Time-limited group counseling with parents of pre-adolescent underachievers: A pilot program

Esterson, Harold; Feldman, C. L.; Krigsman, Naomi; Warshaw, Susan C.

doi:10.1002/1520-6807(197501)12:1<79::aid-pits2310120116>3.0.co;2-k

Cited by 5 publications

(2 citation statements)

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“…Families with underachieving gifted students were not classified as dysfunctional any more frequently than families with achieving.gifted students. The prediction that underachievement of gifted adolescents is symptomatic behavior suggestive of family conflicts and disturbance (Buxbaum, 1964;Christensen, 1972;Esterson et al , 1975;Friedman, 1969;Miller & Westman, 1964;Newman et al , 1973) was not directly supported by the present research. However, the thinking that generated the prediction did not consider the ways that a family &dquo;prob-lem&dquo; could serve to mask dysfunctionality.…”

Section: Discussioncontrasting

confidence: 72%

“…These attempts to understand or to define underachievement as a problem residing with the child, or with the child and one other person, a parent or a teacher, have more often led to blaming the child, the parent, or the school than to productive attempts to increase achievement. Current research has emphasized the relationship between underachievement and overall family functioning (Thiel & Thiel, 1977), and investigated such variables as family stress (Ross, 1964), parental conflict (Esterson et al , 1975), family structure (enmeshed/disengaged) (Bricklin & Bricklin, 1965), family communication patterns (Combs, 1964;Dur & Collier, 1960;Gurman, 1970), family perceptions (Tabackman, 1977), independence (Gowan, 1955;1957;Newman et al, 1973;Zilli, 1971), and attitudes toward education (Zilli, 1971). Underachievement is currently seen as a complex phenomenon that is a manifestation of the interaction among family members and situational demands.…”

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confidence: 99%

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Family Systems Characteristics and Underachieving Gifted Adolescent Males

Green

Fine

Tollefson

1988

Gifted Child Quarterly

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Section: Discussioncontrasting

confidence: 72%

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confidence: 99%

Family Systems Characteristics and Underachieving Gifted Adolescent Males

Green

Fine

Tollefson

1988

Gifted Child Quarterly

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Family therapy: A case for training for school psychologists

Green¹,

Fine

1980

Psychol. Schs.

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This article presents both a rationale and methodology for family involvement by school personnel and underscores the need for school psychology training programs to respond programmatically to the training of their students in understanding and working with families. A family systems approach is adopted by the authors and is presented in the form of key questions concerning some important family dynamics. Five applications of this framework in the school setting are discussed.Parental involvement in the education of their children has been accepted with caution and at times trepidation by the educational establishment. At the same time, the need for parental involvement beyond PTA and fund-raising programs is recognized in the light of the implications of PL 94-142 for joint parent-school participation in identification, assessment, and intervention strategies. This emphasis historically has centered upon the school, parents, and children as discrete entities, rather than as systems that share many elements in common.The literature on family therapy and on the expanding role of the various schoolbased professionals (school psychologists, social workers, and counselors) argues for more school contact with families; the rationale and procedures for such involvement, however, have not always been clearly presented.The purpose of this paper is to present both a rationale and a methodology for family involvement, and to underscore the need for school psychology training programs to respond programmatically to the training of their students in understanding and working with families. While there are several different approaches to family theory and therapy, the authors present their views on the family as a system and its interaction with another system-the school. RATIONALE FOR FAMILY INVOLVEMENTThe home and the school are two of the most important systems for the child, and what occurs in one system can substantially affect the other. Problem school behavior usually has its correlates within the home and helps to define the nature of family relationships. Accordingly, the study of the relationships within the home can shed considerable light on the problems children experience in public education (Christensen, 1972).Several family theorists stress that the symptom of the identified patient, in this case the child, can serve to preserve the equilibrium of the family. The family, in turn, supports the child's symptom, which is, in many cases, school related. Buxbaum (1964) noted the "symbiotic relationship" between infants and their mothers that resulted in the retardation of their developmental milestones. Miller and Westman (1964) studied children who, as inhibited readers, maintained their family stability through their disability. Likewise, prevention of adequate learning occurred for preadolescent underachievers whose parents were reportedly in some crisis (Esterson, Feldman, & Requests for reprints should be sent to Marvin J. Fine, School of Education, Bailey Hall, University of Kansas, Lawrence, KS 66045. 24 1

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