The Counsellor’s Role in Educating the Emotionally Disturbed Child

2021 ◽  
pp. 57-65
Author(s):  
Kennedy Nyeseh Ofori
1979 ◽  
Vol 45 (8) ◽  
pp. 628-635 ◽  
Author(s):  
E. Sandra Byers

The wilderness camp has been described as a particularly good setting for treatment of the emotionally disturbed child. This article summarizes the current literature on therapeutic camping, including the nature of existing programs, rationales for the superiority of camping as a therapeutic program, and evaluation of existing programs. The results of program evaluation research reported in the literature provide only minimal support for any particular effectiveness ascribed to therapeutic camping in terms of either short term or long term therapeutic outcome. This is seen to be largely due to inadequate investigation of the process and/or the outcome of therapeutic camping.


1987 ◽  
Vol 54 (2) ◽  
pp. 59-64 ◽  
Author(s):  
Liana Fraenkel ◽  
Beverlea Tallant

Projective techniques are used extensively by occupational therapists for both evaluation and treatment. This modality is especially valuable in treating children with limited abilities in verbal communication. Emotionally disturbed children often experience difficulties in verbally expressing their thoughts and feelings. “Mostly me” is a collection of stencils designed to foster the development of a positive self-concept in healthy school age children. In the authors' opinion, these stencils can be used as a stimulus with the emotionally disturbed child to elicit the expression of disturbing feelings and conflicts. Projective media, such as “Mostly me”, constitutes a valuable tool for the occupational therapist in the treatment of the emotionally disturbed child.


Author(s):  
John Emsley

The one multiple murderer whose name will for ever be linked to thallium is that of Graham Young. As we saw in the previous chapter, victims of thallium poisoning were generally thought to be suffering from some other condition and treated accordingly, so there was little in the way of evidence that we can use to follow the effect this metal had on them. In Young’s case there were several victims whose illnesses were carefully recorded and we can reconstruct the way that Young administered the poison, although it is difficult to deduce why he chose one person to die and not another. Young used two metal poisons: antimony and thallium, the former to punish, the latter to kill. With thallium acetate he murdered his stepmother, Molly Young, when he was a boy of 14, and later he murdered workmates Bob Egle and Fred Briggs. He fed antimony sodium tartrate or antimony potassium tartrate to all and sundry and thallium acetate in sub-lethal doses to some people. Altogether 13 people, and maybe more, felt the repressed wrath of Graham Young. Graham Young was born in the less-than-fashionable London suburb of Neasden on 7 September 1947 and his mother, Margaret, died of tuberculosis 15 weeks later on 23 December. His father, Fred Young, was obviously not capable of managing a single parent family and Graham was passed to Fred’s sister and her husband who lived nearby at 768 North Circular Road. Graham’s 8-year-old sister Winifred went to live with her grandmother. Despite the care of his aunt, baby Graham was already displaying a common outward sign of the emotionally disturbed child: excessive rocking to-and-fro in his cot. Whether his aunt could ever have supplied all the love of a mother is unlikely, especially as Graham taxed her patience by being a poor sleeper. Whatever chance of emotional stability he had was upset by his having to go to hospital for an operation on his ears. When his father found a new wife both Winifred and 3-year-old Graham went to live back home. By now Graham was a very withdrawn little boy and his childhood years were made even more miserable by his stepmother, whom he openly resented, and who returned his animosity.


AAESPH Review ◽  
1979 ◽  
Vol 4 (4) ◽  
pp. 399-406 ◽  
Author(s):  
Mary Beth Noll ◽  
Richard L. Simpson

A firm physical restraint procedure was applied to a 6-year-old severely emotionally disturbed male in a self-contained special education classroom in a public school. The treatment procedure consisted of physically holding the subject, contingent on the occurrence of verbal aggression, a response frequently accompanied by physical aggression. Following each instance of verbal aggression, the subject was placed in a “basket hold”; this consisted of crossing the child's arms in front of him while the adult simultaneously stepped behind and sat him on the floor between his legs. The subject's eyes were covered by one hand of the adult to reduce external stimuli and to firmly establish the security of adult control. The subject was not released from physical time-out until all verbal and physical aggressions had ceased for a period of 30 seconds. Experimental sessions were conducted through an A-B-A-B design, where A consisted of baseline sessions and B of sessions in which physical time-out was initiated. The data indicate that the restraint procedure was effective in significantly reducing the maladaptive aggressive responses of the subject in the public school setting.


1963 ◽  
Vol 25 (5) ◽  
pp. 441-449 ◽  
Author(s):  
J. P. KEMPH ◽  
L. S. ZEGANS ◽  
K. A. KOOI ◽  
R. W. WAGGONER

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