The main objective of this study was to investigate whether parental perceptions of the emotional, behavioral and social skills functioning of children with conduct problems, differed for parents who completed the behavioral consultation process (N = 40) compared to those who prematurely withdrew ( N = 11). A series of between group analyses were conducted to examine whether parental perceptions existed. Parents who prematurely withdrew from the behavioral consultation process reported significantly greater incidences of anxious and depressed behavior in children, than parents who remained in consultation F(1,49) = 4.24, p = .0448. Similarly, using the Wilks' criterion, overall estimates of emotional and behavioral functioning, combined with social skills functioning were also significantly affected by group membership, F(3,47) = 3.22, p = .0310. Using the same variables in a logistic regression analysis, a test of the full model with all three predictors compared to the constant only model was statistically reliable phi2 (3, N = 51) = 10.26, p = .0336, indicating that the predictors, as a set, reliably distinguished the perceptions of those who completed the consultation process, compared to those who prematurely withdrew. This model accurately predicted 77.7% of parents' group membership. The results of the study will be discussed in terms of their usefulness for future consultants to identify families at risk for prematurely withdrawing from the consultation process, so that additional resources can be offered to encourage their continued participation in the consultation process.

Child-based consultation is an innovative problem-solving consultative model. Essentially, child-based consultation is a process wherein the child is given the role of the consultee to induce a behavioral change in a significant adult (Bergan & Kratochwill, 1990; Kratochwill & Pittman, 2002; Kratochwill, Sladeczek, & Plunge, 1995). The present study was an exploratory investigation to evaluate the efficacy of child-based consultation as an alternative form of problem-solving consultation in the school setting. In the present study, child-based consultation was used to promote behavioral changes in teachers in the classroom environment. In addition, child consultees, manifesting behavioral difficulties, were engaged in this consultative process in order to learn new, individualized skills and strategies to alter their own problematic behaviors. The resulting behavioral changes in four child consultees, and their teachers, were investigated. Specifically, the study measured whether child involvement in child-based consultation increased the teacher's use of positive reinforcement and decreased the teacher's use of punishment with each child consultee. The study also sought to ascertain the impact of the child-based consultative process on the child consultee's problem behaviors targeted for change. Additionally, the teacher's sense of efficacy was measured to evaluate if the use of this form of consultation with children manifesting behavioral difficulties would lead to a heightened sense of teacher efficacy. Finally, the present study evaluated if being involved in child-based consultation would lead to a more adaptive self-concept in the child consultees. Time-series, small- n research designs (i.e., AB, multiple baseline, changing criterions designs) were used to analyze study outcomes. Results indicated that certain teacher behaviors were positively altered from baseline to post-intervention. Generally, positive changes in child consulte

No description available.

No description available.

The purpose of this study was to examine the characteristics that distinguish children with behavior disorders who drop out of psychotherapy treatment from those who remain in treatment. The sample included 379 children (268 male and 111 female) who were diagnosed with a behavior disorder at Dallas County Mental Health/Mental Retardation (MH/MR), a community mental health clinic in Dallas, Texas. The results indicated that certain characteristics increased the likelihood that a child would drop out of therapy, including reliance on aid, the presence of maternal psychopathology, and more severe externalizing and internalizing behaviors. This study also found that younger children with behavior disorders had a greater probability of dropping out of treatment. Minority status, gender, parent marital status, and referral source were not found to be associated with dropping out of treatment. Future studies should focus on specific interventions that clinicians could employ to deter premature termination from treatment.

Disruptive school behaviors in the black male child are of much concern to educators. While not developed specifically for use with black males, the Getting Away Clean program was designed to help children develop productive thinking skills, and to empower children to negotiate the social environment. Decision-making skills are strengthened, and children learn to counteract negative peer pressure and to relate positively to others. Selected fifth and sixth grade black male students from two elementary schools in a metropolitan Virginia school system were identified for the study. Eight students who were identified as those who had exhibited disruptive behaviors in the school setting, or those who needed skills to counteract negative peer pressure,were assigned to the treatment group. A group of eight students from the elementary schools was identified for the control group. The Child Behavior Checklist (CBCL, Edelbrock and Achenbach, 1983) was used to obtain data from parents, and the Teacher's Report Form (TRF, Edelbrock and Achenbach, 1983) was used to obtain data from teachers. In order to obtain pre-test data, teachers of the treatment and control group subjects for the 1987-88 school year completed the TRF. At the end of the treatment post-test data were obtained by requesting that teachers of the 1988-89 school year complete the TRF for treatment and control group subjects. The CBCL was also completed by parents of subjects in the treatment group. The statistical analyses used to determine differences between the two measures were the Rank Tranform Analysis of Covariance, Mann-Whitney Wilcoxon nonparametric tests and Wilcoxon Signed Rank Tests. Results indicated positive, but nonstatistically significant, differences between the pre and post measures. In addition, four subscales (Anxious, Social Withdrawal, Inattentive, and Aggressive) were statistically analyzed with the Multivariate Tests of Significance. Positive, but nonstatistically significant, differences between the treatment and control groups on either of the subscales on the pre and post measures will all subjects were found. Parent responses were interpreted in case summaries. While a statistically significant difference was not found between the pre and post measures, positive effects are noted and the Getting Away Clean program can be considered an alternative strategy for reducing disruptive school behaviors. / Ed. D.

Text in Afrikaans / The aim of this study was to compile a programme to prepare the child in a children's home for family re-unification. An extensive study of relevant literature was conducted and included works on subjects such as the middle childhood years, the child in the children's home, family re-unification, the Gestalt approach and Gestalt play techniques. An empirical study was undertaken with semi structured interviews with social workers and family re-unification workers. From these resources some themes were identified to be included in the programme. Conclusions and suggestions were made in the interest of the implementation of the programme. / Social Work / M.Diac.(Rigting: Spelterapie)

Text in Afrikaans / The aim of this study was to compile a programme to prepare the child in a children's home for family re-unification. An extensive study of relevant literature was conducted and included works on subjects such as the middle childhood years, the child in the children's home, family re-unification, the Gestalt approach and Gestalt play techniques. An empirical study was undertaken with semi structured interviews with social workers and family re-unification workers. From these resources some themes were identified to be included in the programme. Conclusions and suggestions were made in the interest of the implementation of the programme. / Social Work / M.Diac.(Rigting: Spelterapie)