Systematic Intervention with Disturbed Children

1. Front Matter

   Pages i-xi

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2. Introduction

   1. Front Matter

      Pages 1-1

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   2. The Treatment of Disturbed Children: Introduction

      • Marvin J. Fine, Richard L. Simpson

      Pages 3-24

   3. The Role of Policy in Dealing with Disturbed Children

      • Neil J. Salkind

      Pages 25-42

   4. Legal and Ethical Issues in the Discipline of Emotionally Disturbed Children

      • Irwin A. Hyman, David Bogacki

      Pages 43-59

3. Models of Therapeutic Intervention

   1. Front Matter

      Pages 61-61

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   2. The Psychoeducational Approach

      • Linda L. Edwards

      Pages 63-84

   3. Behavior Modification with Emotionally Disturbed Children

      • Richard L. Simpson

      Pages 85-108

   4. A Psychodynamic Viewpoint on Interventions: Theory and Application

      • Barbara Gerson, Margaret L. Marcus

      Pages 109-132

   5. Family Systems Therapy

      • Ramon G. Corrales, Laurence G. Ro-Trock

      Pages 133-155

   6. Intervention with Disturbed Children: The Ecological Viewpoint

      • Valerie J. Cook, Jeanne M. Plas

      Pages 157-178

   7. Transactional Analysis as a Frame of Reference for Therapeutic Intervention

      • Stephen T. Sirridge

      Pages 179-200

4. Additional Considerations

   1. Front Matter

      Pages 201-201

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   2. A Holistic Approach to the Assessment of Emotionally Disturbed Children

      • Robert G. Harrington

      Pages 203-226

   3. The Parent-School-Therapist Alliance in the Treatment of Emotionally Disturbed Children

      • Natalie Hill

      Pages 227-243

   4. The Effectiveness of Therapy with Disturbed Children

      • Frederic J. Medway

      Pages 245-266

5. Back Matter

   Pages 267-275

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Disturbed children constitute a sizeable and varied percentage of the child population. Generally, two to three percent have severe, longstanding problems and 20 to 30 percent have current, more transient problems. While preventive efforts are needed, it also seems obvious that many children will continue to function in a disturbed and disturbing fashion and will continue to require vari­ ous kinds of therapeutic interventions. These interventions will mainly occur in school and community settings. This book attempts to present a picture of some fairly popular models of intervention and to consider important related issues. There are probably as many ways of coping with disturbed children as there are creative, caring persons attempting to do the coping. A growing literature exists on ways of conceptual­ izing and intervening with such children. It was believed by the editor that an organized body of information on these concepts and techniques would prove useful to student and practitioner. A danger with such collections is that if they mainly portray novel or atypi­ cal techniques, while informative, the book quickly becomes passe and of li­ mited value. This book's focus is on contemporary thought, but also on orien­ tations that have stood the test of some time and the stability of the under­ lying theory.

• assessment
• child
• children
• coping
• education
• emotion
• ethical issues
• intervention
• population
• therapy
• treatment

• Department of Educational Psychology and Research, School of Education, University of Kansas, Lawrence, USA

  Marvin J. Fine

Policies and ethics