School-Based Programs for Children with Emotional Disturbance: Obstacles to Program Design and Implementation and Guidelines for School Practitioners

被引：2

作者：

Reddy, Linda ^{[1
]}

Newman, Erik ^{[2
]}

机构：

[1] Rutgers State Univ, Piscataway, NJ USA

[2] Fairleigh Dickinson Univ, Teaneck, NJ USA

来源：

JOURNAL OF APPLIED SCHOOL PSYCHOLOGY | 2009年 / 25卷 / 02期

关键词：

emotional disturbance; emotinoally disturbed; ED; SED; school-based programs; prevention; intervention;

D O I：

10.1080/15377900802486971

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Children classified as emotionally disturbed constitute a most challenging and expensive population in the public schools. This article presents a tri-part model of barriers to program design, implementation, and evaluation for children classified as emotionally disturbed in public school settings. An examination of the available school-based outcome literature with this population offers insights on the efficacy of available programs in schools. In addition, guidelines are outlined for school practitioners to assist in designing and implementing school programs for this population.

引用

页码：169 / 186

页数：18

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