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1.
Mousa Karayanni 《International journal for the advancement of counseling》1985,8(4):297-307
This study investigated how Israeli teacher-counselors view their actual performance and what it is that teacher-counselors themselves feel should be their ideal roles. Counseling services were introduced into the educational system in Israel in 1960. Due to the fact that there was an urgent need to help students in their vocational plans and with their learning difficulties (Klingman and Ajzen, 1978), supervisors in The Ministry of Education suggested that teachers who have at least three years of teaching experience start a two year in-service training program in order to prepare them as specialists in helping pupils in the elementary schools plan for their future. A second objective was to help exceptional children with their learning problems. These goals caused the teacher with two years of special training to add a new role to his/her educational and teaching role. This dual role has been called ‘Teacher-counselor.’ In 1960, thirty four teacher-counselors started their work in different schools in Israel. Their major work was concentrated on disadvantaged children and with 7th and 8th graders helping them with their learning difficulties. To prevent overlapping with other helping professions and confusion concerning this new profession, a follow up study was conducted by Malinovski and Malinovski (1964) in order to define the role of the teacher-counselor. They have defined it to include eight activities which teacher-counselors were found to be involved with:
- Help students adjust to school and community.
- Help students reach self-understanding.
- Provide information needed for vocational plans.
- Help students understand their interests, values, and aptitudes.
- Help students in human relationships.
- To be a consultant for teachers and other professional workers.
- Help parents in decision making concerning vocational plans for their children, and assist them in coping with behavioral problems.
- Referral to special institutions when needed.
2.
Deaf children have been integrated into secondary schools in Cyprus since 1990. This article reports the results of a major study carried out in Cyprus, the aim of which was to evaluate for the first time the support services available for deaf children receiving their education in secondary general schools. For the purposes of our study, four types of questionnaires were designed and administered to all deaf children integrated into secondary general schools, as well as to their parents, teachers, and head teachers. All participants stressed that the support services are vital for the children's academic success and social integration. The main support services identified by the participants in our study were: one-to-one and group sessions; presence of co-coordinators (special teachers of the deaf); "acoustical treatment" of the classrooms; provision and management of personal amplification, psychological support, and counseling; and in-service training for designated teachers. The majority of the participants expressed satisfaction with the support services offered to them. They also made some suggestions for the improvement of the integration of deaf children into secondary schools in Cyprus. 相似文献
3.
Belinda J. Hardin Mariana Mereoiu Hsuan-Fang Hung Marisa Roach-Scott 《Early Childhood Education Journal》2009,37(2):93-102
Population changes in the US have created new challenges for service providers responsible for screening, determining eligibility,
and providing appropriate educational services to young English Language Learners (ELLs). Six focus groups (two each) with
administrators, teachers, and parents were conducted in two different locations to investigate the referral, diagnostic evaluation,
and placement of prekindergarten Latino children who are ELLs and their families. The purpose of this study was to: (a) identify
effective practices that differentiate between cultural/linguistic differences and learning differences; (b) identify the
gaps in the current special education services; and (c) make recommendations to reduce the disproportionate representation
of young ELL children based on these data. The results revealed a number of factors contributing to the disproportionality
of young ELL children in special services such as: inconsistent screening and evaluation methods; insufficient numbers of
bilingual professionals and trained interpreters; communication barriers and contradictory procedures that undermine meaningful
partnerships with parents of ELLs; the need for professional development on the purposes and administration procedures of
screening and evaluation tools; and a need for policy and regulation changes pertaining to ELL children such as the timing
of screenings and evaluations. 相似文献
4.
Cornoldi C Venneri A Marconato F Molin A Montinari C 《Journal of learning disabilities》2003,36(4):299-306
Verbal and nonverbal forms of developmental learning disabilities have been reported. Whereas there are several instruments for evaluating children for the presence of verbal learning disabilities at school, no screening tool is available to identify children who have nonverbal learning disabilities. This study aimed at devising and validating a short screening questionnaire that can be used by teachers in primary schools to identify those children who need to be referred for clinical services because they have a visuospatial learning disability (VSLD). An 18-item Shortened Visuospatial Questionnaire (SVS) was derived from an earlier, longer version. Its validation procedure was twofold and was achieved by (a) verifying that children who had been identified with the SVS questionnaire as having a VSLD actually showed visuospatial deficits on psychometric evaluation and by (b) rating with the SVS a clinically identified population of children with VSLD. The results of the validation procedure showed that the SVS is a quick, reliable, and valid instrument that may be helpful in identifying children with VSLD in primary school. 相似文献
5.
May Britt Drugli Graham Clifford Bo Larsson 《Scandinavian Journal of Educational Research》2013,57(3):279-291
In the present study, a sample of 27 teachers were interviewed regarding their experience and management of young children with conduct problems in day‐care or school settings. The children had been referred and treated because of oppositional and conduct problems at home. Qualitative analysis of data was performed by using elements of a grounded theory approach. Although the children had complex conduct problems presenting considerable challenges for their teachers, most teachers described a close and engaged relationship with these children. Teachers used within‐discipline and within‐classroom approaches in their work with a main focus on managing the child's daily life in day‐care or school, supported by close colleagues. Their practices were not deeply rooted in evidence‐based knowledge and methods. Most teachers reported collaboration with parents as positive and necessary, however, they only pursued it to a limited extent. Representatives from supplementary services, such as school psychologist, child protection care and child psychiatry, were rarely involved in the work of teachers. Implications of the findings are discussed. 相似文献
6.
A new vision of school counseling asserts that counselors must address all children and must orient counseling services toward the primary mission of schools: to educate young people and to support their healthy development. Two universities that are working to prepare new vision school counselors have changed their recruitment and selection procedures to attract increased numbers of candidates who can be optimally trained to fulfill the requirements of this vision. The authors describe criteria and procedures used to select graduate students who have the greatest promise of becoming leaders, advocates, and change agents in schools to promote student learning and achievement. 相似文献
7.
Margaret Cooper 《Literacy》1996,30(3):2-5
Most teachers will accept that some of their most difficult problems in teaching reading are occasioned by those children who have already failed at the process. Negative views about reading and, often, negative self-images can combine to cause intractable problems. In this article, Margaret Cooper describes her work with one such child and relates how she was able to get beyond his problems to allow him to experience success in reading. Her work, although done on a one-to-one basis and out of a school context, will still be found useful by teachers trying to find ways to teach children with reading problems. 相似文献
8.
National survey of problems and competencies among four- to sixteen-year-olds: parents' reports for normative and clinical samples. 总被引：8，自引：0，他引：8
T M Achenbach C T Howell H C Quay C K Conners 《Monographs of the Society for Research in Child Development》1991,56(3):1-131
We compared parent-reported problems and competencies for national samples of 2,600 4-16-year-olds assessed at intake into mental health services and 2,600 demographically matched nonreferred children assessed in a home interview survey. Parents responded to the ACQ Behavior Checklist, which includes 23 competence items, three competence scales, 216 problem items, eight syndrome scales, Internalizing, Externalizing, and total competence and problem scores. Most items and scales discriminated significantly (p less than .01) between referred and nonreferred samples. There were important sex and age differences in problem patterns, but regional and ethnic differences were minimal. Somewhat more problems and fewer competencies were reported for lower- than upper-socioeconomic-status children. Referral rates were similar in the most urban and rural areas, but they were significantly higher in areas of intermediate urbanization. Correlations of problem scores with those obtained 10 years earlier in a regional survey and with surveys in other countries showed considerable consistency in the rank order of prevalence rates among specific problems. Apparently owing to its more differentiated response scales, the ACQ was susceptible to respondent characteristics that reduced its discriminative power below that of the Child Behavior Checklist. Comparisons of procedures for discriminating between the normal and the clinical range supported the value of a borderline category for children who are neither clearly normal nor clearly deviant. Interview data from the survey sample yielded significantly higher ACQ problem scores for children who had fewer related adults in their homes, those who had more unrelated adults in their homes, those whose biological parents were unmarried, separated, or divorced, those whose families received public assistance, and those whose household or family members had received mental health services. Children who scored higher on Externalizing than Internalizing problems tended to have unmarried, separated, or divorced parents and to come from families receiving public assistance. However, among children whose household or family members had received mental health services, there were greater proportions of both Externalizing and Internalizing patterns than among other children. 相似文献
9.
Although various studies have investigated factors associated with mental health service utilization, few studies have examined factors associated with referral for mental health services among maltreated children. The objective of this study was to examine the association between suicidal thoughts and self-harming behavior and referral for mental health services among children involved in the Child Welfare System in Ontario, Canada. Data for this study were obtained from the Ontario Incidence Study of Reported Child Abuse and Neglect 2013. An estimate 57,798 child maltreatment investigations was analyzed using binary logistic regression with referral for mental health service as the outcome variable. Of the 57,798 cases, 4709 (8.1%), were referred for mental health services. More than seven out of ten maltreated children who engaged in self-harming behavior and two out of three maltreated children who expressed suicidal thoughts were not referred for mental health services. In the multivariate logistic regression model, children who expressed suicidal thoughts had 2.39 times higher odds of being referred for mental health services compared to children with no suicidal thoughts (AOR = 2.39, 99% C.I. 2.05–2.77) and children who engaged in self-harming behavior had 1.44 times higher odds of being referred for mental health services compared to children who did not engage in self-harming behavior (AOR = 1.44, 99% C.I. 1.24–1.67), both after controlling for child demographic characteristics, maltreatment characteristics, and child functioning concerns. Given that referral is the initial step towards mental health service utilization, it is important that child welfare workers receive the necessary training so as to carefully assess and refer children in care who expressed suicidal thoughts or engaged in self-harming behavior for appropriate mental health services. The paper discusses the results and their implications for child welfare policy and practice. 相似文献
10.
John Fantuzzo Jill Stoltzfus Megan Noone Lutz Helen Hamlet Vijaykumar Balraj Colleen Turner Samuel Mosca 《Early childhood research quarterly》1999,14(4):465
The present study is an evaluation of the special needs referral system in a large urban Head Start program. To assess the validity of this system, two assessments were conducted. The first examined a representative sample of 105 children who were formally referred for special needs services. The Early Intervention Screening Profile (EISP) was used to indicate the distribution of problem behaviors of these special needs children. Two independent raters evaluated all cases. Reliable evaluations revealed that all of the referred children displayed speech and language problems, with 70% showing only speech problems and 30% showing speech plus emotional and behavioral problems. The second assessment examined reports of teachers’ concerns about children program-wide by obtaining a representative sample of 203 children nominated by teachers as most likely to be identified as having special needs. Teachers completed a modified EISP. Results indicated that over 70% of the children evidenced emotional and behavioral problems with no accompanying speech difficulties and 30% displayed emotional and behavioral problems plus speech problems. Implications of referral biases were discussed. 相似文献
11.
In this study, 69 women were surveyed who, as a result of a prenatal screening knew they were at risk for carrying a fetus with a disability. Results indicated that most women were referred by their physicians for genetic counseling either because of their age or because of an abnormal blood test. The majority of women indicated they would choose to terminate a pregnancy that tested positive for a disability, but the type of disability of the fetus, either Down syndrome or spina bifida, made no difference in the decision that women believed they would make. The women's intention to terminate a pregnancy appeared to be unrelated to their overall knowledge about disabilities but was negatively related to their knowledge of disability-related services. Although women reported that genetic counseling was helpful, they revealed that they were not given information about future-quality-of-life issues for individuals with disabilities nor provided with the positive as well as the negative aspects of giving birth to a child with disabilities. 相似文献
12.
Given the well-documented, long-term, negative mental health consequences of child sexual abuse, it is important that children receive counseling following abuse. Often, the social worker's responsibility is to insure that abused children are appropriately referred for counseling following disclosure of sexual abuse. There are multiple factors that could facilitate or hinder this process, and identification of these factors is important in assisting families in becoming engaged in therapy. The purpose of this study was to (1) determine the extent of the problem of sexual abuse victims failing to keep their first scheduled therapy appointment, and (2) identify factors associated with failure to attend. Subjects were 129 consecutive child sexual abuse clients referred to long-term therapy by counselors at a crisis intervention center. Those who attended their first therapy session (n = 84) were found to differ from those who did not (n = 45) on the basis of their race, the center to which they were referred (private or public), whether the family had a telephone in the home, and whether the child's mother agreed that the family needed counseling. Implications of this study for increasing attendance at therapy are presented and recommendations are made for further research. 相似文献
13.
Byron Egeland Brian Abery 《International Journal of Disability, Development & Education》1991,38(3):271-287
DATA FROM the Mother‐Child Project, a longitudinal study of high‐risk children, indicated that the percentage of children referred for school‐based problems was approximately 40% in grades one, two and three. Basically all of the children who were referred were receiving some form of educational services. Similarly, the majority of children achieving below the 25th percentile on a standardized achievement test were receiving special educational services. The reasons some of the low‐achieving students were not receiving services were higher social adjustment, better work habits and a past educational history of success as compared to those low‐achieving students who were receiving services. Greater differences between served and unserved groups were found on historical rather than current measures, which suggests that the chronicity of educational problems had a major impact in determining which students received services. The results suggest that across the large number of schools serving high‐risk children in our sample, excellent decisions were made in terms of who received special educational assistance. There did not appear to be any bias in the referral process or in making the decision of whom to serve. This finding contradicts the results of other investigators in this area. The results from the current investigation indicate that a high proportion of high‐risk children were having difficulty in school. We were encouraged to find, however, that the high‐risk students in need of special assistance were being served. 相似文献
14.
《Journal of College Student Psychotherapy》2013,27(1):16-29
Although the severity of psychological problems among college students and the demand for campus counseling services has increased, many students who could benefit from mental health services still do not access them. This article describes Community Consultation and Intervention, a program designed to support students who are unlikely to access professional help despite the best efforts of traditional counseling center outreach. Community Consultation and Intervention reaches into the campus community to intervene by advising faculty and staff who may be the only contact for a distressed student, taking on a nontraditional “student support” role in direct interactions with students, offering advocacy when university systems or other environmental stressors precipitate psychological problems, and providing case management and crisis intervention services on behalf of the university when troubled students are especially concerning and disruptive to their communities. The most novel element of the program—the student support role—is distinct from conventional counseling in that it privileges problem solving, support, advice, and advocacy over focusing on emotions and other traditional mental health interventions. Case studies and programmatic challenges are described. 相似文献
15.
Tony Cooper Keri Wilton Ted Glynn 《International Journal of Disability, Development & Education》1985,32(1):5-11
This study sought to determine the prevalence of mildly retarded children in a sample of 312 primary school classes (N (pupils) = 8,967). Schools were chosen at random from each of the eight Psychological Service districts of metropolitan Auckland; all Grade 2‐5 classes in the sample schools were included in the investigation. Eighty percent of the teachers surveyed believed they had one or more mildly retarded children in their classes, yielding an overall prevalence rate of 8.04 percent (N = 721). Approximately one‐third of the children designated as mildly retarded were considered by their teachers to be not coping academically as well as socially, but of these 75 percent had not been referred for special educational consideration. Comparisons among the eight districts revealed that prevalence/referral rates and characteristics of identified/referred children did not differ significantly across districts. Results are discussed in terms of their policy implications for the identification and referral of mildly retarded children in need of special educational services. 相似文献
16.
Frederick D. Harper Jacqueline A. Harper Aaron B. Stills 《International journal for the advancement of counseling》2003,25(1):11-25
This article addresses how Maslow's hierarchy of basic human needs can be used as a framework for cross-cultural counseling with children in crisis; that is, children of the world who are unable to fulfill adequately their basic human needs because of extreme circumstances such as natural disaster, violence, various forms of child abuse, extreme poverty, lack of school and community resources, and emotional abandonment. Assessment of child needs is discussed and counseling strategies are presented; strategies that include supportive counseling techniques, crisis intervention techniques, program development, delivery of social services and resources, referral to helping agencies, and counselor consultation with parents and other significant adults in the lives of children. 相似文献
17.
A pilot study of early childhood mental health consultation for children with behavioral problems in preschool 总被引：2，自引：0，他引：2
This study reports the findings of a pilot demonstration project called Together for Kids, which used a mental health consultation model to address the needs of young children with challenging behaviors who are identified in preschool classrooms. The study was conducted in four preschool programs and one Head Start program serving children ages 3–5, including both private-pay families and those using public subsidies. Rates of significant behavior problems as assessed by preschool teachers using a standardized scale were high, with 34% of all children enrolled in preschool classrooms in these sites over a 3-year period identified at-risk of externalizing or internalizing problems. Classroom teachers, as well as individual children and families identified as at-risk, were provided services, including, classroom observation and teacher training, individual child assessment and therapy, family assessment and support, and referrals for other family needs. Analysis of outcomes for 47 children and families with externalizing behavior problems who received individualized consultation, compared to 89 control children, and analysis of outcomes of a matched group of 19 intervention and 19 control children, revealed that the intervention was associated with significant improvements in classroom aggressive and maladaptive behavior, and growth in adaptive behavior. Improvements in child behavior were associated with total hours of individual child services provided, and with improvements in child developmental skills. Significant reductions in the rate of children suspended or terminated from child care programs were also found. Implications for further development of models of early childhood mental health consultation are discussed. 相似文献
18.
This study investigated Zimbabwean counselors' experiences of providing HIV/AIDS counseling and their perceptions about the
state of HIV/AIDS counseling in Zimbabwe. The participants were a diverse group of counselors, 30 through 59 years of age,
who provided counseling services to HIV/AIDS clients. Participants thought HIV/AIDS counselors in Zimbabwe received minimal
support and supervision and were undertrained. They identified that the first sessions with clients were the most difficult.
They also found it problematic to work with couples who were serodiscordant (one partner who is HIV positive and the other
HIV negative) and couples wanting children. The later stages of the counseling process were also found to be challenging.
Though the participants acknowledged they had negative psychological experiences when counseling HIV/AIDS clients, they also
expressed feelings of satisfaction and fulfillment in their work. 相似文献
19.
This study provides insight in the variety of urban-related challenges that beginning teachers experience in urban schools. Literature on urban teaching focuses on teaching children from low socio-economic status (SES) and/or culturally diverse backgrounds. In many European cities, however, schools are populated by both children from relatively high and from low-SES backgrounds. This study examined the problems and challenges of beginning teachers in Dutch urban primary schools. Teachers were interviewed at schools with different student populations. Results showed that, although many of the challenges that beginning teachers experienced concern the same themes, their actual manifestation differed related to schools’ student populations. For instance, the problem of ‘parental contact’ referred to both the extreme involvement and demands of highly educated wealthy parents at some schools and the diverse backgrounds of parents at other schools. Results of the study can be used to develop adequate preparation and support for beginning urban teachers. 相似文献
20.
Angi Stone-Macdonald Angel Fettig 《International Journal of Disability, Development & Education》2019,66(4):374-388
ABSTRACTIn Tanzania, many people are not aware of the concept of learning disabilities. Parents and teachers often do not realise that children who do poorly in school and do not have visible disabilities, could still have a disability that is causing their poor school performance. This paper presents the results of a research and service project to identify and support students with mild disabilities in an inclusive school in Tanzania during the three-year pilot process. An international NGO implemented a culturally-relevant, curriculum-based assessment for screening grade 1 students with potential delays or disabilities and provided Tier 2 interventions through small group lessons. In this three-year study, 413 students were screened, 108 students received Tier 2 services and six students received Tier 3 services. Students in Tier 2 received small group instruction in mathematics and literacy as a pull-out programme. Students in Tier 3 attended a special school for children with disabilities. Results showed that students who received Tier 2 intervention made statistically significant gains in their assessment scores after six and twelve months of services. This study demonstrated one successful assessment and intervention model in a typical Tanzanian school to support young children with disabilities to improve their academic outcomes. 相似文献