Looking at Success: Experiences of a Select Group of Children and Young Adults with Serious Emotional Disturbance.Reportar como inadecuado




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A qualitative study that examined the characteristics and experiences of Florida youth who are served under the Florida Department of Education Multiagency Network for Students with Serious Emotional Disturbance (SED) and who have achieved success in several life domains. The study used the framework of the Child and Adolescent Service System Program, which emphasizes that the service system must be child-centered, family-focused, individualized, community-based, integrated/coordinated, culturally competent, and aimed at early intervention/prevention. Subjects (N=11) were nominated on the basis of demonstrated success in home, school, and community settings despite their SED. All the youths had demonstrated success in school, those over 18 were usually employed and therefore more independent, and were typical for a SED population in their problem history and service history. Subjects and their families were interviewed regarding coordination and individualization of services and responses. Results suggested that the success of these individuals was not related to severity of impairment or circumstances. Findings did not suggest any single recipe for more effective support and service delivery. Instead, families identified different service characteristics as helpful, such as school program structure, guidance of the SED teacher, and mainstreaming. Future needs identified by families included continued counseling/therapy, financial aid, and job training. (DB)

Descriptors: Adolescents, Agency Cooperation, Case Studies, Children, Delivery Systems, Early Intervention, Emotional Disturbances, Followup Studies, Integrated Services, Interviews, Mainstreaming, Outcomes of Education, Outcomes of Treatment, Program Effectiveness, Qualitative Research, Severe Disabilities, Success, Vocational Education, Young Adults

Web site: http://rtckids.fmhi.usf.edu/proceed10th/10thindex.htm









Autor: Lazear, Katherine J.; Gomez, Angela; Chambers, Tina

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11403&id=ED432848







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