Educating adolescents with emotional and behavior disabilities: A Bottom-up approach

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dc.contributor.advisor Names Illegible
dc.contributor.author Darmer, Aimee
dc.date.accessioned 2010-08-02T19:37:01Z
dc.date.available 2010-08-02T19:37:01Z
dc.date.issued 1997-02-14
dc.identifier.uri http://hdl.handle.net/1850/12383
dc.description.abstract This study presents a review of the literature describing the characteristics of students with severe emotional and behavioral disabilities (SED). Studies examining the best educational practices for this population of students are also reviewed and discussed. The author concludes that the best educational programs for students with SED contain an emphasis on personal responsibility and academic success within a day treatment setting. To test this hypothesis, the author examined one such program, the Avalon School of Rochester, New York, which exhibits many of the features correlated in the literature with student success. This study concludes that, given the choice to succeed or fail, some adolescents with SED will succeed; however, given the expectation of failure, many do not succeed. en_US
dc.language.iso en_US en_US
dc.subject Psychology en_US
dc.subject.lcc LC4801.5 .D375 1997
dc.subject.lcsh Problem youth--Education--Case studies en_US
dc.subject.lcsh Mentally ill children--Education--Case studies en_US
dc.subject.lcsh Educational psychology en_US
dc.title Educating adolescents with emotional and behavior disabilities: A Bottom-up approach en_US
dc.type Thesis en_US
dc.description.college College of Imaging Arts and Sciences en_US
dc.description.department Department of Psychology en_US

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