:::

詳目顯示

回上一頁
題名:整合性方案對國小內化問題學童成效之研究
作者:李昱德
作者(外文):Lee, Yu-Te
校院名稱:臺北市立大學
系所名稱:教育學系
指導教授:趙家琛
學位類別:博士
出版日期:2019
主題關鍵詞:內化問題整合性輔導方案表達性媒材介入同儕介入生態系統諮詢internalizing problemsintegrated counseling programexpressive media interventionpeer-mediated counselingecosystem consultation
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:1
本研究旨在探討對內化問題學童實施整合性輔導方案的成效,研究者回顧相關文獻、進行前導研究,並整理多年擔任學校輔導教師之實務經驗,發展出一個針對內化問題學童輔導的整合性方案。本整合性方案包含兩階段的輔導過程,第一階段共13週,以表達性媒材介入輔助個案語言表達,幫助個案向內探索自己的感受、心情與想法,同時對個案的學校與家庭系統,進行生態系統諮詢(含行政諮詢、教師諮詢與家長諮詢);第二階段共13週,鼓勵個案邀請同儕參與個別輔導,幫助個案體驗向外連結人際互動,滿足自己的社會興趣與需求,也運用同儕回饋促進社會技巧與自信心,舒緩內化問題症狀。
本研究採單一受試者研究法的多重介入撤回與追蹤設計,包括基準線期、介入一期(表達性媒材介入+生態系統諮詢)、撤回期、介入二期(同儕介入+生態系統諮詢)期與延宕追蹤期。研究者以立意取樣選取符合本研究定義之內化問題標準的兩名高年級男童(一名有強迫症,一名有憂鬱症),進行整合性方案的輔導歷程,於研究各期評估個案在內化問題及正負向行為情緒的變化,以檢驗整合性方案的成效。研究結果如下。
一、兩位個案的內化問題及正負向行為情緒評估結果顯示,整合性方案的介入一和介入二結束後都分別達到立即性效果;所有介入結束四週後的延宕期後測,亦能維持改善結果,有延宕效果。
二、比較兩位個案在內化問題上的改善程度,發現兩者有所差異,亦即強迫症個案比憂鬱症個案改善較多。研究者推測其可能原因,在於執行方案時,研究者考量強迫症個案的思考問題需要處理,因而增加使用認知行為技術,使得個案的強迫症症狀大幅改善,進步更為穩定,延宕期後測效果較佳。
整體而言,本整合性輔導方案對內化問題學童具有立即性與持續性成效。建議實務工作者未來對於不同類型的內化問題,可以參考本方案,發展更聚焦於特定問題與狀況的個別化整合性方案,以期提升輔導工作的精準與成效。
The purpose of this study is to explore the efficacy of an integrated intervention program for children with internalizing problems. Based on past literature, pilot studies, and work experience as a school counselor, the researcher develops an integrated counseling program for students with internalizing problems. This integrated program includes a two-stage process with 13 weeks for each stage. The first stage uses expressive media interventions to facilitate client’s language expressions as well as exploration of their inner feelings and thoughts. It also provides ecosystem consultation (including administrative consultation, teacher consultation, and parent consultation) to improve client’s school and home adjustment. The second stage uses peer-mediated counseling sessions, i.e., encouraging the client to invite some friendly peers to participate in individual counseling session, to increase the client’s interpersonal experience and connection as well as meet their social interests and needs. It also uses peer feedback to promote the client’s social skills and self-confidence to reduce the severity of internalizing problems.
This study adopted a single-subject research method, using multiple intervention-withdrawal and follow-up design, which includes four phases: baseline, intervention 1 (expressive media intervention + ecosystem consultation), withdrawal, and intervention 2 (peer-mediated counseling + ecosystem consultation), and follow-up. The researcher recruited two male school-age children who have met the criteria for internalizing problems defined in the study, one with obsessive-compulsive disorder (OCD) and another with depression, to participate in this study. They were evaluated before, during, and after receiving this integrated counseling program for their internalizing problems as well as positive and negative behaviors and emotions. The findings are as follows.
1.For both participants, their internalizing problems as well as positive and negative behaviors and emotions were improved as the results of this integrated program. Both stage 1 and stage 2 have gained immediate effect at the end of each intervention stage. There was also a maintenance effect at the end of the four-week delay period, i.e., the improvement was stable.
2.Comparing the intervention outcome of the two participants, it is found that the child with OCD had greater improvement in his internalizing problems than the one with depression. A plausible explanation for this phenomena is that cognitive behavioral techniques had been incorporated in this integrated program to reduce the thought problem for the child with OCD and the result was a better and more lasting outcome for the child with OCD.
In conclusion, this integrated counseling program has immediate and lasting effect for children with internalizing problems. It is recommended that practitioners can use this integrated program as a guide to develop more focused and individualized integrated program for specific problems and conditions in a variety of cases with internalizing problems in order to enhance the precision and effectiveness of counseling.
Keywords: internalizing problems, integrated counseling program, expressive media intervention, peer-mediated counseling, ecosystem consultation
中文部分
王璇璣、陳信昭譯(2009)。腦袋不聽使喚怎麼辦?幫助孩子克服強迫症(原作者:D. Huebner)。台北市:書泉(原著出版年:2007)。
王麗斐、李旻陽、羅明華(2013)。WISER生態系統合作關的雙師合作策略。輔導季刊,49(3),2-12
王麗斐、杜淑芬、羅明華、楊國如、卓瑛、謝曜任(2013)。生態合作取向的學校三級輔導體制: WISER 模式介紹。輔導季刊, 49(2),p4-11。
台灣精神醫學會翻譯及審訂(2014)。DSM-5精神疾病診斷準則手冊(原作者:American Psychological Association)。台北市:合記。(原著出版年:2013)
台灣藝術治療學會網站:https://www.arttherapy.org.tw/arttherapy/tw/
江俊漢、洪儷瑜(2012)。由障礙模式的演變談 ICF 分類系統。特殊教育季刊,125,19-28。
吳明富(2010)。走進希望之門-從藝術治療到藝術育療-。台北:張老師。
吳明富、徐玟玲(2016)。藝術治療工作坊-媒材應用與創作指引。台北:洪葉。
吳裕益(2004)。 效果量分析在單一受試研究之應用。特殊教育文集,2004,1-48。 (屏東師院特教中心編印)
李思賢、張弘潔、李蘭、吳文琪(2006)。家庭及學校的社會資本與國小學童內化行為問題之關係。中華心理衛生學刊,19(3),231-254。
李昱德(印刷中)。內化問題傾向兒童輔導之介入策略研究。應用心理研究。
李昱德(投稿中)。內化問題傾向兒童輔導工作生態系統諮詢策略研究。
杜正治(2006)。單一受試研究法。臺北巿:心理。
杜淑芬(2013)。WISER學校輔導工作模式與關係霸凌輔導之應用。輔導季刊,49(2),17-26。
周天賜譯(2008)。諮詢合作與融合教育(原作者:Lorna Idol)。新北市:心理。(原著出版年:2002)
林家興、趙舒禾、方格正、黎欣怡、李露芳、葉安華(2011)。諮商督導實務。臺北市:雙葉。
林淑君、王麗斐(2013)。諮商心理師與校長合作推動初級發展性輔導工作的經驗分享。輔導季刊,49(3),19-27。
侯禎塘(2008)。人文取向藝術治療。特殊教育叢書,41-52。
紐文英、吳裕益(2015)。單一個案研究法:研究設計與後設分析。新北巿:心理。
張芬芬(2010)。質性資料分析的五步驟:在抽象階梯上爬升。初等教育學刊, 35,87-120。
張美惠譯(2015)。創傷的積極力量(上、下):正向心理學與焦點解決治療的合作策略(原作者:F. Bannink)。臺北市:張老師文化(原著出版年:2014)。
教育部(2013)。身心障礙及資賦優異學生鑑定標準。臺北市:教育部。
陳怡群、黃惠玲、趙家琛(修訂)(2009)。阿肯巴克實證衡鑑系統:計分指導手冊。新北市:心理(原著出版年:2001)。
陳毓文(2003)。危險因子、保護因子與少年內化及外化問題之相關性探究。行政院國家科學委員會補助專案研究計畫,國立台灣大學研究計畫編號NSC 91-2412-H-002-007-SSS。台北:行政院國家科學委員會。未出版。
陳碧玲、王璇璣、蔡幸芳、張巍鐘、蕭雅云、陳信昭譯(2009)。經驗取向遊戲治療(原作者:C. C. Norton、B. E. Norton )。出版社:五南(原著出版年:1997年)。
陳碧玲、陳信昭譯(2008)。策略取向遊戲治療(原作者:S. Kissel)。出版社:五南(原著出版年:1990)。
陸雅青(2000)。藝術治療團體實務研究-已破碎家庭兒童為例。台北市:五南。
黃月霞(2002)。兒童輔導與諮商-了解兒童、諮商服務、技巧訓練,兒童團體諮商。台北:五南。
黃素娟、張碧琴譯(2011)。照顧孩子的有效策略:以依附關係為焦點之勤職教育(原作者:D. A. Hughes)。新北市:心理(原著出版年:2009)。
黃傳永、賴美言、陸雅青(2000)。表達性藝術治療對憂鬱情緒兒童之團體輔導效果研究。臺北市立教育大學學報。42(1),21-52。
董和銳(2003):身心障礙之概念架構與社會意涵。身心障礙研究,1(1),32-42。
劉宣妊(2010)。象徵化幾何家庭圖評估成年男性藥物濫用者之家庭功能:初探性研究。臺北市立大學碩士論文,未出版。
薛惠琪(1995)。兒童行為問題實徵性多軸衡鑑與分類之相關研究(未出版之碩士論文)。中原大學,桃園縣。
謝曜任(2013)。從 WISER 模式談專任輔教師 的角色與功能。輔導季刊,49(3),13-18。
羅訓哲譯(2018)。遊戲的療癒力量-20個核心的改變機制(原作者:C. E. Schaefer、A. A. Drewes)。出版社:心理(原著出版年:2014)。

西文部分
Achenbach, T. M. (1978). The Child Behavior Profile: I. Boys aged 6- I I . Journal of Consulting and Clinical Psychology, 46, 478-488.
Achenbach, T, M. (1982). Assessment and taxonomy of children`s behavior disorders. In B. B. Lahey & A. E. Kazdin (Eds.), Advances in child clinical psychology (Vol. 5, pp.1-38), New York, NY: Wiley.
Achenbach, T, M., & Edelbrock, C. S. (1979). The child behavior profile II: Boys aged 6-12 and girls aged 6-11 and 12-16. Journal of Cousulting and Clinical Psychology, 47, 223-233.
Achenbach, T. M., & Edelbrock, C. (1981). Behavioral problems and competencies reported by parents of normal and disturbed children aged four to sixteen. Monographs of the Society for Research in Child Development, 46,(1), No. 188.
Achenbach, T. M., & Edelbrock, C. (1983). Manual for the Child Behavior Checklist/4-18 and Revised Child Behavior Profile. Burlington, VT: University of Vermont Press.
Achenbach, T. M., & Edelbrock, C. (1986). Manual for the Teacher’s & Report Form and Teacher Version of the Child Behavior Profile. Burlington, VT: University of Vermont Press.
Achenbach, T. M., & McConaughy, S. H. (1987). Empirically based assessment of child and adolescent psychopathology: Practical applications. Thousand Oaks, CA: Sage Publications.
Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA School-Age Forms & Profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families.
Achenbach, T. M., Becker, A., Döpfner, M., Heiervang, E., Roessner, V., Steinhausen, H. C., & Rothenberger, A. (2008). Multicultural assessment of child and adolescent psychopathology with ASEBA and SDQ instruments: Research findings, applications, and future directions. Journal of Child Psychology and Psychiatry, 49(3), 251-275.
Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101(2), 213-232.
Achenbach, T.M. (1982). Assessment and taxonomy of children’s behavior disorders. In B.B. Lahey & A.E. Kazdin (Eds.), Advances in child clinical psychology (Vol. 5). New York: Plenum.
Achenbach, T.M. (1998). Diagnosis, assessment, taxonomy, and case formulations. In T.H. Ollendick & M. Hersen (Eds.), Handbook of child psychopathology (3rd ed., pp. 63–87). New York: Plenum Press.
Achenbach, T.M. (2002). Achenbach System of Empirically-Based Assessment. Burlington, VT: Research Center for Children, Youth, and Families.
Adigüzel, I. B. (2015). Peer mediation in schools. Procedia - Social and Behavioral Sciences, 174, 826-829. doi: https://doi.org/10.1016/j.sbspro.2015.01.674
Allen, J. P., Hauser, S. T., & Borman-Spurrell, E. (1996). Attachment theory as a framework for understanding sequelae of severe adolescent psychopathology: An 11-year follow-up study. Journal of Consulting and Clinical Psychology, 64, 254–263.
American Art Therapy Association[AATA]網站:http://arttherapy.org/
ASCA(2019)https://www.schoolcounselor.org/school-counselors-members/asca-national-model
Aunola, K., Stattin, H., & Nurmi, J. E. (2000). Adolescents' achievement strategies, school adjustment, and externalizing and internalizing problem behaviors. Journal of Youth and Adolescence, 29(3), 289-306.
Averdijk, M., Eisner, M., & Ribeaud, D. (2014). Do social relationships protect victimized children against internalizing problems? Education, 134(4), 439-451.
Basu, S., Salisbury, C., & Thorkildsen, T.A. (2010). Measuring collaborative consultation practices in natural environments. Journal of Early Intervention, 32, 127.
Belkofer, C. M., Van Hecke, A.V., & Konopka, L. M. (2014). Effects of drawing on alpha activity: a quantitative EEG study with implications for art therapy. Art Therapy: Journal of the American Art Therapy Association, 31(2), 61-68.
Bender, P. K., Sømhovd, M., Pons, F., Reinholdt-Dunne, M. L., & Esbjørn, B. H. (2015). The impact of attachment security and emotion dysregulation on anxiety in children and adolescents. Emotional and Behavioural Difficulties, 20, 189–204.
Beverly, S. (1997). Expressive art therapy techniques: Healing the soul through creativity. Journal of Humanistic Counseling, Education and Development, 36(2), 74-79.
Bornstein, M. H., Hahn, C.S., &Suwalsky, J. T. D. (2013). Developmental pathways among adaptive functioning and externalizing and internalizing behavioral problems: Cascades from childhood into adolescence. Applied Developmental Science, 17(2), 76–87.
Bountress, K., & Chassin, L. (2015). Risk for behavior problems in children of parents with substance use disorders. American Journal of Orthopsychiatry, 85(3), 275–286.
Bower, E.M. (1981). Early identification of emotionally handicapped children in school (3rd ed.). Springfield, IL: Charles C. Thomas.
Brendgen, M., Girard, A., Vitaro, F., Dionne, G., & Boivin, M. (2016). Personal and familial predictors of peer victimization trajectories from primary to secondary school. Developmental Psychology, 52(7), 1103–1114.
British Association of Art Therapists [BAAT]網站:http://www.baat.org/About-Art-Therapy
Cannon, M. F., & Weems, C. F. (2006). Do anxiety and depression cluster into distinct groups? A test of tripartite model predictions in a community sample of youth. Depression and Anxiety, 23, 453–460.
Caplan, G. (1970). The theory and practice of mental health consultation. New York: Basic Books.
Caplan, G., & Caplan, R. (1995, May). Recent advances in mental health consultation and collaboration. Paper presented at the International Seminar on Consultee-centered Case Consultation, Hasselbacken, Stockholm.
Caplan, G., & Caplan, R. B. (1999). Mental health consultation and collaboration. Prospect Heights, IL: Waveland Press, Inc. (Original work published 1993).
Castro, S., Pinto, A. I., & Maia, M. (2011). Link the Carolina curriculum for preschoolers with special needs to the ICF-CY. The British Journal of Development Disabilities, 57(2), 133-146.
Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M. F., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3, 876–889.
Cicchetti, D., & Cohen, D. J. (1995). Theory and methods. In Developmental psychopathology: Vol. 2. Risk, disorder, and adaptation . New York, NY: Wiley.
Cicchetti, D., & Toth, S. L. (1998). A developmental perspective on internalizing and externalizing disorders. In D. Cicchetti & S. L. Toth (Eds.), Internalizing and externalizing expressions of dysfunction (pp.1-20). Hillsdale, N. J.: L. Erlbaum Associates.
Clark, M. A., & Breman, J. C. (2009). School counselor inclusion: A collaborative model toprovide academic and social-emotional support in the classroom setting. Journal of Counseling and Development, 87, 6-11. doi: 10.1002/j.1556-6678.2009.tb00543.x
Clemens, E. (2007). Developmental counseling and therapy as a model for school counselor consultation with teachers. Professional School Counseling, 10, 352- 359.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155‐159.
Cole, D. A., Tram, J. M., Martin, J. M., Hoffman, K. B., Ruiz, M. D., Jacquez, F. M., & Maschman, T. L. (2002). Individual differences in the emergence of depressive symptoms in children and adolescents: A longitudinal investigation of parent and child reports. Journal of Abnormal Psychology, 111, 156–165.
Conley, L., Marchant, M., & Caldarella, P. (2014). A comparison of teacher perceptions and research-based categories of student behavior difficulties. Education, 134(4), 439-451.
Connell, A. M., & Goodman, S. H. (2002). The association between psychopathology in fathers versus mothers and children's internalizing and externalizing behavior problems: A meta-analysis. Psychological Bulletin, 128(5), 746-773.
Costello, E.J., Mustillo, S., Erkanli, A., Keeler, G., & Angold, A. (2003). Prevalence and development of psychiatric disorders in childhood and adolescence. Archives of General Psychiatry, 60, 837–844.
Cowan, P. A., Cohn, D. A., Cowan, C. P., & Pearson, J. L. (1996). Parents' attachment histories and children's externalizing and internalizing behaviors: exploring family systems models of linkage. Journal of Consulting and Clinical Psychology, 64(1), 53-63.
Crocetti, E., Klimstra, T. A., Keijsers, L., Hale, W. W., & Meeus, W. (2009). Anxiety trajectories and identity development in adolescence: A five-wave longitudinal study. Journal of Youth and Adolescence, 38, 839–849.
Dart, E. H., Furlow, C. M., Collins, T. A., Brewer, E., Gresham, F. M., & Chenier, K. H. (2015). Peer-mediated check-in/check-out for students at-risk for internalizing disorders. School Psychology Quarterly, 30(2), 229-243.
Dart, E. H., Furlow, C. M., Collins, T. A., Brewer, E., Gresham, F. M., & Chenier, K. H. (2015). Peermediated Check-In/Check-Out for students at-risk for internalizing disorders, School Psychology Quarterly, 30, 229 –243. http://dx.doi.org/10.1037/ spq0000092
Dougherty, A. M. (2000). Psychological consultation and collaboration in school and community settings (3rd ed). Belmont, CA: Wadsworth.
Eisenberg, N., & Spinrad, T. L. (2004). Emotion-related regulation: Sharpening the definition. Child Development, 74, 334–339.
Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R, A., Shepard, S. A., Reiser, M., Murphy, B. C., LoSaga, S. H., & Guthrie, I. K. (2001). The relations of regulation and emotionality to children`s externalizing and internalizing problem behavior. Child Development, 72(4), 1112–1134.
Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R. A., Shepard, S. A., Reiser, M., et al. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing behaviour problems. Child Development, 72, 1112–1134.
Eisenberg, N., Sadovsky, A., Spinrad, T. L., Fabes, R. A., Lesoya, S. H., Valiente, C., & Shepard, S. A. (2005). The relations of problem behavior status to children’s negative emotionality, effortful control, and impulsivity: Concurrent relations and prediction of change. Developmental Psychology, 41, 193–211.
Esbjørn, B. H., Bender, P. K., Reinholdt-Dunne, M. L., Munck, L. A., & Ollendick, T. H. (2012). The development of anxiety disorders: Considering the contributions of attachment and emotion regulation. Clinical Child and Family Psychology Review, 15, 129–143.
Evans, C., Weiss, S. L., & Cullinan, D. (2012). Teacher perceptions and behavioral strategies for students with emotional disturbance across educational environments. Preventing School Failure, 56(2), 82–90.
Fergusson, D. M., & Woodward, L. J. (2002). Mental health, educational, and social role outcomes of adolescents with depression. Archives of General Psychiatry, 59(3), 225–231.
Flouri, E., & Sarmadi, Z. (2016). Prosocial behavior and childhood trajectories of internalizing and externalizing problems: The role of neighborhood and school contexts. Developmental Psychology, 52(2), 253–258.
Formoso, D., Gonzales, N.A., & Ailen, L.S. (2000). Family conflict and children's internalizing and externalizing behavior: protective factors. American Journal of Community Psychology, 28(2), 175-199.
Fuster, J. M. (2003). Cortex and mind: Unifying cognition. New York: Oxford University Press.
Garbacz, S. A., Sheridan, S. M., Koziol, N., Kwon, K., & Holmes, S. R. (2015). Congruence in parent–teacher communication: Implications for the efficacy of CBC for students with behavioral concerns. School Psychology Review, 44, 150–168.
Garber, J., Keiley, M. K., & Martin, N. (2002). Developmental trajectories of adolescents’ depressive symptoms: Predictors of change. Journal of Consulting and Clinical Psychology, 70, 79–95.
Gorrese, A. (2016). Peer attachment and youth internalizing problems: A meta-analysis. Child and Youth Care Forum, 45(2), 177-204.
Gratz, K., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26, 41–54.
Graves-Alcorn, S. L., & Green, E. J. (2014). Expressive arts therapy continuum: History and theory. In E. J. Green & A. A. Drewes (Eds.), Integrating expressive arts and play therapy with children and adolescents (pp. 1-16). Hoboken, NJ: John Wiley & Sons.
Green, E. J. (2010). Children’s perceptions of play therapy. In J. Baggerly, D. Ray, & S. Bratton (Eds.), Effective play therapy: Evidence-based filial and child-centered research studies (pp. 249–263). Hoboken, NJ: John Wiley.
Grier, B. C., & Bradley-Klug, K. L. (2011). Collaborative consultation to support children with pediatric health issues: A review of the biopsychoeducational model. Journal of Educational and Psychological Consultation, 21, 88-105. doi:10.1080/10474412. 2011.571522
Gruhn, M. A., Dunbar, J. P., Watson, K. H., Reising, M. M., McKee, L., Forehand, R., Cole, D. A., & Compas, B. E. (2016). Testing specificity among parents` depressive symptoms, parenting, and child internalizing and externalizing symptoms. Journal of Family Psychology, 30(3), 309–319.
Hale, W. W, I. I. I., Raaijmakers, Q., Muris, P., van Hoof, A., & Meeus, W. (2008). Developmental trajectories of adolescent anxiety disorder symptoms: A 5-year prospective community study. Journal of the American Academy of Child and Adolescent Psychiatry, 47, 556–564.
Hinz, L. D. (2009). Expressive therapies continuum: A frame¬work for using art in therapy. New York: Routledge.
Hoglund, W. L. G., & Chisholm, C. A. (2014). Reciprocating risks of peer problems and aggression for childrens internalizing problems. Developmental Psychology, 50(2), 586–599.
Hsu, S. (2005). Help-seeking behaviour of student teachers. Educational Research, 47, 307-318.
Huebner, D. (2007). What to do when your brain gets stuck: A kid’s guide to overcoming OCD. Washington, DC: Magination Press.
Hughes D., ed. (2009) Attachment Focused Parenting: Effective Strategies to Care for Children. W. W. Norton & Company, New York, NY.
Hunter, K. K., Chenier, J. S., & Gresham, F. M. (2013). Evaluation of check in/check out for students with internalizing behavior problems. Journal of Emotional and Behavioral Disorders. Advance online publication. doi:10.1177/ 1063426613476091
Idol, L. (2002). Creating collaborative and inclusive schools. Austin, Texas: Pro.Ed.
Ishimaru, A. M. (2014). Rewriting the rules of engagement: Elaborating a model of district-communication collaboration. Harvard Educational Review, 84(2),188-279.
Jarrett, M., Siddiqui, S., Lochman, J., & Qu, L. (2014). Internalizing problems as a predictor of change in externalizing problems in at-risk youth. Journal of Clinical Child and Adolescent Psychology, 43(1), 27–35.
Kagan, R. (2004) Rebuilding Attachments with Traumatized Children. New York, NY: Haworth Press.
Kampwirth, T. J. (2003). Collaborative consultation in the schools (2nd ed.). New Jersey, NJ: Pearson Education.
Kampwirth, T. J. (2006). Collaborative consultation in the schools. (3rd ed.). Upper Saddle River, NJ: Merrill.
Kaplan, F. F. (1998). Scientific art therapy: An integrative and research-based approach. Art Therapy: Journal of the American Art Therapy Association, 15(2), 93-98.
Kaplan, F. F. (2000). Art, science and art therapy: Repainting the picture. London: Jessica Kingsley.
Kauffman, J.M. (1997). Characteristics of emotional and behavioral disorders of children and youth (6th ed.). Columbus, OH: Merrill/Prentice Hall.
Kazdin, A. E. (1988). Child psychotherapy: Developing and identifying effective treatments. Elmsford, NY: Pergamon Press.
Keiley, M.K., Bates, J.E., Dodge, K.A. Pettit, G. S. (2000) . A cross-domain growth analysis: Externalizing and internalizing behaviors during 8 years of childhood. Jounal of Abnormal Child Psychology, 28(2), 161-179.
Kelley, M. L. (1990). School-home notes: Promoting children’s classroom success. New York, NY: Guilford Press.
Kessler, R. C., McGonagle, K. A., Swartz, M., Blazer, D. G., & Nelson, C. B. (1993). Sex and depression in the National Comorbidity Survey I: Lifetime prevalence, chronicity, and recurrence. Journal of Affective Disorders, 29, 85–96.
Kissel, S. (1990): Play therapy- a strategic approach. Springfield, IL: Charles Thomas.
Kobak, R. R., & Sceery, A. (1988). Attachment in late adolescence: Working models, affect regulation, and representations of self and others. Child Development, 59, 135-146.
Kobak, R. R., Sudler, N., & Gamble, W. (1991). Attachment and depressive symptoms in adolescence. A developmental pathway analysis. Development and Psychopathology, 3, 461–474.
Laible, D. (2007). Attachment with parents and peers in late adolescence: Links with emotional competence and social behavior. Personality and Individual Differences, 43, 1185–1197.
Laible, D., Carlo, G., & Raffaelli, M. (2000). The differential relations of parent and peer attachment to adolescent adjustment. Journal of Youth and Adolescence, 29, 45–59.
Landgarten, H. B. (1981). Clinical art therapy. New York: Brunner/ Mazel.
Landreth, G. (2012). Play therapy (3rd ed.). London, England: Routledge.
Liu, X., Guo, C., Okawa, M., Zhai, J., Li, Y., Uchiyama, M., Neiderhiser, J. M., & Kurita, H. (2000). Behavioral and emotional problems in Chinese children of divorced parents. Journal of the American Academy of Child and Adolescent Psychiatry, 39(7), 896-903.
Loeher, R., & Dishion, T. J. (1984). Boys who fight at home and school: Family conditions influencing cross-setting consistency. Journal of Consulting and Clinical Psychology, 52, 759-768.
Lusebrink, V. B. (1990) Imagery and visual expression in therapy. New York, NY: Plenum Press.
Lusebrink, V. B. (1991). Levels of imagery and visual expression. In R. G. Kunzendorf (Ed.), Mental imagery. (pp. 35-44). New York, NY: Plenum Press.
Lusebrink, V.B., & Alto, P. (2004). Art therapy and the brain: An attempt to understand the underlying processes of art expression in therapy. Journal of the American Art Therapy Association, 21(3), 125-135.
Lusebrink, V.B., & Alto, P. (2010). Assessment and therapeutic application of the expressive therapies continuum: implications for brain structures and functions. Journal of the American Art Therapy Association, 27(4), 168-177.
Lyon, A. R., Charlesworth-Attie, S., Stoep, A. V., & McCauley, E. (2011). Modular psychotherapy for youth with internalizing problems: implementation with therapists in school-based health centers. School Psychology Review, 40(4), 569–581.
Madigan, S., Brumariu, L. E., Villani, V., Atkinson, L., & Lyons-Ruth, K. (2016). Representational and questionnaire measures of attachment: A meta-analysis of relations to child internalizing and externalizing problems. Psychological Bulletin, 142(4), 367–399.
Malchiodi, C. A. (Ed.). (1999a). Medical art therapy with children. London, uk: Jessica Kingsley.
Malchiodi, C. A. (Ed.). (1999b). Medical art therapy with adults. London, uk: Jessica Kingsley.
Marganska, A., Gallagher, M., & Miranda, R. (2013). Adult attachment, emotion dysregulation, and symptoms of depression and generalized anxiety disorder. American Journal of Orthopsychiatry, 83, 131–141.
Maser. I. D., & Cloninger, C. R. (1990). Comorbidity of anxiety and mood disorders: Introduction and overview. In Maser. J. D., Cloninger, C. R. (Eds.), Comorbidity of mood and anxiety disorders. Washington, DC: American Psychiatric Press.
Mash, E. J., & Wolfe, D. A. (2019). Abnormal child psychology (6 Ed.). Boston, MA: Centage Learning.
Mason, R., Kamps, D., Turcotte, A., Cox, S., Feldmiller, S., & Miller, T. (2014). Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8, 334-344.
Master, J. D., & Choninger, C. R. (1990). Comorbidity of mood and anxiety disorders. Washington, DC: American Psychiatric Press.
McFadden, B., Kamps, D., & Heitzman-Powell, L. (2014). Social communication effects of peer-mediated recess intervention for children with autism. Research in Autism Spectrum Disorders, 8, 1699-1712.
McNamee, C. M.(2004)Using Both Sides of the Brain: Experiences that Integrate Art and Talk Therapy Through Scribble Drawings.Art Therapy: Journal of the American Art Therapy Association, 21(3), 136-142.
Menzen, K. H. (2001). Grundlagen der Kunsttherapy. Munchen, Germany: Ernst Reinhardt Verlag.
Myrick, R.D. (2004). Developmental guidance and counselling: a practical approach (3rd ed). Minneapolis: MN: Educational Media Corporation.
Nelson, J. R., Stage, S., Duppong-Hurley, K., Synhorst. L. &Epstein. M. H. (2007). Risk factors predictive of the problem behavior of children at risk for emotional and behavioral disorders. Council for Exceptional Children, 73(3), 367-379.
Norton, C. C., & Norton, B. E. (1997).Reaching children through play therapy:An experiential approach. Denver, Co: Publishing Cooperative. 
Ooi, Y. P., Rescorla, L., Ang, R. P., Woo, B., & Fung, D. S. (2011). Identification of autism spectrum disorders using the Child Behavior Checklist in Singapore. Journal of Autism and Developmental Disorders, 41(9), 1147-1156.
Opffer, E. (1997). Toward cultural transformation: Comprehensive approaches to conflict resolution. Theory Into Practice, 36(1), 46-52.
Piaget, J. (1962). Play, dreams, and imitation in childhood. New York, NY: Basic Books.
Piaget, J. (1969). The psychology of the child. New York, NY: Basic Books.
Pokars,S. (1989). Systematic problem-solving and decision-making. Los Altos, CA: Carip.
Quay, H. C. (1986). Classification. In H. C. Quay & J. S. Werry (Eds), Pschopathological disorders of childhood (3rd ed, pp. 1-34), New York, NY: Wiley.
Quiggle, N. L., Garber, J., Panak, W. F., & Dodge, K. A. (1992). Social information processing in aggressive and depressed children. Child Development, 63(6), 1305-1320.
Radley, K. C., Dart, E. H., Furlow, C. M., Ness, E. J. (2015). Peer-mediated discrete trial training within a school setting. Research in Autism Spectrum Disorders, 9, 53- 67. http://dx.doi.org/10.1016/j.rasd.2014.10.001
Ramchand, R., Ahluwalia, S. C., Xenakis, L., Apaydin, E., Raaen, L., & Grimm, G. (2017) .A systematic review of peer-supported interventions for health promotion and disease prevention. Preventive Medicine, 101, 156–170.
Reid, J. (1993). Prevention of conduct disorder before and after school entry: Relating interventions to developmental findings. Development and Psychopathology, 5(1/2), 243-262.
Reid, J., Eddy, J., Fetrow, R. A., & Stoolmiller, M. (1999). Description and immediate impacts of a preventive intervention for conduct problems. American Journal of Community Psychology, 27, 483-517.
Rescorla, L. A., Achenbach, T. M., Ginzburg, S., Ivanova, M., Dumenci, L., Almqvist, F., ...Verhulst, F. (2007a). Consistency of teacher-reported problems for students in 21 countries. School Psychology Review, 36(1), 91-110.
Rescorla, L. A., Achenbach, T. M., Ivanova, M. Y, Dumenci, L., Almqvist, F., Bilenberg, N., ...Verhulst, F. (2007b). Behavioral and emotional problems reported by parents of children ages 6 to 16 in 31 societies. Journal of Emotional and Behavioral Disorders, 15(3), 130-142.
Rosal, M. L. (1992). Approaches to art therapy with children. In F. E. Anderson (Ed.), Art for all the children: Approaches to art therapy for children with disabilities (2nd ed.) (pp. 142-183). Springfield, IL: Charles C Thomas.
Rothstein, L. F. (1990). Special Education Law. White Plains, NY: Longman.
Salbach-Andrae, H., Lenz, K., & Lehmkuhl, U. (2009). Patterns of agreement among parent, teacher and youth ratings in a referred sample. European Psychiatry, 24(5), 345-351. doi: 10.1016/j.eurpsy.2008.07.008.
Sawyer, A. C. P., Miller-Lewis, L. R., Searle, A. K., Sawyer, M. G., & Lynch, J. W.
(2015). Is greater improvement in early self-regulation associated with fewer behavioral problems later in childhood? Developmental Psychology, 51(12), 1740-1755.
Schaefer, C. E., & Drewes, A. A. (2011). The therapeutic powers of play and play therapy. In C. E. Schaefer (Ed.), Foundations of play therapy (2nd ed., pp. 15–25). Hoboken, NJ: Wiley & Sons.
Schaefer, C. E., & Drewes, A. A. (2014). (Eds.) The therapeutic powers of play: 20 core agents of change (2nd ed.). Hoboken, NJ: John Wiley & Sons.
Schaffer, H. R. (2000). The early experience assumption: Past, present, and future. International Journal of Behavioral Development, 24, 5–14.
Schmeck, K., Poustka, F., Döpfner, M., Plück, J., Berner, W., Lehmkuhl, G., …Lehmkuhl, U. (2001). Discriminant validity of the child behaviour checklist CBCL-4/18 in German samples. European Child and Adolescent Psychiatry, 10, 240-247.
Schore, J. R., & Schore, A. N. (2008). Modern attachment theory: The central role of affect regulation in development and treatment. Clinical Social Work Journal, 36, 9–20.
Siegel, D. J. ( 2007). The mindful brain. New York, NY: Norton.
Simeonsson, R. J., Simeonsson, N. E., & Hollenweger, J. (2008). International classification of functioning, disability and health: A common language for special education. In L. Florian & M. McLaughlin (Eds.), Disabilities classification in Education: Issues and perspectives (pp. 207-226). Thousand Oaks, CA: SAGE.
Snyder, B. A. (1997). Expressive art therapy techniques: Healing the soul through creativity. Journal of Humanistic Education and Development, 36, 74-82.
Spijkers, W., Jansen, D. E. M. C., Reijneveld, S. A. (2013). Parental internalizing problems in a community sample: Association with child psychosocial problems. European Journal of Public Health, 24(1), 11–15.
Spilt, J. L., van Lier, P. A. C., Leflot, G., Onghena, P., & Colpin, H. (2014). Children’s social self-concept and internalizing problems: The influence of peers and teachers. Child Development, 85(3), 1248–1256.
Springfield, S. A., & Beverly, L. K. (2007). Dissolving the boundaries: Postmodern art and art therapy. Journal of the American Art Therapy Association, 24(2), 82-86.
Sroufe, L. A. (2003). Attachment categories as reflections of multiple dimensions: Comment on Fraley and Spieker (2003). Developmental Psychology, 39, 413–416.
Sroufe, L. A. (2005). Attachment and development: A prospective, longitudinal study from birth to adulthood. Attachment and Human Development, 7, 349–367.
Sroufe, L. A., & Waters, E. (1977). Attachment as an organizational construct. Child Development, 48, 1184–1199.
Sroufe, L. A., Egeland, B., Carlson, E. A., & Collins, W. A. (2005). The development of the person: The Minnesota study of risk and adaptation from birth through adulthood. New York, NY: Guilford Press.
Stone, L. L., Otten, R., Engels, R.C.M.E., Kuijpers, R.C.W.M., & Janssens, J.M.A.M. (2015). Relations between internalizing and externalizing problems in early childhood. Child Youth Care Forum, 44(5), 635-653.
Süllen, F., Serin, N.B., & Serin, O. (2011). Effect of conflict resolution and peer mediation training on empathy skills. Procedia Social and Behavioral Sciences 15, 2324-2328. doi:10.1016/j.sbspro.2011.04.101
Suveg, C., & Zeman, J. (2004). Emotion regulation in children with anxiety disorders. Journal of Clinical Child and Adolescent Psychology, 33, 750–759.
Synder, B. A. (1997). Expressive art therapy techniques: Healing the soul therough creativity. Journal of Humanistic Education and Development, 36, 74-82.
Ttofi, M. M., Bowes, L., Farrington, D. P., & Lösel, F. (2014). Protective factors interrupting the continuity from school bullying to later internalizing and externalizing problems: a systematic review of prospective longitudinal studies. Journal of School Violence, 13, 5–38.
Turk, C. L., Heimberg, R. G., Luterek, J. A., Mennin, D. S., & Fresco, D. M. (2005). Emotion dysregulation in generalized anxiety disorder: A comparison with social anxiety disorder. Cognitive Therapy and Research, 29, 89–106.
Van Oort, F. V. A., Greaves-Lord, K., Verhulst, F. C., Ormel, J., & Huizink, A. C. (2009). The developmental course of anxiety symptoms during adolescence: The TRAILS study. Journal of Child Psychology and Psychiatry, 50, 1209–1217.
Van Loon, L. M. A., Van DeVen, M.O.M., Van Doesum, K. T. M., Hosman, C. M. H., & Witteman, C. L. M. (2015). Factors promoting mental health of adolescents who have a parent with mental illness: A longitudinal study. Child Youth Care Forum, 44, 777–799.
Vavreck, S., & Esposito, J. (2012). Peer tutoring with child-centered play therapy language. Journal of School Counseling, 10(25), 1–29.
Villa, R. A., Thousand, J. S., Nevin, A., & Liston, A. (2005). Successful inclusive practices in middle and secondary schools. American Secondary Education, 33(3), 33–50.
Walker, H. M., & Severson, H. (1992). Systematic screening for behavior disorders: Technical manual. Longmont, CO: Sopris West.
Watson, K. H., Reising, M. M., McKee, L., Forehand, R., Cole, D. A., & Compas, B. E. (2016). Testing specificity among parents’depressive symptoms, parenting, and child internalizing and externalizing symptoms. Journal of Family Psychology, 30(3), 309–319.
Weaver, J. M., & Schofield, T. J. (2015). Mediation and moderation of divorce effects on children’s behavior problems. Journal of Family Psychology, 29(1), 39–48.
Weems, C. F. (2008). Developmental trajectories of childhood anxiety: Identifying continuity and change in anxious emotion. Developmental Review, 28, 488-502. doi: 10.1016/j.dr.2008.01.001
Whitcomb, S. A., & Merrell, K. W. (2012). Understanding implementation and effectiveness of Strong Start K-2 on social-emotional behavior. Early Childhood Education Journal, 40, 63–71. doi:10.1007/s10643-011-0490-9.
Wilson, B. J., Manangan, C. N., Dauterman, H. A., & Davis, H. N. (2014). ADHD symptoms moderate the relation between ASD status and internalizing symptoms in 3-6-year-old children. Journal of Autism Development Disorder, 44, 1347–1356.
Wittmer, J., & Clark, M.A. (2002). Teaching children to respect and care for others. Minneapolis, MN: Educational Media Corporation.
Wittmer, J., & Clark, M. A. (2007). Managing your school counseling program: K-12 developmental strategies (3rd ed.) Minneapolis, MN: Educational Media Corporation.
Yip, V. T., Ang, R. P., Ooi, Y. P., Fung, D. S. S., Mehrotra, K., Sung, M., Lim, C. G. (2013). The association between attention problems and internalizing and externalizing problems: The mediating role of peer problems. Child Youth Care Forum, 42, 571–584.
Zimmermann, P. (2004). Attachment representation and characteristics of friendship relations during adolescence. Journal of Experimental Child Psychology, 88, 83–101.
Zung, W. (1965). A Self-Rating Depression Scale. Archives of General Psychiatry, 12, 63–70.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE