Shamilda K. Annotated Bibliography
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Dec 6, 2023
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Annotated Bibliography
Shamilda Kegler
December 3, 2023
Herzing University
English 111
Berger, S. and E. Pealman (1973). A Model for Prevention: A Kindergarten Screening Program: 4.
In this article Berger and Pearlman that a program based on the use of the kindergarten (K-Q) is described with emphasis on the questionnaire’s potential as an assessment tool for prevention of learning and emotional problems. The goals of the questionnaire program are (1) to assess readiness in children. (2) To Provide more complete information to teachers (3) To inform the family of available services in a non-threatening way, (4) To help the system with its service to the child, and (5) To provide mental health service to the community, using the school vehicle. Procedures that have been used to implement the use of K-Q in early childhood education programs are described. Also included is data that has been collected concerning procedures validity of the instruments, based on a sample of 493 children. (NP)
Straul, B.A., R.M. Friedman, et al. (1986). A System of Care for Severely Emotionally Disturbed
Children & Youth, Health Resources and Services Administration (DHHS/PHS) Rockville, MD. Office for Maternal and Child Health Services. National Inst. of Handicapped Research (ED), Washington, DC:184
In this interesting article they explore the development of comprehensive systems of care for severely emotionally disturbed children and adolescents. It is intended as a technical assistance tool for states and communities interested in improving services and as a review of the state of the art for developing systems of care. A generic model of a system of care is presented, along with principles for service delivering and alternative system management approaches. The components of the system of care include mental health services, social services, educational services, health services, vocational services, recreational services, and operational services. Management of the system of care involves consideration of state-community relationships, alternative models for system management, and the role of case management and case review committees. Assessment of the characteristics of an effective system is also featured, and worksheets to assess the states of the system of care are provided. References accompany each chapter . (JDD)
Munoz, M.A.(2002). School-Based Prevention for At-Risk Children: The Impact of Primary Mental Health in Elementary Schools and Students: 32. In Munoz's article he’s describing how children with learning and optimal development of children with adaptive or behavioral problems can be seriously affected. In his article he further stated that children with behavioral problems, require or demand a lot of time and energy from educators, that can dilute the educational experience of children. His study also examines the impact of the primary Mental Health Project- a research-based, selective program. This early detection and prevention program for preschool and primary grades as a pre-and posttest measure for the participating students in the treatment schools.
Elias, M.J. and R.P. Weissberg (2000). “ Primary Prevention: Educational Approaches to Enhances Social and Emotional Learning, “Journal of School Health 70(5):186-90
In the review of the Elias and Weissberg article both agreed that the review of the work of social and emotional learning and examining its guidelines for promoting mental health in children and youths based on social and emotional learning (SEL) and the key principle. Five examples of exploring approaches to SEL, each representing a different focus, are presented. Issues in real-
world implementation in today’s schools are discussed. (SM)
Armstrong, K.M. Boroughs, et al. (2002). Symposium-The Safe Schools Healthy Students Initiative: Methodologies and Results in program-Based Evaluation, National Inst. and Disability
and Rehabilitation Research (ED/OSERS), Washington, DC.: 13.
Armstrong's report highlights three of the programs funded through the Safe/Healthy Students Initiative in Pinellas County, Fla. He insisted these programs are: (1) Think first, an anger management program for high school Students. (2) Families and School Together (FAST); a parenting program for parents of at-risk elementary students; and (3) On-Campus Intervention Program (OCIP), an alternative to out of school suspension for high school students. He went on to say that each of the programs targets students who are at risk for school failure and provide support and skills training to help them become more successful learners. The On-Campus Intervention Program is described first and outcomes include reduction in school suspension where the program is fully implemented, high levels of satisfaction among principals and assistant principals, generally favorable responses from teachers, and anecdotal responses from families indicating favorable results.
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Koroloff, N. and Portland State Univ. OR. Regional Research Inst for Human Services. (1992) Stating Right-Part 2: Early Identification Demonstration Projects. January 1991 to July 1991. Final Report; Oregon State Dept. of Human Services, Salem. Mental Health of Developmental Disabilities Service Div.: 32
In Koroloff, final report he describes the outcome of four demonstration projects, funded in 1990
in Oregon, an early identification and prevention of mental health and emotional disorders in childrens. He also describes the intentions of the project was to find ways to identify children who are at risk of suffering emotional disorders and intervene early enough to prevent these disorders. He stated the first program described, the Interpersonal Cognitive Problem Solving Project, trained 1,400 children in social problem solving skills. In the second program, the Temperament Project, 188 parents received temperament services. His report provided a clear result from each project and how it provided positive changes in social behavior and child rearing practice.
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