Helping Contacts between Nonprofessional Child-Aides and Young Children Experiencing School Adjustment Problems
Document Type
Article
Publication Date
Winter 1977
Digital Object Identifier (DOI)
https://doi.org/10.1016/0022-4405(77)90043-7
Abstract
The present studies examine several within-session measures of helping interactions involving nonprofessional child aides and young maladapting school children referred to a preventively oriented school mental health program. The studies' three main criterion measures were: (1) estimates of children's predominant mood state at the beginning, during, and end of a session; (2) judgments about a child's predominant within-session moded of expression; and (3) aides' ratings of session satisfaction. Both predominant mood and mode of expression differed for children with different initial referral problems. Both also related to differential aide judgements about session satisfaction. Aide satisfaction related to structural aspects of the session, including its length and whether it was thought to deal with significant problems.
Was this content written or created while at USF?
No
Citation / Publisher Attribution
Journal of School Psychology, v. 15, issue 4, p. 349-357
Scholar Commons Citation
Cowen, Emory L.; Gesten, Ellis L.; Wilson, Alice B.; and Lorion, Raymond P., "Helping Contacts between Nonprofessional Child-Aides and Young Children Experiencing School Adjustment Problems" (1977). Psychology Faculty Publications. 1414.
https://digitalcommons.usf.edu/psy_facpub/1414
