Abstract:Viewing children's behavior from a systems perspective allows the school-based consultant an expanded perception of the contextual function of the behavior. The two key systems in a child's life, home and school, often overlap, and what occurs in one system can affect the child's behavior in the other system. By considering the relationships of the child to both home and school, a more holistic view of the child is obtained, and greater opportunity for family involvement is provided. This article explains the … Show more
“…Family participation as a unit in the assessment process has been found to be effective both in terms of client satisfaction and in terms of following through on decisions (Freund, 1982). Fine andHolt (1983), Friedman (1978), and Selig and Berdie (1981) present various strategies and guidelines to map the family's transactional patterns and to assess the function that learning disability or other handicaps have in any given family.…”
Section: Assessmentmentioning
confidence: 94%
“…School represents the second key system (Fine & Holt, 1983) in understanding the child's learning behavior or learning difficulties. A classroom observation is a necessary part of the assessment.…”
Section: Assessmentmentioning
confidence: 99%
“…Anderson (1981) suggests that a child's problem "must be viewed in the context of mutually developed and maintained patterns of parent-child interaction." Fine and Holt (1983) see the school and family as two key systems which often overlap and are essential to understanding the child's behavior.…”
This article discusses the viability of a systems model in working with learning disabled children in the schools. The systems approach provides a contextual perspective which incorporates both the school and the family when considering a child s learning disability. Research on families with a learning disabled child is reviewed. Family factors which facilitate adjustment of the learning disabled child are explored. Implications for assessment and intervention as well as prevention of dysfunction are presented.
“…Family participation as a unit in the assessment process has been found to be effective both in terms of client satisfaction and in terms of following through on decisions (Freund, 1982). Fine andHolt (1983), Friedman (1978), and Selig and Berdie (1981) present various strategies and guidelines to map the family's transactional patterns and to assess the function that learning disability or other handicaps have in any given family.…”
Section: Assessmentmentioning
confidence: 94%
“…School represents the second key system (Fine & Holt, 1983) in understanding the child's learning behavior or learning difficulties. A classroom observation is a necessary part of the assessment.…”
Section: Assessmentmentioning
confidence: 99%
“…Anderson (1981) suggests that a child's problem "must be viewed in the context of mutually developed and maintained patterns of parent-child interaction." Fine and Holt (1983) see the school and family as two key systems which often overlap and are essential to understanding the child's behavior.…”
This article discusses the viability of a systems model in working with learning disabled children in the schools. The systems approach provides a contextual perspective which incorporates both the school and the family when considering a child s learning disability. Research on families with a learning disabled child is reviewed. Family factors which facilitate adjustment of the learning disabled child are explored. Implications for assessment and intervention as well as prevention of dysfunction are presented.
“…An appropriate ecosystemic intervention in the present situation (on the basis of the above analysis), would have to take account of the need for John and his mother to be involved in a collaborative relationship, with the mother providing support for John. In similar circumstances, reported in the literature, where school problems are seen in terms of the interaction between the family and the school system, the first stage in developing an intervention strategy is the family-school interview (Aponte 1976, Fine and Holt 1983, Power and Bartholomew 1985. This is usually organised by a consultant family therapist.…”
After many years a serious challenge to behavioural approaches in the treatment of pupils with emotional and behavioural difficulties has begun to emerge. This comes from those who support a systems approach
“…The school psychology literature increasingly has focused on the need to broaden the role of psychologists in the schools beyond that of traditional psychoeducational assessment. Some have suggested that one strategy school psychologists may employ in an attempt to accomplish role diversification is to increase the extent of their involvement with parents (Anderson, 1983;Fine & Holt, 1983). The importance of the family system in behavior change is evident (e.g., Anderson, 1983) and provides additional rationale for school psychologists and parents to work together.…”
This project was designed to provide a retrospective analysis of the parent training literature during the last decade. Eighteen journals with behavioral psychology, clinical/counseling psychology, school psychology, and special education emphases were selected for review. Data related to the number of articles published in each journal, year of article publication, referral problem, and contributing institution were collected. Results indicate that behavioral journals published the most empirically based parent training articles (66%), followed by clinical/counseling psychology (26%'0), special education (6%), and school psychology (3%) journals. Parents with noncompliant, handicapped, or abusedheglected children comprised the majority (58%) of research participants. Suggestions for involving school psychologists in parent training research and broadening the focus of parent training to include preventive, as well as remedial, efforts are presented.
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