Relationships among family, school, and clinic: Toward a Systems Approach

Tittler, Bennett I.; Cook, Valerie J.

doi:10.1080/15374418109533046

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…The advantages of adopting a systems approach in dealing with children’s problems at school have been reported extensively in the literature (e.g., Conoley, 1987; DiCocco, 1986; Fine & Holt, 1983; Hobbs, 1978; Pfeiffer & Tittler, 1983; Power & Bartholomew, 1985; Tittler & Cook, 1981). The use of systems approaches stems from disenchantment with linear models because such linear models do not provide a comprehensive picture of the child’s problems (Haley, 1986).…”

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confidence: 99%

Using systems theory in school assessment and intervention: A structural model for school psychologists.

Fish¹,

Jain²

1988

Professional School Psychology

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Minuchin's structural model of the family provides a theoretical perspective potentially useful for the school psychologist working with children. The components of the family model: (a) matrix of identity, (b) structure, and (c) adaptation are applied to the family and the classroom resulting in an ecologically valid view of the child's problem. Implications for assessment and intervention are presented.

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mentioning

confidence: 99%

Using systems theory in school assessment and intervention: A structural model for school psychologists.

Fish¹,

Jain²

1988

Professional School Psychology

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“…In the same line. Tittle and Cook (1981) proposed a systems approach to working with families-schoolclinic. These authors believed that separating each would provoke an emotional detachment between institutions and families.…”

Section: An Evaluation Of the Eight Years Of Existence Of The Outreachmentioning

confidence: 99%

Therapy success in a child guidance center as a function of intake and treatment variables

Joffe

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Prior contact with the DMCGC 59 Presence of a man in the home, his relationship with the client, and his employment status 59 Presence of a woman in the home, her relationship with the client, and her employment status 61 Marital status of clients' natural parents 63 Presence and number of siblings in the client's family 63 Income distribution 65 Religious preference of the sample 65 Racial distribution 66 Medication 66 Characteristics of services sought and provided in the Center 66 Frequency of service requests 66 Preintake waiting time: Time.between the first call and the initial interview Family members who had been seen at the DMCGC before the 1983 interview Who made the initial contact seeking services? Who referred children to the DMCGC? Presence of parents at the intake interview 71 Clients' levels of psychological functioning assessed at the time of the initial interview Coded diagnosis at the time of the initial inter view Frequency of overcontrolled behavior clusters at the time of the initial interview 71 Intake worker characteristics Location of proposed service 74 Treatment modalities recommended at the time of the intake interview 75 Compliance with treatment recommendations 75 Waiting time between the initial interview and the first therapy visit 76 Therapists' characteristics 77 Location where therapy was delivered 77 Treatment modalities implemented 77 Duration of therapy in months 79 Number of therapy visits 79 Appointments missed 81 Clients' levels of psychological functioning at the time of termination of services with the DMCGC 81 Reason for termination of contact with the DMCGC 82 V Change in the diagnostic category after inter vention Overcontrolled and undercontrolled behavior clusters Treatment Modality Recommended 84 Age group 85 Other demographic variables 85 Previous contact Referral Family constellation Clients' psychological characteristics Intake worker characteristics Proposed treatment and received treatment Treatment Received Age group Income Clients' psychological characteristics 91 Place where service was received 91 Therapist characteristics 92 Treatment variables 94 Summary 94 Compliance to Treatment Recommendations 97 • Demographic variables 97 Family constellation 97 Referral and previous contact 97 Clients' psychological characteristics 98 Intake worker characteristics 100 .. Intake variables 100 Presence of father (or father figure) in the initial interview 100 Location of proposed service 101 Waiting time between the intake interview and the first therapy session scheduled 101 Summary 102 Treatment Outcome 102 Change in the child's diagnostic classification from the time of the first interview at the DMCGC to the occasion of termination of contact with the DMCGC 104 Location where service was provided Received treatment 104 105 vi Compliance 105 Therapy length (number of visits) 106 Reason for termination of contact with the DMCGC 106 Clients' psychological levels of functioning 107 Summary 108 Reason for termination of contact with the DMCGC 109 Clients' psychological ...

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Case Studies and Case Series

Linscheid

2000

Issues in Clinical Child Psychology

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Relationships among family, school, and clinic: Toward a Systems Approach

Cited by 4 publications

References 2 publications

Using systems theory in school assessment and intervention: A structural model for school psychologists.

Using systems theory in school assessment and intervention: A structural model for school psychologists.

Therapy success in a child guidance center as a function of intake and treatment variables

Case Studies and Case Series

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