Volume 14, Issue 3 (1985)
Cognitive-Affective Dynamics of Crisis Intervention for School Entry, School Transition and School Failure
Colette L. Ingraham
This paper examines crisis intervention for problems associated with school entry,school transition, and school failure from a cognitive-affective perspective. Dynamics of self-concept, self-esteem, attributional patterns, and information processing are described during normal and crisis functioning, and general intervention suggestions are offered. Research findings on school entry, school transition,and school failure are addressed in more detail in terms of prevalence, identification of populations at-risk, and intervention strategies. The literature on attribution training,problem-solving, and study skills programs is also reviewed. A developmental, early intervention approach is emphasized to foster the development of an accurate,well-articulated, and diversified self-concept with coping resources to maintain healthy functioning in the face of school-related crises.
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