Bridging the Gap between Regular & Special Education: Adventure-Based Counseling for Students with Emotional Disturbances in Public Schools.

Autor/inn/en	Denti, Lou; Liderbach-Vega, John
Titel	Bridging the Gap between Regular & Special Education: Adventure-Based Counseling for Students with Emotional Disturbances in Public Schools.
Quelle	(1992), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adventure Education; Counseling Services; Emotional Disturbances; Group Experience; High Schools; Interpersonal Competence; Interpersonal Relationship; Junior High Schools; Peer Relationship; Physical Activities; Program Development; Program Implementation; Secondary School Students; Self Concept; Self Esteem; Self Evaluation (Individuals); Social Integration; Student Development + Suchen Sie Ihr Suchwort? Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Gefühlsstörung; High school; Oberschule; Interpersonale Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sekundarstufe I; Peer-Beziehungen; Programmplanung; Sekundarschüler; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Soziale Integration
Abstract	This paper describes the development and implementation of an adventure-based counseling program with six groups of junior high and high school students having severe emotional disturbances in Riverside County, California. The program's objectives were: (1) to improve students' communication skills, self-confidence, trust, respect for others, and problem-solving techniques; (2) to help students experience the benefits of effective group cooperation through participation in challenging physical activities; and (3) to integrate regular and special education students into adventure groups and foster friendships. The paper describes the initial trial phase, the program preparation procedures (including staff development, arranging to provide a 6-hour Ropes Course experience for the students, and obtaining relevant insurance certification and parental consent forms). Actual implementation involved weekly adventure sessions of 60 to 90 minutes on school grounds, including a follow-up discussion of successes, failures, and feelings as well as 1 full-day Ropes Course experience. Specific modifications planned for the program's second year are identified, such as offering the program early in the school year, clarifying the teacher's role, and carefully integrating nonhandicapped students into the adventure groups. (Contains 21 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC