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題 名 | 學校社會工作人員在情緒行為障礙學生轉介前介入之角色--以品行疾患兒童/青少年為例=The Role of School Social Worker in Response to Interventions for Students with Emotional and Behavioral Disabilities--Take "Children/ Youth with Conduct Disorder" as the Example |
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作 者 | 黃玉玫; | 書刊名 | 社區發展季刊 |
卷 期 | 135 2011.09[民100.09] |
頁 次 | 頁304-319 |
分類號 | 527.4 |
關鍵詞 | 學校社會工作; 情緒行為障礙; 具實證基礎; 介入反應; 品行疾患; School social work; Emotional and behavioral disabilities; Evidence-based; Response to interventions; Conduct disorder; |
語 文 | 中文(Chinese) |
中文摘要 | 日益被社會大眾重視的學生霸凌問題(Schoolbullying)已成為不同專業間亟欲合作介入的議題,其中部分霸凌者可能為疑似情緒行為障礙學生,但由於特殊教育資格取得的法定程序(due process)因素以致無法立即取得適切的輔導,可能惡化問題的嚴重性。然而隨著近年來對於轉介前介入輔導的重視,使得學生一旦被發現疑似為特殊教育學生時可以接受輔導教師或學校社會工作師(員)等相關專業人員以具實證基礎(Evidence-based)的策略有系統的介入與評估介入反應( Response to interventions)。本文以情緒行為障礙學生中之品行疾患兒童/青少年為例,探析心理特質、具實證基礎之介入策略內容,並分析學校社會工作人員應如何與學校教育體系成員及家庭成員合作。 |
英文摘要 | How to deal with school bullying problem has become an important issue of multi disciplinary professionals. Some of bullies may be students with emotional or behavioral disorders, but the due process factor make them can not obtain appropriate services immediately, in this way, the problem maybe worsen. This article presents some evidence-based approaches used in school social work practice and discuss how to maps out the consistency with the RTI model of special education. Finally this article also discuss school social workers, staff, teachers and family members how to work together. |
本系統中英文摘要資訊取自各篇刊載內容。