Volume 12, Issue 3 (1983)
Psychologist as Negotiator in System Contracts With Adolescents
Adolescents who are referred to the school psychologist often are deficient in problem-solving skills and responsible behavior. Short-term cognitive approaches have shown promise with delinquents and adolescents in improving such deficits (Kennedy, 1982). A systematic form of contracting which involves students,parents, and teachers negotiating common issues is a time-limited cognitive–behavioral intervention that has the potential to maximize psychologists’ impact upon schools. Adolescent issues of independence/dependence are as frequently played out within the “classroom family” as within the home. Psychologists need intervention tools such as address both systems’ needs.
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