Assessing competencies for delivering services to seriously emotionally disturbed children: The first step in the process.

1990 ◽  
pp. 67-71
Author(s):  
Georgine Pion ◽  
Lee Sechrest
Keyword(s):  
Emotionally Disturbed ◽  
Seriously Emotionally Disturbed Children ◽  
Emotionally Disturbed Children

A Model for coordination

1996 ◽  
Vol 21 (1) ◽  
pp. 13-18
Author(s):  
Jennifer J. Luntz
Keyword(s):  
Children And Adolescents ◽  
Emotionally Disturbed ◽  
Complex Needs ◽  
Seriously Emotionally Disturbed Children ◽  
Emotionally Disturbed Children

This article argues that clear coordination structures are essential if collaboration around the complex needs of a small subcategory of seriously emotionally disturbed children and adolescents requiring multi-agency involvement is to be successful. A model of coordination which evolved out of a project conducted in the western suburbs of Melbourne during 1992-1993 is described. Although expensive to implement this model would be less costly than the current unsatisfactory situation where much time and effort is expended by a number of workers from a range of agencies, often for very little return.

Our Needs and other Ecological Concerns: A Teacher's Personal View of Work with “Secondary School-Aged Seriously Emotionally Disturbed Children”

1979 ◽  
Vol 4 (3) ◽  
pp. 168-172
Author(s):  
Jon P. Bell
Keyword(s):  
Special Education ◽  
Secondary School ◽  
Behavior Disorders ◽  
Emotionally Disturbed ◽  
Final Section ◽  
Personal View ◽  
Adjustment Problems ◽  
Seriously Emotionally Disturbed Children ◽  
Successful Teaching ◽  
Emotionally Disturbed Children

In this article, a teacher of adolescents with severe adjustment problems reflects on his vocation. The author describes programs in which he has worked, and skills important to successful teaching in them. Also discussed are those training experiences which in retrospect stand out as having been most worthwhile in preparing the author to be a teacher of emotionally disturbed youth. In a final section, he makes some brief observations on various aspects of special education for adolescents with severe behavior disorders.

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