A Grounded Theory for Identifying Students with Emotional Disturbance: Promising Practices for Assessment, Intervention, and Service Delivery

Autor/in	Barnett, Dori
Titel	A Grounded Theory for Identifying Students with Emotional Disturbance: Promising Practices for Assessment, Intervention, and Service Delivery
Quelle	In: Contemporary School Psychology, 16 (2012), S.21-31 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
Schlagwörter	Grounded Theory; Student Needs; Emotional Disturbances; School Psychology; Identification; School Psychologists; Nontraditional Education; Models; Problem Solving; Educational Practices; Educational Policy; Special Education; Social Problems + Suchen Sie Ihr Suchwort? Gefühlsstörung; Schulpsychologie; Identifikation; Identifizierung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Non-traditional education; Alternative Erziehung; Analogiemodell; Problemlösen; Bildungspraxis; Politics of education; Bildungspolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Social problem; Soziales Problem
Abstract	A qualitative grounded theory study examined how practicing professionals involved in the ED identification process reconstructed the category of "emotional disturbance" as it applied to students in an alternative educational setting. A grounded theory integrates six emergent themes and essentially reframes the existing ED criteria in contemporary practice. The new grounded theory reflects a move away from "exclusive" identification practices toward a more collaborative and reflexive problem-solving model with a focus on student need and best interest. Implications of the emergent grounded theory for policy and practice and the changing role of the school psychologist are discussed. (Contains 1 figure.) (As Provided).
Anmerkungen	California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10