It takes a special teacher to work with students with special needs. And Drew Laurence definitely fits the bill. He teaches "emotionally disturbed kids in a small school setting," including students with oppositional defiance disorder and autism. The next step for many of these students "would be lock-down." Drew has found some innovative ways to…

Learning, emotional and behavior disorders of school-aged children and youth are major issues in school related research. In this paper we approach three specific topics that in our view are central for the understanding of the problem and the effectiveness of intervention in this area: (1) the issue of comorbidity of emotional, behavioral, and…

Children with emotional challenges have often been seen as victims, but seldom as survivors. Persons who are able to overcome adversity can be strengthened by this experience as shown in this account of a youth struggling to surmount a traumatic life.

Anxiey, in general, helps one to cope. It rouses a person to action and gears one up to face a threatening situation. It makes students study harder for exams, and keeps presenters on their toes when making speeches. But an anxiety disorder can prevent one from coping and can disrupt daily life. Anxiety disorders are not just a case of…

The document contains two articles based on papers presented at the Annual Meeting of the American Association on Mental Deficiency (Detroit, 1981). The first paper by D. Mott, et al. is titled "Emotional Needs of People with Mental Retardation--A Preliminary Review." Based on discussions held by staff at the Western Carolina Center (Morganton),…

This article presents a theory of how different types of discrepancies between self-state representations are related to different kinds of emotional vulnerabilities. Correlational and experimental evidence supports the predictions of the model. Differences between self-discrepancy theory and other theories of incompatible self-belief and actual…

Chart reviews and telephone interviews with 72 sexual abuse victims found that 48 of the children had symptoms similar to the "rape trauma" syndrome. Two-thirds of victims commonly had somatic complaints (such as abdominal pain) and emotional/behavioral problems (runaway behavior, suicide attempts). (DB)

A procedure for anger management, developed from a rational-emotive therapy orientation, is described. The technique makes use of humor and referral to "Anger Busters" (based on the film, "Ghost Busters" to defuse angry emotions. Use of the technique with an 8-year-old is described. (DB)

The case study explores the needs of a gifted third grader with school problems who, despite high intelligence, was threatened with retention, resulting in feelings of rejection and parental concern. Testing procedures and programmatic suggestions are outlined. A parent group established as a result of this child's problem is described. (Author/CL)

Describes the Suicide Survivors Grief Group and presents the structure, dynamics, and problems of survivors, as well as the unique problems of grief in suicide death. Concluded that as long as suicide death is tabooed and stigmatized, there will be a need for separate grief groups for suicide survivors. (JAC)

A team of guidance counselors, administrators, school social workers, psychologists, and learning disabilities specialists meets regularly to provide support to teachers and students dealing with life crises and students identified as having specific academic, social, or behavioral problems. CL)

Describes a brochure that has been used by various college personnel in their attempts to help students in coping with transition and loss. Presents brochure's content. Discusses brochure's development, use, merits, and limitations. (Author)

Chronic fatigue syndrome became known nationally in l985 with a pseudoepidemic in a Nevada resort community. Initially and erroneously linked to the Epstein-Barr virus, the cause of this puzzling syndrome and the mind-body connection are areas of controversy and research. (Author/SM)

In traditional high schools, teachers are responsible for the academic progress of students taking those teachers' classes, and the guidance counselor is responsible for addressing any social or emotional problems that may emerge. Teachers rarely meet to discuss students they have in common, and even more rarely meet with the counselor to consider…

A Functional Behavioral Assessment (FBA) is mandated when schools deal with students presenting problems that lead to suspension or exclusion. The authors present a strength-based model for FBAs developed in a New York school for students with emotional and behavior problems. The Circle of Courage needs for Belonging, Mastery, Independence, and…