Child Without Tomorrow
Pergamon General Psychology Series
- 1st Edition - January 1, 1974
- Imprint: Pergamon
- Author: Anthony M. Graziano
- Editors: Arnold P. Goldstein, Leonard Krasner
- Language: English
- Paperback ISBN:9 7 8 - 1 - 4 8 3 1 - 1 9 1 6 - 8
- eBook ISBN:9 7 8 - 1 - 4 8 3 1 - 5 1 5 8 - 8
Child Without Tomorrow is a description of the author's findings with severely emotionally disturbed children. It also aims to show that through proper and continuous intervention,… Read more
Purchase options
Institutional subscription on ScienceDirect
Request a sales quoteChild Without Tomorrow is a description of the author's findings with severely emotionally disturbed children. It also aims to show that through proper and continuous intervention, disturbed children can be taught new, complex, and socially adaptive behavior. The book covers the preparation done in the study, the description of the children that were part of the study as well as the rationale why they were chosen, the planning and implementation done throughout the course of the study, the detailed record of the six-year project, starting from its conception up until its dissolution, its effects on the children and the progress they have made, and the steps that must be done in order for the children to continuously improve after the program. The text is not only for child psychologists, pediatricians, and special education teachers, but also for parents, teachers, and other lay people that deal with disturbed children, as the author believes that they can be trained as effective child-behavior therapists.
Preface
Chapter 1 Introduction: Clinical Innovation and the Mental Health Power Structure
Child Without Tomorrow
Innovation in Mental Health
The Local Agencies as a Field of Parallel Bureaucracies
The Mental Health Power Structure
The Laymen and Professional Expertise
Applications and Inquiry
Helping and Reality
Chapter 2 Assumptions, Facilities, and Staff
Initial Assumptions
The Teaching Emphasis
Behavioral Assessment
Behavioral Deficits
Behavioral Surpluses
Behavioral Baselines, Dimensions, and Goals
Acquisition of Adaptive Behavior through Positive Reinforcement of Successive Approximations
Decrement of Surplus Behavior through Non-Reinforcement and the Acquisition of Incompatible Responses
Stimulus Control
Finances and Equipment
Physical Facilities
Personnel
Expectations of Staff Performance
Program Supports for the High Expectations
Summary and Conclusions
Chapter 3 The Children
The Original Group
Billy
Frankie
Freddie
Mary
The Focal Group
Chapter 4 Structure, Stimulus Control, and Initial Strategies
Structure and Stimulus Control
Stimulus Control and Contingency Management
Respondent Conditioning and Stimulus Control
Operant Conditioning and Stimulus Control
Psychotic Behavior and Stimulus Control
Stimulus Control and the Problem of Attention with Psychotic Children
Stimulus Control and Program Structure
The Data Collection
The Daily Schedule
Behavioral Goals
Achieving an Increased General Response Rate and Identifying and Developing Effective Reinforcers
Chapter 5 The First 100 Sessions
The Original Group
The Focal Group
Cathy
Gerry
Chapter 6 Shaping Complex Social Behavior
The First Year: Differential Reinforcement
Snack Time and the Development of Verbal Reinforcers
Shifting from Primary to Secondary Reinforcement
The Second Year: School Time and Generalizing Social Responses
Development of Academic Behavior
The Third Year: Academics in Earnest
Summary
Chapter 7 Control of Aggressive and Tantrum Behavior
Extinction
Physical Restraint, Repetition and Reinforcement of Verbal "Rules"
Removal from the Reinforcement Situation and Social Isolation
"Suspension" from School as "Time-out" from Reinforcement
Programmed Relaxation and Reciprocal Inhibition
Relaxation Training
Desensitization Sequences
Summary
Chapter 8 Summer Camp
Introduction
Program Objectives
The Children
Structure: Group Assignments
Overall Sequence
Initial Week of Staff Orientation
The First Two Weeks: Establishing the Reinforcing Value of Camp
The Second Two Weeks: Increasing the Structure, Limits on Behavior, and Developing Alternative Adaptive Behavior
The Third Two Weeks: Consolidation
Daily Schedule and Activities
Delayed Secondary Reinforcement
Time-Out from Reinforcement: Temporary Exclusion from Camp
Chapter 9 Active Therapeutic Roles for Parents
Training Parents as Therapists
Three Case Examples
Time Relationships among the Behavior Dimensions
Conclusions
Chapter 10 The Fourth Year
Introduction
Program Structure
Behavior During the Fourth Year
Plans for Evaluation
Plans for the Fifth Year
Chapter 11 The Program's Dissolution
Operational Dimensions and Public Images
SEDMIC's Disorganization
Layman-Professional Issues
SEDMIC's Uneven Development
The Laymen's Underestimation of the Task
The Issue of "Commitment"
Near-Resolution of the Crises
Incursion of a Rival Agency
The President Gains Full Control
SEDMIC's Final Program
The Staffs Final Phasing Out
Behavioral Deterioration
Brief Reorganization
The Last Day
Chapter 12 Summary and Conclusions
A Summary of Program Development
The Focal Group
Major Conclusions
Suggestions for Future Programming
Active Mental Health Consumerism-A Note to Parents
References
Index
- Edition: 1
- Published: January 1, 1974
- No. of pages (eBook): 308
- Imprint: Pergamon
- Language: English
- Paperback ISBN: 9781483119168
- eBook ISBN: 9781483151588
Read Child Without Tomorrow on ScienceDirect