Institutional Treatment of Emotionally Disturbed Children

1962 ◽  
Vol 8 (1) ◽  
pp. 52-57
Author(s):  
Gisela Konopka
Keyword(s):  
Group Dynamics ◽  
Emotionally Disturbed ◽  
Foster Home ◽  
Living Situation ◽  
Number Of Children ◽  
Treatment Situation ◽  
Institutional Treatment ◽  
Appropriate Treatment ◽  
Institutional Placement ◽  
Healthy Growth

The number of children living in institutions is staggering. Existing knowledge of individual and group dynamics in insti tutional treatment is not being applied. Children must not be pushed from one foster home to another before being placed in an institution. Institutional placement must cease to be con sidered "a last resort"; it must be recognized as an appropriate treatment situation for certain children. Institutions must em phasize the living situation as much as clinical services and must provide for treatment and healthy growth development.

THE PROBLEM OF COMPARING HOME REARING VERSUS FOSTER-HOME REARING IN DEFECTIVE CHILDREN

PEDIATRICS ◽  
1961 ◽  
Vol 28 (6) ◽  
pp. 956-961
Author(s):  
Herbert G. Birch ◽  
Lillian Belmont
Keyword(s):  
Small Group ◽  
Point Of View ◽  
General Question ◽  
English Studies ◽  
Foster Home ◽  
Institutional Placement ◽  
Foster Placement

A methodologic critique of the study by Centerwall and Centerwall concerning the effects of home nearing and foster-placement rearing on mongoloid children is advanced. The data are considered from the point of view of the requirements necessary for an adequate investigation of this problem. The general question of institutional placement is considered in the light of English studies on small group residential centers for defective children.

The History of Religions as a Tool for Citizenship Education of Children

2013 ◽  
pp. 914-922
Author(s):  
Mariachiara Giorda ◽  
Giulia Nardini ◽  
Beatrice Nuti
Keyword(s):  
Religious Education ◽  
Group Dynamics ◽  
Second Grade ◽  
Cultural Backgrounds ◽  
Citizen Education ◽  
Religious Traditions ◽  
Number Of Children ◽  
Personal Experiences ◽  
History Of Religions ◽  
History Of

In the context of an increasingly multicultural Italy, teaching young people about different cultural and religious identities is in order. The presence in schools of a growing number of children from different cultural backgrounds, languages, and religions begs for the creation of a constructive and respectful dialogue that helps to develop the ability to listen to others, promoting a democratic path of inclusion. This project puts forward a course on Religious Education, already active in a second grade class of an elementary school in Turin, and in several elementary schools in the province of Latina, as from 2011. The methodology of the project involves a series of classroom workshops based on the recollection of personal experiences of students, free participation in group dynamics, and discussion about the different lifestyles. It aims at teaching a correct religious terminology, the historical and geographic development of religions, and several religious customs. This approach to Citizen Education through the knowledge or religious traditions is a pioneering initiative in Italy.

The History of Religions as a Tool for Citizenship Education of Children

2013 ◽  
pp. 162-169
Author(s):  
Mariachiara Giorda ◽  
Giulia Nardini ◽  
Beatrice Nuti
Keyword(s):  
Religious Education ◽  
Group Dynamics ◽  
Second Grade ◽  
Cultural Backgrounds ◽  
Citizen Education ◽  
Religious Traditions ◽  
Number Of Children ◽  
Personal Experiences ◽  
History Of Religions ◽  
History Of

In the context of an increasingly multicultural Italy, teaching young people about different cultural and religious identities is in order. The presence in schools of a growing number of children from different cultural backgrounds, languages, and religions begs for the creation of a constructive and respectful dialogue that helps to develop the ability to listen to others, promoting a democratic path of inclusion. This project puts forward a course on Religious Education, already active in a second grade class of an elementary school in Turin, and in several elementary schools in the province of Latina, as from 2011. The methodology of the project involves a series of classroom workshops based on the recollection of personal experiences of students, free participation in group dynamics, and discussion about the different lifestyles. It aims at teaching a correct religious terminology, the historical and geographic development of religions, and several religious customs. This approach to Citizen Education through the knowledge or religious traditions is a pioneering initiative in Italy.

The Mentally III Adolescent Special Education-Career Education

1979 ◽  
Vol 4 (3) ◽  
pp. 193-195
Author(s):  
Anne M. Black ◽  
Bertram J. Black
Keyword(s):  
Special Education ◽  
Emotionally Disturbed ◽  
Educational Program ◽  
Career Education ◽  
Educational Settings ◽  
Institutional Placement

One of the most frustrating experiences for a teacher of the emotionally disturbed is to see an adolescent become too old to continue in the educational program specially designed for such children. This article explores alternative educational settings other than institutional placement.

Community Mental Health Support Services in a Special Education Setting

1994 ◽  
Vol 20 (1) ◽  
pp. 69-75 ◽  
Author(s):  
Mary Margaret Kerr ◽  
William Dikel ◽  
Jeanette Bailey ◽  
David Sanders
Keyword(s):  
Mental Health ◽  
Child Protection ◽  
Emotionally Disturbed ◽  
Mental Health Providers ◽  
Health Providers ◽  
Hyperactivity Disorder ◽  
Appropriate Treatment ◽  
Severely Emotionally Disturbed ◽  
Mental Health Support ◽  
Crisis Intervention Services

This paper describes a state- and county-sponsored program that provides preventive and crisis-intervention services in three schools serving severely emotionally disturbed students. Students in these schools typically have histories of previous mental health diagnoses and treatment, often including hospitalization and/or residential or correctional placements, with little or no follow-up mental health services in the community. These students tend to have untreated disorders such as Attention Deficit Hyperactivity Disorder, mood disorders, and chemical dependency but have “fallen through the cracks” of the mental health system and remain at high risk for deterioration and out-of-home placements. This project utilizes a county social worker in the schools to coordinate services, intervene in crisis situations, and facilitate appropriate treatment for the students by acting as a liaison with students, special educators, school social workers, parents, child protection and child welfare services, the correctional system, and mental health providers. The program is described in detail, with examples of types of interventions and recommendations for future programs.

scholarly journals Economic and Behavioral Influencers of Vaccination and Antimicrobial Use

2020 ◽  
Vol 8 ◽  
Author(s):  
Caroline E. Wagner ◽  
Joseph A. Prentice ◽  
Chadi M. Saad-Roy ◽  
Luojun Yang ◽  
Bryan T. Grenfell ◽  
...  
Keyword(s):  
Young Children ◽  
Group Dynamics ◽  
Risk Perceptions ◽  
The United States ◽  
Vaccine Hesitancy ◽  
Antibiotic Overuse ◽  
Disease Epidemiology ◽  
Number Of Children ◽  
Infectious Disease Epidemiology ◽  
Potential Vaccine

Despite vast improvements in global vaccination coverage during the last decade, there is a growing trend in vaccine hesitancy and/or refusal globally. This has implications for the acceptance and coverage of a potential vaccine against COVID-19. In the United States, the number of children exempt from vaccination for “philosophical belief-based” non-medical reasons increased in 12 of the 18 states that allowed this policy from 2009 to 2017 (1). Meanwhile, the overuse and misuse of antibiotics, especially in young children, have led to increasing rates of drug resistance that threaten our ability to treat infectious diseases. Vaccine hesitancy and antibiotic overuse exist side-by-side in the same population of young children, and it is unclear why one modality (antibiotics) is universally seen as safe and effective, while the other (vaccines) is seen as potentially hazardous by some. In this review, we consider the drivers shaping the use of vaccines and antibiotics in the context of three factors: individual incentives, risk perceptions, and social norms and group dynamics. We illustrate how these factors contribute to the societal and individual costs of vaccine underuse and antimicrobial overuse. Ultimately, we seek to understand these factors that are at the nexus of infectious disease epidemiology and social science to inform policy-making.

Speech Therapy Services in a Large School System: A Six-Year Overview

1976 ◽  
Vol 7 (4) ◽  
pp. 207-219 ◽  
Author(s):  
Constance P. DesRoches
Keyword(s):  
School System ◽  
Speech Therapy ◽  
Factors Affecting ◽  
Case Load ◽  
Number Of Children ◽  
School Population ◽  
System A ◽  
Therapy Services ◽  
And Shifts ◽  
Selection Factors

A statistical review provides analysis of four years of speech therapy services of a suburban school system which can be used for comparison with other school system programs. Included are data on the percentages of the school population enrolled in therapy, the categories of disabilities and the number of children in each category, the sex and grade-level distribution of those in therapy, and shifts in case-load selection. Factors affecting changes in case-load profiles are identified and discussed.

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Special Considerations for Evaluation and Treatment of Spanish-Speaking Patients with Cleft Palate

2016 ◽  
Vol 1 (5) ◽  
pp. 41-49
Author(s):  
Ellen Moore
Keyword(s):  
Cleft Palate ◽  
The United States ◽  
Culturally Competent ◽  
Speech Language Pathology ◽  
Spanish Speaking ◽  
Appropriate Treatment ◽  
Oral Pressure ◽  
Language Pathology ◽  
History Of ◽  
Spanish Speaking Population

As the Spanish-speaking population in the United States continues to grow, there is increasing need for culturally competent and linguistically appropriate treatment across the field of speech-language pathology. This paper reviews information relevant to the evaluation and treatment of Spanish-speaking and Spanish-English bilingual children with a history of cleft palate. The phonetics and phonology of Spanish are reviewed and contrasted with English, with a focus on oral pressure consonants. Cultural factors and bilingualism are discussed briefly. Finally, practical strategies for evaluation and treatment are presented. Information is presented for monolingual and bilingual speech-language pathologists, both in the community and on cleft palate teams.

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