By Henry C. Rickard
Contents part 1 - evaluation -introduction: Henry C Rickard -behavior research and modificaiton in counseling and psychotherapy: Daniel G Brown part 2 - minimum ENVIRONMENTAL regulate courses -a behavioristic, community-oriented method of institution phobia and different issues: Wallace A Kennedy -freeing lecturers to educate: Charles H Madsen Jr: Clifford okay Madsen: Don F Driggs part three: ENRICHED ENVIRONMENTAL courses FOR THE EMOTIONALLY DISTURBED baby -project re-ED: this system and a initial review: Wilbert W Lewis -behavior amendment in a healing summer time camp: Henry C Rickard: Michael Dinoff -experimantal schooling: software of experimental research and ideas of habit to lecture room guideline: Norris G Haring part four: courses FOR felony OFFENDERS -programming academic habit for insitutionalized kids: Harold L Cohen: James A Filipczak -a behavioral method of studying: the draper version: John M McKee: Carl B Clements -a behavioral method of out-patient therapy of offenders: Saleem A Shah -Contagion as a precept in habit switch: J Douglas provide: Joan furnish part five: INSTITUTIONAL courses FOR THE heavily DISTURBED -a habit amendment software on an inpatient and outpatient unit: Douglas R Slavin: Aubrey C Daniels -the token economic system as a rehabilitative process in a psychological sanatorium environment: Leonard Krasner: John M Atthowe Jr -attitude remedy: a habit amendment software in a psychiatric medical institution: Earl S Taulbee: H Wilkes Wright -responsibility treatment: D A R Peyman -environmental keep watch over and retardate habit: John Hamilton
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However, our five semicontrol cases and evidence from other clinics of Type I cases who have been out of school for prolonged periods suggest that this method of treatment may accelerate or facilitate the remission. Recommendation for the use of this technique is restricted to those cases showing Type I symptoms which, in spite of their possible transient nature, present a rather serious problem to teachers, parents, and counselors. The guiding principle of mobilizing parents to return the child to school at any level the child can emotionally sustain, which is the backbone of both the Eisenberg and the Kennedy treatment technique for school phobia, has met with the predictable mixed reaction.
Be optimistic. Stressing the transient nature of the difficulty, the dependable sequence of a difficult Monday, a somewhat better Tuesday, and a symptom-free Wednesday, tends to lighten the depression of the parents regarding their child's unwillingness to go to school. Emphasize success. Type I cases always recover. Ninety percent of the Type I phobics stay at school most of the first day. Along with optimism, comes a slight mobilization of hostility, which helps the parents to follow the plan.
Handbook of abnormal psychology. New York: Basic Books, 1961. Grossberg, J. M. Behavior therapy. Psychological Bulletin, 1964, 62, 73-88. Hoch, P. Long range trends for New York State's mental health program. Invited address to the New York State Community Mental Health Boards, Albany, New York, April 30, 1962. (Mimeo) Mowrer, O. H. Learning theory and personality dynamics. New York: Ronald Press, 1950. Razran, G. & Bridger, W. H. Pavlovian conditioning and American psychiatry. New York: Group for the Advancement of Psychiatry, 1964, No.