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A solution-focused approach to mental health intervention in school settings
- Authors:
- GINGERICH Wallace J., WABEKE Todd
- Journal article citation:
- Children and Schools, 23(1), January 2001, pp.33-47.
- Publisher:
- Oxford University Press
This article describes the use of solution-focused brief therapy (SFBT) for working with children who present with mental health problems in the school setting. SFBT eschews a pathology-based model of mental health, focusing instead on the client's strengths and desire to change. The article describes the techniques and application of SFBT and discusses the prevalence of child mental health problems. Emphasis throughout is placed on empirical support for the effectiveness of SFBT.
Services for children with learning disability: international perspectives on residential child care
- Editor:
- BARLOW Gerald
- Publisher:
- University of Strathclyde. Centre for Residential Child Care
- Publication year:
- 1999
- Pagination:
- 50p.,bibliogs.
- Place of publication:
- Glasgow
Includes papers on: services for children with learning difficulties; between the ideal and the reality; exploring the relationship of the child educator; the Camphill Diploma Course in Curative Education; respite care in the Ottawa Rotary Home; a holistic approach at the Linn Moor Special Residential School; twenty two years of residential care for special needs children; education, care and therapy at the St. Margaret's School; the network family programme in Tasmania; and putting the concept of quality of care into operation.
Collaboration between teachers and speech and language therapists working with children with severe learning disabilities (SLD): implications for professional development
- Authors:
- KERSNER Myra, WRIGHT Jannet A.
- Journal article citation:
- British Journal of Learning Disabilities, 24(1), 1996, pp.33-37.
- Publisher:
- Wiley
Looks at the effect of the exchange of information on the collaborative working practices of teachers and speech and language therapists who work together with children who have communication problems and severe learning disabilities. Examines whether this exchange was affected if the teachers and therapists were perceived as being 'specialists' in the field of severe learning disabilities. The research addresses the issues of knowledge and skills gained, the type of information exchanged and the ways in which this may affect the nature of the collaborative process.