By Henry C. Rickard
Contents part 1 - evaluation -introduction: Henry C Rickard -behavior research and modificaiton in counseling and psychotherapy: Daniel G Brown part 2 - minimum ENVIRONMENTAL regulate courses -a behavioristic, community-oriented method of university phobia and different issues: Wallace A Kennedy -freeing lecturers to coach: Charles H Madsen Jr: Clifford ok Madsen: Don F Driggs part three: ENRICHED ENVIRONMENTAL courses FOR THE EMOTIONALLY DISTURBED baby -project re-ED: this system and a initial evaluate: Wilbert W Lewis -behavior amendment in a healing summer season camp: Henry C Rickard: Michael Dinoff -experimantal schooling: software of experimental research and ideas of habit to school room guideline: Norris G Haring part four: courses FOR criminal OFFENDERS -programming academic habit for insitutionalized youth: Harold L Cohen: James A Filipczak -a behavioral method of studying: the draper version: John M McKee: Carl B Clements -a behavioral method of out-patient remedy of offenders: Saleem A Shah -Contagion as a precept in habit switch: J Douglas provide: Joan furnish part five: INSTITUTIONAL courses FOR THE heavily DISTURBED -a habit amendment software on an inpatient and outpatient unit: Douglas R Slavin: Aubrey C Daniels -the token economic climate as a rehabilitative method in a psychological sanatorium atmosphere: Leonard Krasner: John M Atthowe Jr -attitude remedy: a habit amendment software in a psychiatric clinic: Earl S Taulbee: H Wilkes Wright -responsibility treatment: D A R Peyman -environmental keep an eye on and retardate habit: John Hamilton
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Anticipating the criticism to follow, Eisenberg said, "This may seem at first glance a hazardous undertaking with a child who displays panic at the prospect of returning to school. The physician no less than the family may fear the precipitation of an acute breakdown. In fact, however, this does not occur with adequate support to child and family. " (1959, p. 761). In the discussion which followed, Eisenberg stressed these points: 1. The longer the child 4s out of school, the more complicated is the process of return, what with the pile up of homework and missed work and the difficulty in explaining his absence to peers.
Is it possible to maintain a laboratory-like stance in the community and still maintain the community's confidence and goodwill? These are representative of the questions which have been asked in the last 10 years as the Human Development Clinic at Florida State University has moved from a traditional psychological service to a broader community program where behavior oriented strategies are emphasized. A primary concern of the Human Development Clinic is the training of clinical students in their second and third year on-campus practicum work prior to their internships.
Behavioristic Approach to School Phobia 45 3. He has been away from the healthy environment of school with its stimulation for growth and has been, instead, in the home situation which promoted his problem in the first place. 4. The fact that the adults around him tend to go along with his fears tends, in a child's mind, to give support to their reality. 5. The failure to return the child to school feeds the neurotic pattern within the family itself. Eisenberg recommended, as had Klein, that the child should be returned to school to whatever degree he could sustain.