Don't Do That! And Other Counseling Strategies for the Chronically Disruptive.

Autor/inn/en	Eyde, Donna R.; Fink, Albert H.
Institution	ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, MI.
Titel	Don't Do That! And Other Counseling Strategies for the Chronically Disruptive.
Quelle	(1983), (100 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Behavior Problems; Change Strategies; Classroom Techniques; Consultation Programs; Counseling Techniques; Counselor Role; Cultural Differences; Elementary Secondary Education; Problem Children; Program Descriptions; School Counselors; School Security; Student Adjustment; Student Behavior; Student Motivation + Suchen Sie Ihr Suchwort? Lösungsstrategie; Klassenführung; Fachberatung; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Kultureller Unterschied; Problem child; Child at risk; Risikokind; School counselor; Beratungslehrer; Pädagogischer Berater; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Student behaviour; Schülerverhalten; Schulische Motivation
Abstract	This monograph, designed to aid school counselors in their work with students and classroom teachers, reviews the multiple causes of school disturbance and the varied needs of students labeled chronically disruptive. The distinction between chronic disrupters and students with emotional problems is discussed; related issues of school violence, vandalism, and gang delinquency are excluded in order to concentrate on methods and techniques for identification of and intervention with the chronically disruptive. Past and current perspectives on school disruption are explored, and counseling techniques applicable to the chronic disrupter are described in detail in the areas of curriculum modification, management alternatives, and motivational differences. Strategies for counseling culturally different students and for influencing system level change are described. Preventive and anticipatory counseling for distressed students and distressed teachers is also examined. Gaps in preservice and inservice counselor training are briefly discussed, but working with the student, classmates, and classroom teachers from a systems theory view of school ecology is emphasized. A bibliography is provided at the end of each chapter. (JAC)
Anmerkungen	ERIC/CAPS, 2108 School of Education, University of Michigan, Ann Arbor, MI 48109 ($10.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC