Development of Listening Skills in Students in Special Education Settings

Children in special education settings often lack appropriate listening skills. Two programs identified with developing listening skills, a music program and a storytelling program, were implemented by teachers with students in special education settings over a 30 week intervention period. A battery of tests measuring different aspects of listening such as receptive vocabulary, phonological processing, and listening comprehension, was administered to the students prior to the intervention period, at the end of the intervention period and again several weeks later. The results from the tests indicated that participation by the students in these programs had a positive effect on the development of their listening skills. The effects of the music and story‐telling programs were not apparent until the postpost‐pretest period suggesting that a longer time‐period is required for a statistically significant music effect or story effect on the listening skills of students in special education settings to show.     

Implications of the UNNDERPIN Study* at St George's Hospital,Morpeth, Northumberland

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Library audit: report of the process of undertaking the audit of library services of selected educational providers within the former Northern Region: July 1994

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Use of the Collaborative Drawing Technique in School Counseling Practicum: An Illustration of Family Systems

According to the extant school consultation literature, counselors can effectively use brief family interventions and family assessment procedures in schools as part of a collaborative consultation approach. School counselors, however, often lack training in family systems theory, because counselor training programs tend to use individual counseling models. When used in a school counselor practicum course, the Collaborative Drawing Technique (CDT; G. M. Smith, 1985) introduces counselors‐in‐training to family systems concepts and lays the foundation for postgraduate training in family systems. The authors use a case illustration to explore paradigmatic shifts in trainees' case conceptualizations as a function of their use of the CDT with a family.     

The Collaborative Team as a Training and Therapeutic Tool

Within the field of systemic family therapy, the collaborative team is emerging as a powerful training approach as well as a valuable therapeutic tool. This article presents the collaborative team as a method of counselor supervision and training. Issues around the developing team process and potential pitfalls are elaborated. Finally, examples, which serve to integrate discussion of training and clinical applications, are presented.     

Out of Harm's Way: Enhancing Monitoring and Dismissal Processes in Counselor Education Programs

This article addresses student counselor impairment related to the potential for harm to clients. Concrete suggestions are given for enhancing monitoring and dismissal processes in counselor training programs.     

Understanding the dynamics between preterm infants and their families

The high‐tech environment of the Special Care Baby Unit (SCBU) may seem a million miles away from the classroom, but the baby who has been born prematurely, wired up in an incubator in the former, will in five years' time be a learner in the other. The journeys through our education system of children who have survived premature birth to become learners are causing teachers, psychologists, therapists and carers to explore innovative learning pathways, new psychological and therapeutic interventions, and creative care approaches to meet their needs. While much is known about the serious physical and sensory problems of preterm babies, less is known about their psychological, educational and socio‐emotional difficulties. This article attempts to identify key targets for holistic intervention with families of premature infants. An approach used at the Champion Early Intervention Centre (Burwood Hospital, Christchurch, New Zealand) is described, from which practitioners of school‐aged children can draw teaching and learning implications.     

Supervisee Empowerment: Does Gender Make a Difference?

This study used a content analysis of audiotapes of clinical supervisory sessions to examine the effect of supervisee gender on the influence strategies used in the counseling clinical supervisory dyad.     

Curriculum Guide for Training Counseling Supervisors: Rationale,Development, and Implementation

A standardized curriculum that can be applied to a variety of supervisor training programs is presented. Suggestions for implementation and research are included.     

Reducing Aggressive Behavior and Increasing Motivation in School: The Evolution of an Intervention to Strengthen School Adjustment

The pervasive links between problem behaviors and school adjustment suggest that effective intervention programs to enhance school adjustment must focus both on decreasing the motivation to aggress and increasing the motivation to achieve. We describe a program of intervention research to improve social behavior and academic motivation in elementary school students organized around principles of attribution theory. Our intervention curriculum initially focused on reducing children's aggression and was then expanded to include enhancing personal responsibility. A series of efficacy and effectiveness studies have demonstrated that children's attributions in both the social and academic domains can be changed with cost-effective, educational strategies. These changes in children's cognitions have reliably produced positive changes in behavior. We conclude with a discussion of the implications of our work for the design of effective interventions.