Some principles and practices in the psychoeducational treatment of emotionally disturbed children

Blom, Gaston E.; Rudnick, Mark; Searles, Joan

doi:10.1002/1520-6807(196601)3:1<30::aid-pits2310030110>3.0.co;2-#

Cited by 7 publications

(1 citation statement)

References 3 publications

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“…practitioners place heavy emphasis on the emotional or affective life of the child when referring to psychoeducation (Blom, 1968(Blom, ,1969Blom, Rudnick, & Searles, 1966), others have referred to motivational and emotional factors as nonpsychoeducational foundations of learning disabilities (Algozzine & Sutherland, 1977). Some specialists in the field write of psychoeducational assessments, but never mention either the child's emotional life and its bearing on the evaluation or the child's learning style, often equating psychoeducation with an ability-training model (Ewing & Brecht, 1977;Payne, 1975).…”

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Psychoeducational assessment: A broader perspective.

Brooks¹

1979

Professional Psychology

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The fields of mental health and education have many mutual ties. When the resources and knowledge from both are pooled, as in some psychoeducational practices, comprehensive diagnostic and treatment programs become possible. While many assessment procedures have been labeled "psychoeducational," they vary from each other in significant ways to the extent that some even ignore or minimize the importance of affective behaviors during the evaluation. This article attempts to outline a psychoeducational assessment approach for use with children and adolescents who display learning and adjustment problems. This approach stresses (a) affective as well as cognitive functioning and the intimate and dynamic relation between the two and (b) "process" rather than "achievement" test variables. Specific process variables pertaining to affective behaviors are described, and case material is presented.Recently a pediatrician asked me to review, with the parents' permission, a test report about a child he had referred to the learning disabilities unit in a large general hospital. The psychoeducational specialist in the unit administered a battery of educational and learning disabilities tests to assess the nature of this child's reading difficulty. The report described in detail the findings from each of the test procedures. However, almost lost at the bottom of one paragraph was a lone sentence noting that on a particular achievement test the girl became very frustrated and the examiner had to discontinue that testing. Nothing else was mentioned about this behavior, and the only recommendation eventually found in the report was for reading tutoring.In reviewing the material I had several concerns. Although the report contained many scores from numerous tests and subtests, very little was offered beyond the general recommendation of reading tutoring. Recommendations failed to consider the child's particular learning style with its strengths and weaknesses, or more specific deficits highlighted by the testing. However, of equal, if not greater, concern to me was the seeming lack of attention paid to the child's emotional reaction when confronted with an apparently difficult learning task. Pages of this psychoeducational evaluation were devoted to test scores, but somewhere the child became lost in the report, buried under an avalanche of numbers.This psychoeducational specialist's report reflects a narrow and static approach to the assessment of children. The report and presumably the evaluation do not capture, as they should, the dynamic interaction of the child with the examiner and the test material. Although bridges continue to be built between educators and mental health specialists and there is an increasing recognition of the close bond between these two fields, the benefits of this union often have not been integrated into the diagnostic endeavor. There is wide diversity among practitioners in determining what is relevant information in assessing a child with learning problems, as is vividly illustrated by the variety of ...

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confidence: 99%

Psychoeducational assessment: A broader perspective.

Brooks¹

1979

Professional Psychology

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A psychoeducational approach in the treatment of anorexia nervosa

Cotugno

1980

Psychol. Schs.

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An overview of anorexia nervosa and a brief review of the most relevant literature is presented. The unique treatment needs of the anorexic child are discussed in terms of their overall influence, and particularly in view of typical cognitive and educational demands on the child. The psychoeducational approach is elaborated and applied to this understanding of the anorexic child. Issues that arise in dealing with the anorexic child in the classroom are discussed, and specific interventions and techniques are described. Primary goals for this treatment technique are elaborated, and case material demonstrating how these issues would be managed in the psychoeducational setting is presented.The description of anorexia nervosa in the literature dates back to the 1870s, when a "condition characterized by severe emaciation" was first described (Gull, 1874; Lasegue, 1873). Although many questions regarding this disorder remain unanswered, the wealth of literature currently available provides some measure of clarity as to the psychological determinants of the syndrome. The purpose of this paper is to present and elaborate a therapeutic psychoeducational technique for use in treating the anorexic child within the classroom setting. This will also be demonstrated by a case report of a 13-year-old adolescent girl who was treated over a 15-month period. This paper is based on continuing observations and treatment of several anorexic children and adolescents admitted to a large private psychiatric hospital. The children's unit within this hospital maintained a range of psychiatric services including a self-contained long-term psychoeducation program geared specifically towards developing innovative therapeutic-educational interventions across a range of pathologies.

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An Annotated Bibliography of Publications on the Day Treatment of Children with Emotional Disorders

Zimet

1991

Day Treatment for Children With Emotional Disorders

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Some principles and practices in the psychoeducational treatment of emotionally disturbed children

Cited by 7 publications

References 3 publications

Psychoeducational assessment: A broader perspective.

Psychoeducational assessment: A broader perspective.

A psychoeducational approach in the treatment of anorexia nervosa

An Annotated Bibliography of Publications on the Day Treatment of Children with Emotional Disorders

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