Therapeutic Interventions with Emotionally-Disturbed Preschool Children.

Autor/inn/en	Stern, Carolyn; und weitere
Institution	California Univ., Los Angeles. Early Childhood Research Center.
Titel	Therapeutic Interventions with Emotionally-Disturbed Preschool Children.
Quelle	(1971), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Problems; Child Psychology; Community Involvement; Comparative Analysis; Control Groups; Emotional Disturbances; Experimental Groups; Handicapped Children; Hypothesis Testing; Intervention; Preschool Children; Problem Solving; Psychotherapy; Research; Socioeconomic Status; Therapeutic Environment + Suchen Sie Ihr Suchwort? Kinderpsychologie; Gefühlsstörung; Hypothesenprüfung; Hypothesentest; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Problemlösen; Psychotherapie; Forschung; Socio-economic status; Sozioökonomischer Status
Abstract	This investigation consisted of two studies. In Experiment I, three methods of dealing with the identified emotionally disturbed child were compared, simultaneously testing the hypothesis that community personnel can be taught to work effectively with these children. Under the three treatments, the identified child was either: (1) removed from his classroom and bussed to a special site, (2) retained in the regular classroom but taken into a special room each day to spend 20-30 minutes with a trained therapist, and (3) retained in the classroom, but with the constant support of a paraprofessional aide. In Treatment 1, these referrals had been made without consulting the research staff. For Treatment 2 and Treatment 3, stratified random assignment was made to either treatment from a large number of children identified and observed by the psychologist and the therapists. There were a total of 68 children in the combined treatment and control groups. Experiment II compared the preschool population of two clinic schools using a similar psychodynamic approach. One aspect of the investigation was designed to determine whether there were any basic differences in the type of emotional problems which characterized children from different socioeconomic backgrounds. In Experiment I, the success attained showed that community personnel can help slightly disturbed children. Although the second Experiment was never fully implemented, there seems to be sufficient basic to conclude that the problem behaviors of young children are very similar, regardless of backgrounds. (Author/CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01