Behavioral disorders in children: Ecosystemic psychodynamic interventions within the family and school context : Ecosystemic Psychodynamic Interventions within the Family and School Context

This book aims to present an extensive review of the available research evidence regarding children with behavioral problems, together with a synthesis of new theoretical and epistemological models whose purpose is to examine and address critical issues within the school and family context. The key elements that characterize the intrapsychic and interpersonal functioning, as well as the family dynamics of these children, are presented analytically from a developmental and transactional perspective. Additionally, the risk and protective factors related to schools and academic inclusion of children with behavioral problems are analyzed and discussed in the light of current research data. Particular emphasis is also given to presenting the main features of contemporary psychoeducational and psychotherapeutic interventions which address the wide range of disruptive behaviors in order to successfully include these children in mainstream schools. A central argument of this book is that professionals who work with these children should go beyond symptomatic reactions to meet the vulnerable and suffering child behind the disordered behavior. The final purpose of this work is to suggest a holistic model of treating behavioral problems using a meaningful synthesis of various theoretical approaches and techniques. More specifically, an ecological comprehensive child-centered model is proposed that takes into account each child’s particular traits, vulnerabilities and strengths, as well as the dynamics of his/her family and school environment. Finally, the author argues against both the classical clinical approaches of behavioral problems that decontextualize and pathologize every behavioral deviation, and a strict adherence to manualized approaches that impose on teachers and other professionals an experimentally tested intervention model that often has little ecological validity. The book is enriched by a series of brief clinical cases aimed at outlining the emotional reactions of parents and teachers, as well as presenting the psychological interventions that might be appropriate in each particular case of behavioral difficulties. This is a thought-provoking book that integrates contemporary theoretical considerations with practical clinical and educational guidelines. For this reason, it can be useful for clinical and school psychologists, classroom teachers, special educators, and all mental health professionals who work or are in contact with children with varying degrees and forms of behavioral problems. This book aims to present an extensive review of the available research evidence regarding children with behavioral problems, together with a synthesis of new theoretical and epistemological models whose purpose is to examine and address critical issues within the school and family context. The key elements that characterize the intrapsychic and interpersonal functioning, as well as the family dynamics of these children, are presented analytically from a developmental and transactional perspective. Additionally, the risk and protective factors related to schools and academic inclusion of children with behavioral problems are analyzed and discussed in the light of current research data. Particular emphasis is also given to presenting the main features of contemporary psychoeducational and psychotherapeutic interventions which address the wide range of disruptive behaviors in order to successfully include these children in mainstream schools. A central argument of this book is that professionals who work with these children should go beyond symptomatic reactions to meet the vulnerable and suffering child behind the disordered behavior. The final purpose of this work is to suggest a holistic model of treating behavioral problems using a meaningful synthesis of various theoretical approaches and techniques. More specifically, an ecological comprehensive child-centered model is proposed that takes into account each childâ€TMs particular traits, vulnerabilities and strengths, as well as the dynamics of his/her family and school environment. Finally, the author argues against both the classical clinical approaches of behavioral problems that decontextualize and pathologize every behavioral deviation, and a strict adherence to manualized approaches that impose on teachers and other professionals an experimentally tested intervention model that often has little ecological validity. The book is enriched by a series of brief clinical cases aimed at outlining the emotional reactions of parents and teachers, as well as presenting the psychological interventions that might be appropriate in each particular case of behavioral difficulties. This is a thought-provoking book that integrates contemporary theoretical considerations with practical clinical and educational guidelines. For this reason, it can be useful for clinical and school psychologists, classroom teachers, special educators, and all mental health professionals who work or are in contact with children with varying degrees and forms of behavioral problems. Children with various forms of disabilities and school psychosocial services Externalizing problems and aggressive behaviors : reflections on taxonomic, developmental and contextual issues Systemic developmental thinking and behavioral problems Risk factors associated with the development of behavioral problems and disorders in infants and in school age children Characteristics of parents of children with behavioral problems and patterns of interaction Risk and protective factors related to school environment Teachers' emotional and educational reactions toward children with behavioral problems Classroom interventions Psychosocial interventions and curriculum-based programs in schools Specialized psycho-therapeutic and psychosocial interventions Holistic psychodynamic model Conclusions regarding psychosocial and psycho-therapeutic interventions Issues related to critical situations within the classroom and the school context Psychodynamic systemic principles and child psychotherapy Counseling teachers who work with students with aggressive or disruptive behaviors Basic principles of psycho-educational intervention for children with behavior problems Conclusions.