Research
Incorporating Family Into the Formula: Family-Directed Structural Therapy For Children With Serious Emotional Disturbance
This research article is from the journal of Child & Family Social Work, and discusses implications of including families in the treatment of children who have been diagnosed with serious and emotional disturbance. The article describes what family-directed structural therapy (FDST) entails and its benefits for helping the entire family and facilitating lasting change. The article uses a real-life example of a family treated by a counselor trained in FDST, and describes the counseling in detail. Parents and caregivers would benefit in reading this article and exploring FDST as a treatment option for their child with emotional disturbance and their family as a whole (Radohl, 2011).
Students With Emotional and Behavioral Disorders Can Manage Their Own Behavior
This article is about helping students with emotional and behavioral disorders manage their own behavior. Self-management plans are outlined, and practical ways of implementing them are provided in a classroom setting. Although the article is geared toward teachers, parents may find its content useful in thinking of ways to adapt a self-management plan in their household so that their child can practice these skills at home as well as school. The article’s self-management plan may be helpful for parents to discuss with their child’s classroom teacher (Patton, 2006).
Collaborating With Parents to Implement Behavioral Interventions For Children With Challenging Behaviors
This article discusses how parents can be active agents for behavior change by planning interventions with practitioners and practicing interventions with their child. Collaborating with a practitioner can help parents understand the behavioral approach and design and implement behavioral interventions. Parents would also benefit from encouragement and training in identifying and recording their child’s behaviors in order to better understand and therefore respond to problems that arise (Park, 2011).
Factors Associated With Positive Adjustment in Siblings of Children With Severe Emotional Disturbance: The Role of Family Resources and Community Life
This research article discusses the effects that raising a child with severe emotional disturbance may have on his or her siblings whose ages range from 5 to 10 years old. It specifically looks into how the parent-child relationship effects sibling adjustment. The article highlights the relationship between sibling adjustments, family resources and community living based on the results. It examines sibling needs and possible prevention and intervention strategies that may help the entire family. The article concludes with implications for findings, including treatment and counseling that is focused on the entire family instead of just the child diagnosed with SED (Kilmer, 2010).
Evidence-Based Practices for Students with Emotional and Behavioral Disorders: Improving Academic Achievement
This article provides evidence-based practices (EBP’s) that teachers can use in their classrooms with not only students who have been identified with emotional and behavioral disorders, but also those who express behavior often associated with EBD. It specifically outlines two evidence-based practices: peer assistance in teaching academics, and self-management interventions. Parents may find this article useful specifically in learning about self-management interventions that can be done at home. They can help their child develop self-monitoring, self-evaluation, self-instruction and goal setting. Details about what these skills entail and how they can be practiced are found on page 40 of the article. Parents may also use this article to be informed about these practical strategies for the classroom when conferencing with their child’s teacher (Farley, 2012).
References
Farley, C. (2012). Evidence-Based Practices for Students with Emotional and Behavioral Disorders: Improving Academic Achievement. Beyond behavior, 21(2), 37-43.
Kilmer, Ryan P., (2010-10-01). Factors Associated With Positive Adjustment in Siblings of Children With Severe Emotional Disturbance: The Role of Family Resources and Community Life.. American journal of orthopsychiatry, 80(4), 473.
Park, J. (2011). Collaborating with Parents to Implement Behavioral Interventions for Children with Challenging Behaviors. Teaching exceptional children, 43(3), 22-30.
Patton, B. (2006). Students with Emotional and Behavioral Disorders Can Manage Their Own Behavior. Teaching exceptional children, 39(2), 14-21.
Radohl, Tamara, (2011-05-01). Incorporating family into the formula: family-directed structural therapy for children with serious emotional disturbance.. Child & family social work, 16(2), 127.
This research article is from the journal of Child & Family Social Work, and discusses implications of including families in the treatment of children who have been diagnosed with serious and emotional disturbance. The article describes what family-directed structural therapy (FDST) entails and its benefits for helping the entire family and facilitating lasting change. The article uses a real-life example of a family treated by a counselor trained in FDST, and describes the counseling in detail. Parents and caregivers would benefit in reading this article and exploring FDST as a treatment option for their child with emotional disturbance and their family as a whole (Radohl, 2011).
Students With Emotional and Behavioral Disorders Can Manage Their Own Behavior
This article is about helping students with emotional and behavioral disorders manage their own behavior. Self-management plans are outlined, and practical ways of implementing them are provided in a classroom setting. Although the article is geared toward teachers, parents may find its content useful in thinking of ways to adapt a self-management plan in their household so that their child can practice these skills at home as well as school. The article’s self-management plan may be helpful for parents to discuss with their child’s classroom teacher (Patton, 2006).
Collaborating With Parents to Implement Behavioral Interventions For Children With Challenging Behaviors
This article discusses how parents can be active agents for behavior change by planning interventions with practitioners and practicing interventions with their child. Collaborating with a practitioner can help parents understand the behavioral approach and design and implement behavioral interventions. Parents would also benefit from encouragement and training in identifying and recording their child’s behaviors in order to better understand and therefore respond to problems that arise (Park, 2011).
Factors Associated With Positive Adjustment in Siblings of Children With Severe Emotional Disturbance: The Role of Family Resources and Community Life
This research article discusses the effects that raising a child with severe emotional disturbance may have on his or her siblings whose ages range from 5 to 10 years old. It specifically looks into how the parent-child relationship effects sibling adjustment. The article highlights the relationship between sibling adjustments, family resources and community living based on the results. It examines sibling needs and possible prevention and intervention strategies that may help the entire family. The article concludes with implications for findings, including treatment and counseling that is focused on the entire family instead of just the child diagnosed with SED (Kilmer, 2010).
Evidence-Based Practices for Students with Emotional and Behavioral Disorders: Improving Academic Achievement
This article provides evidence-based practices (EBP’s) that teachers can use in their classrooms with not only students who have been identified with emotional and behavioral disorders, but also those who express behavior often associated with EBD. It specifically outlines two evidence-based practices: peer assistance in teaching academics, and self-management interventions. Parents may find this article useful specifically in learning about self-management interventions that can be done at home. They can help their child develop self-monitoring, self-evaluation, self-instruction and goal setting. Details about what these skills entail and how they can be practiced are found on page 40 of the article. Parents may also use this article to be informed about these practical strategies for the classroom when conferencing with their child’s teacher (Farley, 2012).
References
Farley, C. (2012). Evidence-Based Practices for Students with Emotional and Behavioral Disorders: Improving Academic Achievement. Beyond behavior, 21(2), 37-43.
Kilmer, Ryan P., (2010-10-01). Factors Associated With Positive Adjustment in Siblings of Children With Severe Emotional Disturbance: The Role of Family Resources and Community Life.. American journal of orthopsychiatry, 80(4), 473.
Park, J. (2011). Collaborating with Parents to Implement Behavioral Interventions for Children with Challenging Behaviors. Teaching exceptional children, 43(3), 22-30.
Patton, B. (2006). Students with Emotional and Behavioral Disorders Can Manage Their Own Behavior. Teaching exceptional children, 39(2), 14-21.
Radohl, Tamara, (2011-05-01). Incorporating family into the formula: family-directed structural therapy for children with serious emotional disturbance.. Child & family social work, 16(2), 127.
farley_2012.pdf | |
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kilmer_2010.pdf | |
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patton_2006.pdf | |
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park_2011.pdf | |
File Size: | 476 kb |
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radohl_2011.pdf | |
File Size: | 110 kb |
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