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Download full textSeevers, Randy L.; Jones-Blank, Michelle – Online Submission, 2008
Most children learn social skills from interaction with others--other children, family members, friends, and adults. Some children with disabilities need to learn social skills more directly. This may include the use of a specific curriculum and the use of individualized methods. The purpose of this study was to explore the effects of social…
Descriptors: Socialization, Student Behavior, Social Behavior, High Risk Students
Pracana, Clara, Ed. – Online Submission, 2014
We are delighted to welcome you to the International Psychological Applications Conference and Trends 2014, taking place in Porto, Portugal, from 4 to 6 of April. Psychology, in our time, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral…
Descriptors: Educational Psychology, Foreign Countries, Intervention, Prevention
Roberson, Janice Blair – Gifted Child Today (GCT), 1988
A program was designed to provide gifted preadolescent students with a better resistance to stress. Based on the stress inoculation procedure, the program's six sessions gradually exposed students to stressful situations through imagery techniques and role-playing, while helping them apply newly learned coping skills. (JDD)
Descriptors: Coping, Curriculum, Gifted, Imagery
Mohr, Laura L.; And Others – 1980
A role playing technique designed to promote good mental health in exceptional children is described. It is explained that the life coping skills approach emphasizes that exceptional children are first of all children. A sequence for guiding role playing is provided (building comfort, building involvement, introducing interaction among players,…
Descriptors: Adjustment (to Environment), Coping, Disabilities, Elementary Secondary Education
Peer reviewed
Direct linkCook, Mary N. – Focus on Exceptional Children, 2005
Successful intervention for severely disruptive children is likely to require effort and collaboration among pediatric mental health specialists, parents, and school staff. Children with severe disruptive behavior disorders usually require follow-up with credentialed pediatric mental health specialists and may need special classrooms, schools, or…
Descriptors: Psychological Patterns, Teaching Methods, School Counselors, Hyperactivity
Schneider, Barry H. – 1986
The report describes the initial development of the Individualized Intervention for Social Competence (IISC) program, an individualized social skills training program for elementary aged emotionally disturbed children. Twenty-nine behavioral objectives cluster along the dimensions of aggression and withdrawal, and are divided into two major…
Descriptors: Aggression, Behavior Change, Behavior Disorders, Behavioral Objectives
