one-stop advisor. Android program improvement All-in-One For Dummies covers the knowledge you totally have to start constructing apps for Android. within, you'll speedy wake up to hurry on Android programming options and positioned your new wisdom to exploit to control facts, software cool mobilephone positive aspects, refine your purposes, navigate with a bit of luck round the Android local improvement equipment, and upload vital completing touches in your apps. protecting the newest good points and improvements to the Android software program Developer's equipment, this pleasant, hands-on consultant walks you thru Android programming fundamentals, stocks options for constructing nice Android purposes, reports Android undefined, and masses extra. * All programming examples, together with the pattern software, can be found for obtain from the book's site * info is thoroughly prepared and awarded in an easy-to-follow layout *800+ pages of content material make this a useful source at an unbeatable cost * Written via a professional Java educator, Barry Burd, who authors the bestselling Java For Dummies cross from Android beginner to grasp programmer very quickly with the aid of Android program improvement All-in-One For Dummies!

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Extra info for Android Application Development All-in-One For Dummies (2nd Edition) (For Dummies)

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Deutlich wird, dass die Jugendlichen sehr unruhig sind, dann sollte eher eine strukturierte Einzelarbeit erfolgen als eine Gruppendis‑ kussion. >> Jugendlichen mit ADHS fällt es schwer, wesent‑ liche Informationen von unwesentlichen zu trennen. “ Die we‑ sentlichen Inhalte können nochmals betont oder grafisch dargestellt werden. Kognitives Modell Bei der Einführung von Übungen wird in Anlehnung an Lauth et al. (2007) das Vorgehen anhand des sog. 3 • Ziele und Durchführung von SAVE .. 1 Überblick über Themen der einzelnen Sitzungen von SAVE Sitzung Thema Inhalte 1 Kennenlernen – Trainingsbeginn – Kennenlernen der Gruppe, der Inhalte, der Sitzungsstruktur – Festlegen von Regeln und Vereinbarungen – Psychoedukation 2 Mein Weg – Einbezug Trainingscoach – Therapiezielplanung – Psychoedukation – Sitzung mit den Trainingscoachesa – Funktion/Rolle des Trainingscoaches – Problemlösestrategien 3–5 Chaosorganisation und Problemlösen – Goldene Regeln zum Einsatz eines Terminkalenders und Notizbuches – Erstellen von Aufgabenlisten mithilfe einer ABC‑Einteilung – Entwicklung eines Ablagesystems – 5‑stufiger Aktionsplan zum Lösen von Problemen – Psychoedukation 6 und 7 Aufmerksamkeit – Berechnung der Aufmerksamkeitsspanne und Timen von Aufgaben – Techniken zur Reduktion der inneren und äußeren Ablenkung 8 und 9 Emotionsregulation – Impulsivität erkennen und reduzieren – Gelassenheitsübungen 10 Selbstmanagement – Anwendung erlernter Techniken (Selbstmanagement) – Überprüfung der Zielerreichung – Trainingsabschluss Der Trainingscoach nimmt an Sitzung 2 gemeinsam mit den Jugendlichen sowie einer weiteren Sitzung ohne Jugendliche nach Absprache teil.

Gruppensetting Als positiv – und damit in Übereinstim‑ mung mit der allgemeinen Forschung zur Gruppenpsycho‑ therapie – wurde das Gruppensetting (gegenseitige Aner‑ kennung, sich nicht alleine fühlen) und die therapeutische Beziehung bewertet. Auf der Basis der Rückmeldungen der Jugendlichen wurde das Therapiemanual weiterentwickelt. Die Motiva‑ tion zur aktiven Teilnahme und Umsetzung der Alltags‑ aufgaben wurde durch die Etablierung eines Verstärkersys‑ tems gestärkt. Die Funktion der Trainingscoaches wurde weiter spezifiziert, und sie wurden stärker in das Trainings‑ programm einbezogen (Sitzung mit den Trainingscoaches, Briefe an die Trainingscoaches).

Die Trainer haben so die Möglichkeit, sich in der inhaltlichen Leitung des Gruppen‑ trainings abzuwechseln (dadurch abwechslungsreichere Darbietung von Themen möglich). Darüber hinaus kann der Trainer, der im Moment nicht das Thema leitet, die Gruppenatmosphäre und das Verhalten der Teilnehmer beobachten und bei Störungen ggf. entsprechende Maß‑ nahmen einleiten. Für eine kompetente und souveräne Durchführung sollten die Trainer fundierte Kenntnisse und Erfahrungen mit den Grundzügen der kognitiven Verhaltenstherapie, der Arbeit mit Therapiegruppen sowie Wissen über ADHS mitbringen.

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