School-based group treatment for students with learning disabilities: a collaborative approach.
The authors describe a collaborative project that brought together children's mental health and education professionals to provide an intervention in schools for at-risk students with learning disabilities. Recognizing that the school environment is a target of change, the project used a direct inte...
| Publicado en: | Children & Schools Vol. 26; no. 3; pp. 135 - 151 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Oxford University Press / USA
Jul2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106564870&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106564870 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15328759 FB3 jtl: Children & Schools issn: 15328759 maglogo: N pubinfo: dt: Jul2004 vid: 26 iid: 3 pid: 622 pub: Oxford University Press / USA artinfo: ui: 106564870 106564870 2005020249 10.1093/cs/26.3.135 106564870 ppf: 135 ppct: 16 formats: fmt: @attributes: type: P tig: atl: School-based group treatment for students with learning disabilities: a collaborative approach. aug: au: Mishna F Muskat B affil: Assistant Professor, Faculty of Social Work, University of Toronto, 246 Bloor Street West, Toronto, Ontario M5S 1A1, Canada; f.mishna@utoronto.ca sug: subj: Collaboration Learning Disorders Therapy School Health Services Social Behavior Disorders Therapy Adolescence Checklists Child Child Behavior Checklist Descriptive Statistics Female Interviews Male One-Tailed Test Paired T-Tests Peer Group Pretest-Posttest Design Psychological Tests Qualitative Studies Quantitative Studies Social Workers Support, Psychosocial Teachers Human Adolescent: 13-18 years Child: 6-12 years Female Male ab: The authors describe a collaborative project that brought together children's mental health and education professionals to provide an intervention in schools for at-risk students with learning disabilities. Recognizing that the school environment is a target of change, the project used a direct intervention consisting of school-based group treatment for students with learning disabilities and psychosocial problems and indirect interventions consisting of consultation for teachers and education of parents and peers of children with learning disabilities. The goals were to improve the students' psychosocial functioning and increase their understanding of their learning disabilities; improve school personnel's, students,' and parents' understanding of students with learning disabilities; and enhance school-based social workers' skills in working with students who have learning disabilities. An evaluation found that the group members made gains in their psychosocial functioning and that the indirect interventions led to greater understanding of learning disabilities among parents, teachers, and school-based social workers. Implications for practice are presented. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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