Nonprofessional intervention for maladjusting elementary school children

Bibliographic Data

ID11043088
AuthorsAnthony Taylor (0000-0003-3032-5060, SUNY Cortland, corresponding author)
Year1978
Volume6
Issue3
Pages241-252
Publication date1978-07-01
Open AccessYes
TypeARTICLE
VenueJournal of Community Psychology (JOURNAL)
Journal identifiersISSN: 0090-4392 • E-ISSN: 1520-6629
PublisherWiley (PUBLISHER • GB)
DOI10.1002/1520-6629(197807)6:3<241::aid-jcop2290060306>3.0.co;2-0
OpenAlexW2078924511
LanguageEN
Citations received2
References cited10

An intervention program for elementary schools involved assigning the same maladjusting children to different college undergraduates each of three consecutive semesters. Typical for undergraduates in most companionship therapy programs, they received no systematic counselor training. A set of rating scales and a behavior survey completed periodically by teachers suggested that the program children progressively imporoved in adaptive behaviors both during and following program participation. However, the trend did not differ from that for a control group of referred but nonparticipating children. The findings are congruent with those of previous studies. A second control group of nonreferred children established that both referred groups were relatively still maladjusted by the last testing period, according to all but one of the same measuring instruments. Possible reasons are reviewed for the findings with the aid of activity data. Also briefly considered are the proportions and kinds of children referred by teachers as well as the proportion of teachers making referrals.

Developmental psychology · Intervention (counseling) · Medical education · Psychiatry · Set (abstract data type) · Child and Adolescent Psychosocial and Emotional Development · Child Welfare and Adoption · Clinical Psychology · Family and Disability Support Research · Medicine · Psychology

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