Designing and Implementing a Comprehensive System of Education and Support for Children and Youth with Serious Emotional Disturbance. Fiscal Year 1994. Final Report.

Institution	Linn-Benton Education Services District, Albany, OR.
Titel	Designing and Implementing a Comprehensive System of Education and Support for Children and Youth with Serious Emotional Disturbance. Fiscal Year 1994. Final Report.
Quelle	(1995), (222 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agency Cooperation; Behavior Disorders; Change Strategies; Child Advocacy; County Programs; Delivery Systems; Demonstration Programs; Elementary Secondary Education; Emotional Disturbances; Individualized Family Service Plans; Integrated Services; Intervention; Models; Parent Participation; Program Development; Program Evaluation; Program Implementation; Systems Approach; Oregon + Suchen Sie Ihr Suchwort? Lösungsstrategie; Kinder- und Jugendanwaltschaft; Auslieferung; Gefühlsstörung; Analogiemodell; Elternmitwirkung; Programmplanung; Programme evaluation; Programmevaluation; Systemischer Ansatz
Abstract	This report describes achievements of a Linn County (Oregon) project to design, implement, and evaluate a county-wide comprehensive interagency model for achieving improved outcomes for children with or at risk of developing emotional/behavioral disabilities. The project stressed systems change, driven by full parent participation and interagency collaborative strategies. The project's six major components were: (1) a county council which provided structure for the planning, implementation, and evaluation of the model; (2) a parent support and advocacy network; (3) a county-wide systems change process focused on the school environment; (4) regionalized interagency youth service teams for developing family service plans; (5) a coordinated system of service delivery and follow-up; and (6) a plan to integrate health and social services at school sites. Individual sections of this report address: goals and objectives, theoretical/conceptual framework, description of model and participants, methodological/logistical problems, research/evaluation findings, project impact, and additional information. Thirteen appendices include forms used to record staff time use, student and family profile information, perceptions of child progress, student self-assessment, family attitudes, and system change evaluation. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC