Conceptual Frame for Selecting Individual Psychotherapy in the Schools

Autor/inn/en	Hughes, Tammy L.; Theodore, Lea A.
Titel	Conceptual Frame for Selecting Individual Psychotherapy in the Schools
Quelle	In: Psychology in the Schools, 46 (2009) 3, S.218-224 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20366
Schlagwörter	Psychologists; School Psychologists; Disabilities; Psychotherapy; Social Development; Child Development; Special Education; Models; Student Needs; Intervention; Behavior Modification; Teacher Student Relationship; Elementary School Students; United States + Suchen Sie Ihr Suchwort? Psychologist; Psychologe; Psychologin; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologen; Schule; Handicap; Behinderung; Psychotherapie; Soziale Entwicklung; Kindesentwicklung; Special needs education; Sonderpädagogik; Sonderschulwesen; Analogiemodell; Behaviour modification; Verhaltensänderung; Teacher student relationships; Lehrer-Schüler-Beziehung; USA
Abstract	Psychotherapy is a service-delivery that is provided for both general and special education students. This manuscript examines a conceptual framework for determining when to employ psychotherapy within the school-based setting. Decisions are informed by the relationship between problem behavior, therapeutic techniques, short-term outcomes, and overall child development. Both the individual needs of students and the cumulative body of evidence regarding treatment effectiveness are required for intervention selection. The school psychologists' unique training in psychology and education affords the opportunity to effectively use psychotherapy to enhance the academic and social development of children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10