Gaston E. Blom

First-Grade Reading Textbooks

been the target of public criticism, scorn, or ridicule in the form of jokes or journalistic jibes. Usually the criticism is based on impressions. Some serious writers, however, have reflected at length on the weaknesses of primers-the dearth of content that is valuable for its moral implications, the monotonous repetition of pleasant family activities, and the unrealistic portrayal of the social scene (1). Henry noted that primers conceal the realities of American culture and avoid critical problems of life (2). Bettelheim has written about other short-

Some Considerations about the Neglect of Sex Education in Special Education

dren about sex than they do teaching normal children. Many myths and negative expectations concerning the sexual behavior of handicapped children exist among parents, teachers, and members of society. Such beliefs have their cultural roots in history; they remain in the conscious and unconscious mind in spite of our present sophisticated culture. Many people believe that there is a close association among handicaps, bad sexuality, violence, and craziness. In this sense, handicapped children and adults are prejudiced against; what is considered alien, bad, and potentially dangerous within all people is projected upon the handicapped. This prejudice may also exist within professional groups, whom one would expect to have more rational bases

Psychoeducational Aspects of Classroom Management

A clinical episode is used as an illustration of psychoeducational aspects of classroom management. These aspects include: (a) a psychoeducational orientation, (b) classroom structure, (c) teaching and management styles, (d) program planning in general and for specific children, and (e) behavioral management.

“Standby”: A Clinical Research Study of Child Deviant Behavior In a Psychoeducational Setting

1 Presented at the Annual Meeting of the Arnerican Orthopsychiatrlc Association, Chicago, 1968. Research supported by Fluid Research Funds and Day Care Center Funds of the University of Colorado Medlcal Center. The authors wish to express their appreciation to Dr. Donald W. Stilson for reviewing the statistical data. The management of child dev behavior in a variety of settings remained afocus of interest and inq for the mental health and educa professions for many years. This sentation is a preliminary report o ongoing study, the purpose of wt is to focus on one aspect of a bet ioral management system in the Care Center of the University of CI rado Medical Center, a psychoedi tional facility for emotionally distur children of elementary school age This study was stimulated prim: by the work of Redl (1959; Redl & W man, 1951, 1952), who focused breakdown of behavior controls aggressive children living in groi Morse (1963) has helped bring Re concept of life-space interviewin! the classroom. Management probli in the classroom have been stuc systematically by Kounin, et al. (le Kounin emphasized the “ripple” ef of classroom deviancy-that devia of one child is contagious to the o children within the classroom. studies of Redl & Wineman have b clinical descriptions and irnpressii This approach has also been preser in previous publications by one of authors (Blom, 1966; Blom, Rudnic Searles, 1966; Blom, Rudnick & \ man, 1966). This presentation is concerned ‘ a quantitative method of study of ical observational data on episode child deviance. The method ofie number of advantages not achic by usual clinical descriptive proaches. It makes possible confirmation or rejection of clir impressions, as well as the disco of situations and relationships not viously recognized. The setting The Day Care Center is a den

Research in the New Field of Psychoeducation A Case Study of a Research Project on the Content of First-Grade Reading Textbooks

Psychoeducation is a relatively new concept in the child mental health field, even though it has had much longer usage in the field of special education. However what it means conceptually and operationally varies considerably and may indeed represent more of a slogan or a lip-service term than practices and principles that represent a true integration of two broad streams of professional thought (1) the education and training professions, and (2) the clinical mental health professions. In many clinical and educational settings these professional groups are separate; in other settings they coexist or merely add to each other. What I am referring to as psychoeducation represents an integration in which the result is different from the sum of two parts.

Media Review: Books: Annual Progress in Child Psychiatry and Child Development 1973

can serve a crucial role in promoting the principle of normalization. As professionals and parents seek to prepare adolescents with special needs for adulthood in their own communities, they will need resources such as these two books to help guide them in the process of transmitting information about sexuality. Certainly, if we feel committed to the promotion of an open society where people with disabilities will have a place in work, in community residences, in training programs, and in social and sexual life, we need to read and use these kinds of publications. We need to own up to the politics of sex information/education; we need to become advocates for adolescents who have so often been denied the facts.