Literaturnachweis - Detailanzeige
| Autor/in | Phillips, Beeman N. |
|---|---|
| Institution | American Psychological Association, Washington, DC.; Texas Univ., Austin. |
| Titel | The Diagnostic-Intervention Class: Its Conceptual Status and Relation to a General School Psychological Services Model, and Results of an Implementation in an Elementary School. |
| Quelle | (1970), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Ancillary School Services; Diagnostic Teaching; Disadvantaged Youth; Discipline; Educational Diagnosis; Educational Needs; Educational Planning; Educational Programs; Emotional Problems; Intervention; Psychoeducational Methods; Psychological Services; Remedial Instruction; Special Education |
| Abstract | Current and projected educational developments (such as the increasing demand for school psychological services) as well as the traditional friction between teaching and psychological services, are briefly considered as a backdrop against which to present a general diagnostic intervention services model. The model identifies three levels of school psychological services: (1) primary, which focus on the entire school population and which are primarily preventive and developmental; (2) secondary, which apply to vulnerable school populations, eg. lower class minority groups, and are heavily ameliorative and compensatory in emphasis; and (3) tertiary, which service children definitely diagnosed as problematic, and which focus on remediation and therapy. Salient characteristics of class based on the model are listed. The implementation of a variation of the diagnostic-intervention class model in an Austin, Texas elementary school which serves disadvantaged children is described, and results and observations presented. (TL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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