Description and evaluation of group-work training for nonprofessional aides in a school mental health program

Terrell, David L.; McWilliams, Spencer A.; Cowen, Emory L.

doi:10.1002/1520-6807(197201)9:1<70::aid-pits2310090116>3.0.co;2-s

Cited by 11 publications

(2 citation statements)

References 3 publications

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“…Teacher-referral information, screening data, and family-contact data obtained by the social worker are pooled, rather than; and a set of preliminary objectives is established for the child. Thereafter, trained, nonprofessional child-aides, most of whom are mature housewives (Cowen, Dorr, Trost, & Izzo, 1972;Zax & Cowen, 1967;Zax, Cowen, Izzo, Madonia, Merenda, & Trost, 1966) see the children regularly, individually, or in small groups (Terrell, McWilliams, & Cowen, 1972), to help them to cope with their school problems and to build adaptive resources. Aides see children for an average of 35 contacts during the school year.…”

Section: Primary Mental Health Projectmentioning

confidence: 99%

Referral and outcome differences between terminating and nonterminating children seen by nonprofessionals in a school mental health project

Cowen

Schochet²

1973

American J of Comm Psychol

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Section: Primary Mental Health Projectmentioning

confidence: 99%

Referral and outcome differences between terminating and nonterminating children seen by nonprofessionals in a school mental health project

Cowen

Schochet²

1973

American J of Comm Psychol

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“…Almost all children seen by aides are primary graders experiencing moderate to severe educational or behavioral problems. Aides see most children individually and a few in small groups (Terrell, McWilliams, & Cowen, 1972), typically for about two 30-40-minute contacts per week, outside of class. Children are seen, on the average, about 30-35 times during the school year (Cowen et al, 1974).…”

Section: The Aide-child Helping Interactionsmentioning

confidence: 99%

Nonprofessionals' judgments about clinical interaction problems.

Cowen¹,

Lorion²,

Caldwell³

1975

Journal of Consulting and Clinical Psychology

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Helper-judged frequency and discomfort values were established for potentially challenging interaction situations between nonprofessional child aides and young maladapting school children. Helper discomforts were found to cluster meaningfully. Child aggression, family problems, and limit-testing behavior produced greater helper discomfort than the child's need to have the aide for himself or to be dependent. Rarely experienced situations had the highest judged discomfort ratings.Anyone who has served as a help agent for a period of time with people in psychological distress has surely experienced uncertainty and discomfort. Helpers are all too aware of the importance of their words and actions to helpees, many of whom are psychologically fragile. Helpers handle most helpee-initiated words or behaviors according to set guidelines that state, in effect: "If he does X, or says Y, then I must say K and/or do L." These strategies build into networks with learning and experience. Having them bolsters the helper's security and reduces his discomfort by offering at least the illusion that he is doing good and correct things when he responds as he does.Helpees, however, do not always follow predetermined behavioral scripts. Hence, sooner or later, helpers are confronted by novel and challenging client behaviors for which there are no clearly formulated handling ground rules. These situations can produce helper discomfort. When the helper has to respond without the security of precedent, it is much more difficult for him to estimate the consequences of his behavior. Apart from some anecdotal, case-related material, relatively little is known for most helping dyads about

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Paraprofessionals as psychotherapeutic agents with moderately disturbed children

Kolk

1973

Psychol. Schs.

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Description and evaluation of group-work training for nonprofessional aides in a school mental health program

Cited by 11 publications

References 3 publications

Referral and outcome differences between terminating and nonterminating children seen by nonprofessionals in a school mental health project

Referral and outcome differences between terminating and nonterminating children seen by nonprofessionals in a school mental health project

Nonprofessionals' judgments about clinical interaction problems.

Paraprofessionals as psychotherapeutic agents with moderately disturbed children

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