Literaturnachweis - Detailanzeige
| Autor/in | Shelby, Madge E. |
|---|---|
| Titel | A School-Based Therapeutic/Educational Program for Severely Disturbed Latency Aged Children. |
| Quelle | (1988), (138 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Hochschulschrift; Praktikumsbericht; Achievement Gains; Agency Cooperation; Behavior Change; Cooperative Planning; Delivery Systems; Diagnostic Teaching; Educational Cooperation; Emotional Disturbances; Group Therapy; Individualized Education Programs; Intermediate Grades; Mental Health Programs; Multiple Disabilities; Outreach Programs; Program Effectiveness; Psychoeducational Methods |
| Abstract | Through joint efforts of mental health and education professionals, a school-based therapeutic/educational program for seriously emotionally disturbed children, some of whom had additional identified disabilities such as mental retardation, was initiated with 15 students (ages 8-13). The educational component of the program was based on an individualized education program (IEP) for each student, while the therapeutic component consisted primarily of group therapy treatment focusing on social skills, insight groups, and expressive activities. A parent advocacy group was formed, and community awareness activities planned and executed. Posttest evaluations following 6 months of program operation indicated that 12 of the 15 students met the target academic goal of increasing their academic achievement levels by 6 months. Improvement in levels of behavioral functioning based on identified social/emotional objectives showed similar improvement for 12 of the 15 students. Among conclusions drawn from the initial program effort were (1) that the primary population for a latency aged program of this type is single-diagnosed seriously emotionally disturbed students rather than those with multiple disabilities, and (2) that better definition of the role of the mental health worker in the classroom was needed. (JW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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