Effects of Sandplay Therapy through Elementary School Visits on the Improvement of Peer Relationships and Social Skills of Children from Low-Income Families

OBJECTIVE: This is a study to evaluate friendships in latency street boys of Porto Alegre, RGS, Brazil. METHODS: A sample of 30 latency street boys was compared with a sample of 51 latency boys living with their low income families, using the Cornell Interview of Peers and Friends (CIPF). RESULTS: The two groups had a significantly different CIPF global scores, and the boys of the street group had the highest mean score. Also, boys of the street had significantly lower developmental appropriateness, self-esteem and social skills scores than boys living with a family. CONCLUSIONS: The urgent need for intervention street children, especially on boys of the street, is emphasized.

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Problem Behaviors of Low-Income Children With Language Delays

Journal of Speech Language and Hearing Research ◽

10.1044/1092-4388(2004/046) ◽

2004 ◽

Vol 47 (3) ◽

pp. 595-609 ◽

Cited By ~ 43

Author(s):

Cathy Huaqing Qi ◽

Ann P. Kaiser

Keyword(s):

Social Skills ◽

Language Development ◽

Problem Behaviors ◽

Low Income ◽

Child Behavior Checklist ◽

Language Delays ◽

Observational Measures ◽

Increased Risk ◽

Teacher Report Form ◽

Low Income Families

Children from low-income families are at increased risk for significant behavioral and language problems. Early identification of these problems is essential for effective intervention. The purpose of the present study was to use multiple behavioral assessments to examine the behavioral profiles of sixty 3- and 4-year-old children from low-income families enrolled in Head Start programs and to compare the behavior characteristics of 32 children with language delays with those of 28 children with typical language development. Teachers completed the Child Behavior Checklist/Caregiver-Teacher Report Form/2–5 (CTRF; T. M. Achenbach, 1997) and the Social Skills Rating System (SSRS; F. M. Gresham & S. N. Elliott, 1990), and children were observed in the classrooms during structured and unstructured activities. Children with language delays exhibited more problem behaviors and poorer social skills on some of the observational measures than did children with typical language development, as predicted, but not on all.

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Can the Epstein Model of Parental Involvement Work in a High-Minority, High-Poverty Elementary School? A Case Study

Professional School Counseling ◽

10.1177/2156759x1101500201 ◽

2011 ◽

Vol 15 (2) ◽

pp. 2156759X1101500 ◽

Cited By ~ 11

Author(s):

Heather A. Bower ◽

Dana Griffin

Keyword(s):

Elementary School ◽

Parental Involvement ◽

School Counselors ◽

Low Income ◽

Future Research ◽

High Poverty ◽

Increase Student Achievement ◽

Urban Elementary School ◽

Low Income Families

The literature has lauded parental involvement as an effective strategy to increase student achievement, but schools still struggle with how to effectively involve parents of color and low-income families. In an effort to assess the effectiveness of the Epstein Model of Parental Involvement in high-poverty, high-minority schools, the authors conducted a case study of an urban elementary school that uses parental involvement practices stipulated in the model. This article provides implications for school counselors and suggestions for future research.

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