Enright and Linkous (1979) presented a position on serving children experiencing emotional conflict. This article follows up on the above mentioned. A workable set of guidelines for developing intervention progress is presented. The set of guidelines is a result of experiences in two special settings for children experiencing significant emotional conflict.
Get full access to this article
View all access options for this article.
References
1.
AyllonT., and AzrinN.The Token Economy.New York: Appleton, 1968.
2.
DuffnerE., LongN., and FagenS.Reducing stress of children in conflict.The Pointer, 1979, 24, pp. 61–68.
3.
EnrightB., and LinkousL.The triad model: emotional conflict as an interactive process.Behavior Disorders, 1979, 4, pp. 242–245.
4.
FagenS., LongN., and StevensD.Teaching Children Self Control.Columbus, Ohio: Charles E. Merrill, 1975.
5.
GlasserW.Reality Therapy.New York: Harper and Row, 1965.
6.
GordonA.Games for Growth: Educational Games in the Classroom.Palo Alto, California: Science Research Association, 1970.
7.
HommeL.How to Use Contingency Contracting in the Classroom.Champaign, Illinois: Research Press, 1974.
8.
HowellK., KaplanJ., and O'ConnellC.Evaluating Exceptional Children.Columbus, Ohio: Charles E. Merrill, 1979.
9.
MabryC.A canonical study of locus of control and cultural participation among adolescents receiving special education service (Doctoral dissertation, University of Alabama, 1977).
10.
RedlF.The concept of life space interviewing. In LongN., MorseW., and NewmanR. (Eds.), Conflict in the Classroom.Belmont, California: Wadsworth, 1971.
11.
SimonS., HoweL., and KirschenbaumH.Values Clarification.New York: Hart, 1972.
