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- W2009320217 abstract "For many years, a large percentage of the children referred to psychiatric clinics have been seen because of problems in school learningor classroom behavior. In some cases, a child may have mild behavioral or emotional problems at home or in the neighborhood, yet seem to have serious problems when he encounters the social expectations of school or the demands of a formal classroom routine. In other instances, problems in adjustment may be pervasively demonstrated in a variety of settings, but take a slightly different form in the school environment. Jackson (1968), Silberman (1970), and others have eloquently described the present state of public schools and, by doing so, have illustrated indirectly the various sources of emotional stress present in the classroom. Since the school setting represents such a substantial portion of the child's world, it would seem imperative for the child psychiatrist and others on his staff to have an accurate picture of each child's behavior in the classroom and, if possible, of the responses ofothers to the child's behavior. The psychiatrist who ignores these data risks having his best efforts in therapy continually undermined by variables beyond his control, or stands to miss opportunities for cooperation with school personnel which could render his own evaluation and treatment more effective. Yet one of the problems with reports from teachers and other school personnel is that their perspective of psychosocial problems may be quite different from the views of those persons who function independently of the" @default.
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- W2009320217 date "1974-03-01" @default.
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- W2009320217 title "Classroom Observation of Children Referred to a Child Psychiatric Clinic" @default.
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- W2009320217 doi "https://doi.org/10.1016/s0002-7138(09)61320-0" @default.
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