A Group Therapy Project With Parents of Behavior Problem Children in Public Schools

Buchmueller, A. D.; Gildea, Margaret C.-L.

doi:10.1176/ajp.106.1.46

Cited by 19 publications

(7 citation statements)

References 6 publications

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“…In quite a different setting, Buchmueller and Gildea (19) conducted group therapy sessions in two different elementary schools for the mothers of problem children. They found that the behavior of 9 out of 13 children in one group and 9 out of 12 children in the other group improved.…”

Section: Appraisal Of Resultsmentioning

confidence: 99%

Counseling and Adjustment

Ohlsen¹,

Proff²,

Roeber³

1956

Review of Educational Research

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Section: Appraisal Of Resultsmentioning

confidence: 99%

Counseling and Adjustment

Ohlsen¹,

Proff²,

Roeber³

1956

Review of Educational Research

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“…Theory At the meetings of the American Orthopsychiatric Association in 1944, Amster (1944), Slavson (1943), Durkin, Glatzer, and Hirsch (1944) and other participants advanced the idea that group-therapy-induced maternal-attitude changes facilitated the treatment of behavior problems in school children. Following and developing those ideas, BuchmueUer and Gildea (1949Gildea ( , 1955 noted that an increased sense of maternal responsibility, developed in group therapy, and was antecedent to reductions in behavior problems at school. Gildea, Glidewell, and Kantor (1961) subsequently tested Ronald Lippitt's idea that effective maternal socialization required a sense of potency or efficacy to influence a child's behavior.…”

Section: Conceptual Base Of the School Mental Health Programsmentioning

confidence: 99%

The preventive and therapeutic effects of two school mental health programs

Glidewell

Gildea

Kaufman

1973

American J of Comm Psychol

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In 30 classrooms randomly assigned to experimental conditions, effects on mothers' reports of behavior symptoms were compared for (a) a parent education program; (b) an in-school program of consultation, counseling, training, and referral; and (c) control classrooms. A sample of 426 families were followed for 30 months from the child's entry into third grade. A simple unweighted count of the number of symptoms reported in a home interview had adequate validity, good reliability, low reactivity, and intrinsic significance. Both programs had significant preventive and therapeutic effects on boys but not on girls. Effects were immediate in the upper middle class families, delayed in the lower class families.Beginning in 1953 the St. Louis C o u n t y (Missouri) Health D e p a r t m e n t u n d e r t o o k an ambitious a t t e m p t to subject its school mental health programs to a rigorous evaluation. The evaluation covered a period of 30 m o n t h s in two 1 The larger study on which this article is based was initiated some years ago by Professor Glidewell and his colleagues, and represents a pioneering research effort in the field of community psychology. The present article was prepared by the authors in response to an invitation from the Editor to report important and still timely aspects of the original study that were not previously published in archival sources. We are grateful to Professor Glidewell and his colleagues for giving us this opportunity to make their findings more generally available to community psychology researchers. 2This work was supported by rese~ch grant M-592 from the National Institute of Mental Health, U.S. Public Health Service, and the St. Louis County Health Department.3Requests for reprints should be sent to Professor John C. Glidewell, Department of Education, University of Chicago, 5835 Kimbark Avenue, Chicago, Illinois 60637. The authors wish to express special gratitude to Herbert R. Domke, A. D. Buchmueller, Henry F. Kaiser, Ivan N. Mensh, and Win. G. Cochran whose suggestions were invaluable to the work. 295Copyright Q 1 9 7 3 by V. H. Winston & Sons, Inc. 296GLIDEWELL, GILDEA, AND KAUFMAN phases: the first 12 months, the second, 18 months. The data collection and analysis covered about 6 years, and no doubt some of the data are still under analysis. A general report of the outcome of the work was published by Gildea, Glidewell, and Kantor (1967). The present study reports one part of the specific data, the effects of the programs on the behavior symptoms of the school children, as reported by their mothers.The problem of the evaluation research was to compare the effects, preventive and therapeutic, of the availability of three levels of school mental health programs. To assess the preventive effects it was necessary to establish that the programs reduced the rate of appearance of new behavior symptoms; to assess the therapeutic effects it was necessary to establish that the programs increased the rate of termination of old symptoms.It should be noted that the problem was to ...

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“…However, sufficient data to establish this point were not reported. Mangus and Seeley (113), using a combination of methods consisting of direct observation, inspection of records, questionnaires, and interviews in a study of Miami County, Ohio, found that 10 percent of the men of military age (18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37) had personality disorders severe enough to disqualify them for military service. About 18 percent of all third-grade and sixth-grade pupils were considered poorly adjusted and in need of help.…”

Section: Screening Proceduresmentioning

confidence: 99%