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Educational psychologists, psychiatrists, social workers, and other
professionals are often asked by parents or teachers to intervene
when 'normal' classroom strategies have failed children in their
charge. This title, originally published in 1990, brought together
for the first time some of the 'intervention strategies' available
at the time and offers professionals vital information about the
results of each strategy in practice. The contributors,
acknowledged experts in their fields, present a critical and
objective overview of the range of approaches available and apply
them to the areas of poor school attendance, maladaptive behaviour,
and poor reading levels. They stress the need to avoid replacing a
traditional approach with an intervention strategy whose results
are unproven. They also warn that different problems demand
different approaches and that the consultant must avoid the
dogmatic application of a single approach when the child's welfare
is at risk. The need for consultants to deal sensitively with the
professionals they are asked to advise is also emphasized. Teachers
may feel, for example, that an educational psychologist is out of
touch with the realities of teaching. Above all else, interventions
should offer realistic and effective methods of improving
children's lives. Intervention with Children provides in one volume
practical, effective, and acceptable strategies for working with
children. Educational psychologists, LEA advisers, researchers, and
other professionals will still find it a valuable source of ideas
and a model of good practice from which to develop their own
intervention strategies. Written in a clear and accessible style,
it will still be of interest to experienced teachers, social
workers, and others involved in the management and care of
children.
Educational psychologists, psychiatrists, social workers, and other
professionals are often asked by parents or teachers to intervene
when 'normal' classroom strategies have failed children in their
charge. This title, originally published in 1990, brought together
for the first time some of the 'intervention strategies' available
at the time and offers professionals vital information about the
results of each strategy in practice. The contributors,
acknowledged experts in their fields, present a critical and
objective overview of the range of approaches available and apply
them to the areas of poor school attendance, maladaptive behaviour,
and poor reading levels. They stress the need to avoid replacing a
traditional approach with an intervention strategy whose results
are unproven. They also warn that different problems demand
different approaches and that the consultant must avoid the
dogmatic application of a single approach when the child's welfare
is at risk. The need for consultants to deal sensitively with the
professionals they are asked to advise is also emphasized. Teachers
may feel, for example, that an educational psychologist is out of
touch with the realities of teaching. Above all else, interventions
should offer realistic and effective methods of improving
children's lives. Intervention with Children provides in one volume
practical, effective, and acceptable strategies for working with
children. Educational psychologists, LEA advisers, researchers, and
other professionals will still find it a valuable source of ideas
and a model of good practice from which to develop their own
intervention strategies. Written in a clear and accessible style,
it will still be of interest to experienced teachers, social
workers, and others involved in the management and care of
children.
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