EFFECTS OF RATIONAL-EMOTIVE GROUP THERAPY UPON ANXIETY AND SELF-ESTEEM OF LEARNING DISABLED CHILDREN

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Effects of Rational-Emotive Group Therapy Upon Anxiety and Self-Esteem of Learning Disabled Children

Structural and qualitative features of published information available on educating mildly handicapped adolescents is examined. Professional journal literature from the past 10 years was searched to locate articles reporting on or advocating educational interventions with this population. Articles were categorized according to their orientation, support base, and the handicapping condition(s) addressed. Results indicated that articles addressing different handicapping conditions within the orientations of academics, career/vocational, or both have been differentially distributed in both data and non-data support bases. While the total number of articles has been increasing slightly since 1968, virtually no consistent upward or downward trends appeared when articles were considered in terms of their orientation, handicapping condition, and support base categories. Quality of data-based reports was assessed by examining the research designs on which each was based. It was concluded that data-based reports h...

Education for Mildly Handicapped Adolescents: Structure and Quality of Published Information From the Past Decade:

https://digitalcommons.stritch.edu/cgi/viewcontent.cgi?article=1540&context=etd

An overview of the implications of labeling in special education

Miriam Sper Magdol is director of the Potsdam Child Development Center in Potsdam, New York. A SIGNIFICANT ASPECT of the behavior of mosi exceptional children is their failure to attend. In fact, the adult initial awareness of behavioral and learning problems is frequently triggered by such problems in attending. Nevertheless, discussions of this phenomenon tend to be shallow and oversimplified. This is evidenced especially by the rather loose use of the terms distractibility and short attention span. Rarely are these terms defined; often they are used synonymously. We give lip service to the basic concept that each child is an individual. We speak of the need to approach each child’s performance as unique. We plan for each child separately. Yet at the same time we speak of symptoms that cluster, patterns that develop, and approaches that are successful with certain kinds of symptomology. We are not being dishonest. All of these phrases are accurate. But we must step back now and then, to avoid being trapped by our own jargon. Because symptoms do tend to cluster, educators and clinicians begin to use as synonyms terms that should really be kept distinct. If distractibility and short attention span were synony-

Problems in Attention: Clearing Up the Terminology

Dorthea S. Goldenberg, MA, is an assistant professor in the School of Education, DePaul Uniuersity, 2211 North Kenmore Avenue, Chicago, Illinois 60614. GAMES ARE GREAT FUN! .... almost everyone enjoys playing a game. Let’s play a game-a game for which you need your imagination, because this game doesn’t have a gameboard yet. Lots of rules and regulations would have to be worked out before Ideal or Milton Bradley could manufacture this game. Since all new games need a &dquo;trial run,&dquo; this is an ideal plan for just that task. This game will be called Noit-A-Cude. You start the game as a young child. You are placed on the board by your parents. One of your first moves takes place within the kindergarten square; there you begin your first formal school experience. You

Sol Gordon

Papers

The "Brain-Injured" High School Student

Sense and Nonsense About Brain Injury and Learning Disabilities