Book Review: Directory of Public and Private Programs for Emotionally Disturbed Children and Youth

1986 ◽  
Vol 11 (3) ◽  
pp. 220-221
Author(s):  
Peter Knoblock
Keyword(s):  
Emotionally Disturbed ◽  
Children And Youth ◽  
Public And Private ◽  
Emotionally Disturbed Children

Issues in the Education of Emotionally Disturbed Children

1981 ◽  
Vol 6 (4) ◽  
pp. 223-237 ◽  
Author(s):  
Bob Algozzine ◽  
Lee Sherry
Keyword(s):  
Emotional Disturbance ◽  
Emotionally Disturbed ◽  
Emotional Problems ◽  
Children And Youth ◽  
Treatment Programs ◽  
Assessment Practices ◽  
Individual Child ◽  
Wide Range ◽  
Emotionally Disturbed Children

Major issues facing educators and clinicians in the field of emotional disturbance in children and youth are centered around providing appropriate services to this population. Three major problems are discussed in relation to helping disturbed children. They are: (1) issues pertaining to assessment practices; (2) issues pertaining to the nature of emotional disturbance; and (3) issues pertaining to the treatment of emotional problems. Because of the wide range of theoretical backgrounds of practitioners in the field and because of non-standardized practices in defining, identifying, placing, and treating disturbed children these issues continue to cause widespread disagreements among professionals when implementing treatment programs. The need for objectively defining emotional problems and rationally designing programs to meet individual child needs is stressed.

Modifying the Least Restrictive Environment to Facilitate the Integration of Severely Emotionally Disturbed Children and Youth

1983 ◽  
Vol 8 (2) ◽  
pp. 103-112 ◽  
Author(s):  
Rebecca K. Newman ◽  
Richard L. Simpson
Keyword(s):  
Emotionally Disturbed ◽  
Children And Youth ◽  
Positive Interactions ◽  
Regular Class ◽  
Treatment Conditions ◽  
Severely Emotionally Disturbed ◽  
Attitude Modification ◽  
Restrictive Environment ◽  
Restrictive Settings ◽  
Emotionally Disturbed Children

An analysis was conducted of positive interactions initiated by regular class students with severely emotionally disturbed children and adolescents as a function of two attitude modification treatment conditions. Regular class students were exposed to either information about handicapped persons or the information condition plus structured experiences with severely emotionally disturbed pupils assigned to the same school. Although tentative, results suggested that subjects provided information only responded most positively with the severely disturbed. In addition, first and second grade students and females appeared to respond more favorably to the handicapped population. Implications drawn from these data were that procedures for facilitating the integration of severely emotionally disturbed children and youth into less restrictive settings may need to involve procedures for positively modifying the attitudes of regular class students toward the handicapped.

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