DOCUMENT RESUME

ED 102 798 BC 071 640

AUTHOR Yeomans, Beth, Ed.TITLE Total Mental Health Services in Georgia.INSTITUTION Metropolitan Cooperative Educational Sarvice Agency,

Atlanta, Ga.PUB DATE Apr 74NOTE 46p.

IDES PRICE MF-30.76 HC-$1.95 PLUS POSTAGEDESCRIPTORS *Behavior Problems; *Delivery Systems; Emotionally

Disturbed; Exceptional Child Services; *InteragencyCooperation; *Mental Health; PsychoeducationalClinics; Psychotherapy; Public Schools; ResidentialPrograms; Socially Maladjusted; Special Education;*State Programs; Teacher Education

IDENTIFIERS *Georgia

ABSTRACTDiscussed are current and proposed Georgia

interagency programs for delivering mental health services tobehaviorally disordered (emotionally disturbedsocially maladjusted)children through age 21 years by 1976. Considered in a brief overviewof state programs are services (such as the Georgia PsychoeducationalCenter Network) for elementary and secondary school students, publicand private residential facilities, and university training programsfor special education teachers and mental health professionals. Amongpublic school delivery models cited in section 2 are the ThomasvilleLearning and Resource Center, which stresses a learning disabilitiesapproach, and the Cooperative Educational Services Agencies (MBAs),which operate. shared services in rural areas. Special public schoolprojects described in section 3 include the Pioneer CESA SpecialEducation Leadership Services Division (one of 16 CESA unitsproviding support to local school systems) and the ALPINE CenterProject, which provides services to severely disturbed children.Explained in section 3 are the Georgia Psychoeducational Network andits utilization of a developmental therapy system. Sections 4 and 5feature community youth services for juvenile offenders and anoutdoor therapeutic program. An overview of training programs forteachers of behaviorally disordered children is given in the finalsection. (LH)

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1.0Contents

TOTAL MENTAL HEALTHSERVICES IN GEORGIA

ERE

Overview Delivery System for a TotalState Mental Health Program for Chil-dren and Youth in Georgia 1

Public School Programs in Behavior Disorders 7

Delivery of Services to Mental HealthImpaired Children and Youth Withinthe Organizational Structure of aCooperative Educational ServiceAgency 11

The Georgia Psychoeducational Network 19

An Effort Toward the Community-BasedPlacement and Treatment of JuvenileOffenders 27

The Outdoor Therapeutic Program 35

0Teacher Preparation in Relationship to

1/4.9 Training 39

2/3

U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODuCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

This brochure was produced by the

Metropolitan Cooperative Educational Service Agency771 Lindbergh Drive, N.E.

Atlanta, Georgia 30324

Composer typing: Juanita NicholsEditing and technical preparation: Beth Yeomans

Printing: Leroy Irvin

t4

April 1974

Overview

DELIVERY SYSTEM FOR A TOTAL STATEMENTAL HEALTH PROGRAM FOR CHILDREN

AND YOUTH IN GEORGIA

In planning services for all emotionally disturbed/sociallymaladjusted children and youth in Georgia, all inter-agencyresources are considered tantamount for a total mental healtheffort. At the state level there is strong support from theGovernor and from departments of state as well as legisla-tive backing for such cooperation.

The public schools are mandated by Georgia H.B. 453 toprovide comprehensive programs for all exceptional school-age children, including those classified as emotionally dis-turbed/behaviorally disordered by 1976. The Department orHuman Resources (Division of Family and Children's Ser-vices and the Division of Public Health), the Department ofNatural Resources and state universities are all cooperatingin a collaborative effort to help bring this mandate to reality.

Over the past few years the State Special Education Programfor children with behavior disorders has grown from 67 pub-lic school programs in 1962-63 to 312 programs in the 1973-74 school year. There is need, however, for continued expan-sion of mental health services both in the schools andincluding ancillary/other agency resources.

Statistics Reflecting Growth 1962-74Year Units Children Served

1962-63 9 671963-64 12 1121964-65 25 2181965-66 31 7341966-67 39 1,4511967-68 39 1,4811968-69 31 7881969-70 33 7391970-71 47 1,3491971-72 67 2,6701972-73 171 5,5491973-74 312 10,000

2 School Programs

Initially most programs for emotionally disturbed children inthe public schools were set up on a self-contained model withthe elementary age group of primary concern. In the past fewyears, programs have grown more to the resource model withapproximately 75% of all B.D. classes using this structure.Both public school c'ass composition and PsychoeducationalCenter make-up may be considered inclusive in this figure. Asprograms grow, however, and attention is given to the 14-18group, other delivery models for service must also be con-sidered.

Services for Elementary Children

Concentration of services to children in Georgia has :4---)n onthe elementary lee At present, existing services for the agegroup 0-14 consists of (1) 205 classes in the public schools,(2) 60 classes in centers for severely disturbed children, and(3) 30 classes located in institutions such as Central State,the other Regional Hospitals and several other carefully de-signated specialty units. These services for 0-14 cover chil-dren with all degrees of disturbance from mild to severe..Mild and moderately disturbed children generally are givenpublic school placement, while severely disturbed childrenreceive partial day service in a center program.

As a delivery system for set .;:es to the severely disturbedchild, 0-14 years of age, the Georgia Psychoeducational Cen-ter Network has been established. Full implementation ofthe network is to be accomplished over a three year period.During this time 24 centers and their satellites will be estab-lished. Centers are locateJ in strategic geographic areas of thestate.

In the Metropolitan Atlanta Area, the South De Kalb Chil-dren's Center, although not a part of the network, is alsoengaged in services for severely disturbed children. Operatingalso on state funding, the center has been in existence for thepast four years. The Clayton County Health Center, Title VI-A funded, is working cooperatively with the Clayton CountySchool System in offering services for severely disturbedchildren. The Southside Comprehensive Mental Health Cen-te:, in conjunction with the Atlanta City School Systemoperates another program for pre-school severely disturbed atthe Jesse Mae Jones School.

1 .

Services for Secondary Students 3

The need for services to youth 14-18 is just beginning to bemet. Actual secondary resource units in the high schools arelimited to approximately thirty classes statewide. Ancillaryresources consist of 825 high school counselors who providecounseling and guidance services to high school students. Thepopulation whose major problems are truancy and expulsionare worked with by 350 visiting teachers. Outside the secon-dary schools, community mental health centers and variousstate residential facilities serve youth whose degrees of dis-turbance may be severe.

Community Support Services and Residential Facil:tiesFor

Emotionally Disturbed Youth and Social Offenders 14-18

ApproximateNumber

FY 1972

AverageDuration

of Stay orTreatment

Community Mental HealthCenters

Drug Treatment. Centers

Regional Hospitals (inpatient)

Georgia Mental Health Institute(inpatient services)

Central State Hospital (inpatient)

Prisons

No InformationAvailable

128 20 to 30 Days

Urban Dentention Homes(includes abandoned chilciren)

Youth Development Centers

Crittendon Homes

oloma MOM

130

144

422

1,063

14,541

1,465

1,500

411

Usually long term(major crimes)

Short Term

Nine Months

Approx. 2

Particularly at this secondary level, there is need for the com-bined efforts of all mental health agencies to ensure a con-tinuum of treatment services. Because of the numbers ofadolescents whose problem behaviors result in delinquentacts, other agency intervention becomes necessary. Correc-tional agencies are now providing alternatives to institution-alization through the establishment; of Group Homes, Corn-

4 munity Treatment Centerz, and Day Care Centers under theGeorgia Department of Human Resources. Education agen-cies are cooperating in these efforts with the placement ofspecial education teacher units in these facilities. With educa-tional remediation and/or vocationei skills training theseyouth are assisted in either re-entry for further school place-ment or in securing jobs in the community.

Programs of this nature have been highly successful in severalareas of the state. The community treatment center inThomasville, for instance, has a close working agreementwith the school system. The Thomasville City School Systemacts as fiscal agent for the teacher unit allocation and suppliesbooks and other materials for the special education teacherhoused at the center. Youth terminated from the Center re-ceive close follow-up from both center staff and school prin-cipals and others concerned with the placement of studentsinto regular school classes. Zontinued efforts of this natureare being encouraged in other areas of the state, and our goalis the establishment of special classes in these centers state -.wide.

Many school systems also have mutually beneficial agree-ments with Comprehensive Mental Health Centers for psy-chotherapeutic services to this adolescent population. Tomeet the need for special services to seriously acting outyouth in the Valdosta City School System, the Comprehen-sive Mental Health Center in that area actually houses aspecial class for these students with a teacher provided bythe school system. With the supportive services of centerstaff, many of these youth are gradually phased back into aregular school program.

Still another innovative inter-agency collaboration is theTherapeutic Camping Program for socially maladjusted chil-dren and youth, age 8-18. A combined project of the Depart-ments of Human Resources and Natural Resources and fund-ed through an LEA grant, this program emphasizes an out-door camping approach to therapy. Although presently mostreferrals will be made by correctional agencies, the programservices will be expanded to include a preventive componentfor other children and youth exhibiting emotionally prob-lems. The camping facilities are located at Unicoi State Parkin the north Georgia mountains. The camp is residential andincludes both long and short term camping experiences. Plansare being made to establish a structured educational unit in

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the camping situation. It is felt that the program can thensupply a continuum of services which will enable childrento return to the community with the necessary skills for re-gular school and .vocational placement

Private Residential Programs

In considering the varied and often multiple needs of emo-tionally disturbed children and youth, we can not overlookthe fact that good private residential care is required for somechildren. Several facilities of this kind are located in differentareas of the state.

College and University Training Programs

Currently, Georgia's colleges and universities are workingclosely with other mental health programs and agencies inthe training of special education teachers as well as othermental health professionals in psychology and social work.Armstrong State College, (Savannah); Georgia Southern Col-lege, (Statesboro); Georgia State University, (Atlanta); Val-dosta. State College, (Valdosta); University of Georgia,(Athens); and, West Georgia College, (Carrollton), all offercoursework in the field of Behavior Disorders. Some differ-entiation is being made in the training of teachers on theelementary and secondary levels. The following table indi-cates the numbers of fully certified teachers needed tosupply our mandate needs by 1976.

Certification of B.D. Teachers72-73 73-74 74-75 75-76

B.D. Teachers 45 166 410 770fully certified (26%) (46%) (70%) (95%)

B.D. Teachers with 39 86 59 4115 hours in field (23%) (24%) (10%) (5%)

B.D. Teachers with 34 36 88 0201-4-virs in field (20%) (10%) (15%)

B.D. Teachers with 53 72 29 030 hours in field (31%) (20%) (5%)

TOTAL 171 360 586 811

5

6 We are highly dependent, therefore, upon the continuedgrowth and expansion of training programs to supply this de-mand. Although we have been successful in the recruitingof many highly qualified personnel from out-of-state, wemust rely heavily on the training and retraining from ourown teacher resources.

Total Collaboration Benefits

Efforts for delivery of services to all behaviorally disorderedchildren in Georgia are being made and documented success-es can be observed. Hopefully, our 1976 mandate will be ful-filled, and a complete mental health service delivery forchildren and youth will be effected. Education can providespecially trained teachers, counselors and school psycholo-gists in its part of the effort. The cooperation of mentalhealth agencies, community service organizations and cor-rectional agencies is essential if complete mental health pro-grams are to be offered the 0-21 age group in Georgia.

Dorothy Whit fey, ConsultantBehavior DisordersGeorgia Department of Education

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PUBLIC SCHOOLPROGRAMS

1

7

PUBLIC SCHOOL PROGRAMS INBEHAVIOR DISORDERS

Dorothy Whitney, Consultant, Behavior DisordersDepartment of Education, Atlanta, Georgia

During the past two years one of the top priorities of theGeorgia Department of Education has been the developmentof a strong Behavior Disorders component in the Special Ed-ucation Program. Using a conservative U.S. Office of Educa-tion incidence figure of 2%, we estimate that approximately23,528 of our school age population are emotionally disturb-ed/behaviorally disordered and need services in the schools.

Our effort has been concerned with the establishment of pub-lic school classes for behaviorally disordered children andyouth on both the elementary and secondary levels whoseproblem behaviors range from mild to moderate. The pre-viously mentioned Georgia Psychoeducational Network, withcenters strategically located through out the state, providespartial day care for seriously disturbed youngsters, 0-14.

At the state level an attempt has been made to suggest ade-quate models for the delivery of services to these behaviorallydisordered children in the public schools. Obviously, all ofthe needs of these students can not be met in the schoolsalone. Thus we have solicited interager :y intervention to ex-tend a continuum of services. These collaborative ventureshave been d;scussed in the overview of this publication.

We are, nevertheless, in the State Special Education Program,faced with the task of assisting in the establishment of newprograms for the behaviorally disordered population in thepublic schools. We are in the position to consult with schoolsystems in these matters, and we recommend that programcomposition in terms of managerial and administrative as-pects be based upon:

1. Geography of the particular areas.

2. Demographic factors.

3. Levels of existing services (public and private).

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8 4. Interagency cooperative service agreements.

5. Availability of facilities and staff.

6. Number and location of training institutions offeringBehavior Disorders programs.

7. Alternative ways of providing teacher preparation.

Presently, we are suggesting, with the above factors in mind,that elementary public school classes be operated on thethree basic traditional operational models of self-contained,resource and itinerant. The itinerant service model has beenemployed extensively in rural areas in the state, where theshortage of trained teachers has made it a viable one for ser-vice delivery. School systems are planning the addition ofmore extended public school classes for the behaviorally dis-ordered as more trained teachers become available.

A new delivery model emerging in some of the systems is onebased upon interrelated class services for all mild and mod-erately mentally handicapped elementary children. A pilotproject funded through ESEA, Title III, P.L. 90-247, theLearning and Resource Center (LARC) in the Thomasvillearea, has been highly successful in documenting studentsocial and academic gains. Although the curriculum stressesa learning disabilities approach, behaviorally disordered chil-dren have profited from enrollment in these centers. Mrs.Miriam Tannhauser, well known in the field of learning dis-abilities, has acted as chief consultant to the project and hasprovided on-going teacher and paraprofessional staff training.

Other areas of the state are beginning to implement similartype programs, and Georgia State University is now .fferingan Interrelated Specialist Master's program to help meet thedemand of lechers prepared for these classroom resourceservices.

On the secondary level in the public schools, we are propos-ing that a possible method for serving behaviorally disorder-ed youth might be a team approach to the problem. This mo-del will serve a dual purpose of: (1) br ging extended ser-vices of two related disciplines(Behavior Disorders and coun-seling) to the student and (2) of serving a larger number ofstudents than a single teacher might see. A three memberteam-teacher, school counselor and a paraprofessional willprovide resource support services to youth exhibiting prob-lem behaviors. We propose that such teams be based at the

: .

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larger high schools in the state or work on an itinerant basis 9in more spars..Ily populated areas

Already, several school systems in the state are implement-ing Behavior Disorders programs serving all chronologicallevels and degrees of disturbance in their behaviorally dis-ordered school populations. De Kalb County, located Sri themetropolitan Atlanta area, is now operating 61 cli..3.1es in thearea of Behavior Disorders. A center program serves seriouslydisturbed students and public school classes range from thoseset up on the resource basis to self-contained classroomsoperating on Hewett's engineered classroom mode:. Pilot pro-jects at the secondary level are housed at two of the larderhigh schools. In addition, De Kalb County has instituted astrong peer program for tutorial help to emoticnally cli-turbed elementary students.

Douglas County, another metropolitan area system, is alsoimplementing a program offering all levels of service in theschool year 1973-74. During the summer of 1973, teachers,counselors, school psycholog:sts, and state consultants coop-erated in producing a draft of a Program Guide to BehavixDisorders for the county. This guide, which will be corn-pleted next summer, will incorporate al! aspects of adminis-trative, curriculum and referral procedures for establishinga total behavior disorders program. Dissemination will be toschool systems statewide. Hopefully, it will be useful in theinitiation of new programs.

Other metropolitan systems such as Chatham County (Sa-vannah) and Bibb County (Macon) are well underway inoffering public school and Psychoeducational Center Pro-grams for their students.

Even more sparsely populated areas of the state, where totalprogram implementation is not feasible presently, are pro-gressing toward this goal. Major facilitating agents for deli-vering these services to rural areas have been the sixteen Co-operative Educational Services Agencies (CESAs) operatingon a shared services co,cept. Consultants and instructionalpersonnel based at these units can offer some degree of ser-vice to the most remote areas of the state.

In the effort to alleviate the teacher shortage in Behavior Dis-orders, the Special Education Program, Georgia Departmentof Education, has for the past tw years subscribed to a sum-

14

10 mer institute teacher training plan. Through monies available(F).L. 91-230), three : ummer institutes were held in 1972,and five were operated during the summer of 1973. These in-stitutes were located in areas of the state where the teachershortage appeared most acute. Coursework was given by uni-vors'ty staff and was designed to provide teachers alreadypossessing an undergraduate teaching certificate with initialmaster's level competencies in Behavior Disorders. Approxi-mately 150 beginning teachers were prepared in this manner.

To give continuing support to these teachers as well as otherprofessionals already in the field, the State Special EducationProgram has worked cooperatively with CESAs and with indi-v;dual systorns to present a series of workshops directed to-ward specific problem areas in Behavior Disorders. Theseworkshops have dealt with topics such tis drug abuse, parent-child relationships, therapeutic camping procedures and ado-lescent problem areas. The Georgia Learning Resources Sys-tem has offer 9d materials and videotaping capabilities in con-junction with these efforts.

This the provision of all resources to assist in good mentalhealth for students is, we feel, part of the educative task ofGc-orgh's school systems. With this philosophical orientationin rn,nd as well as our legal mandate through H.B. 453, wehope that development of public school programs can resultin complete implementation of Behavior Disorders programsin our schools by 1976.

15

PUBLIC SCHOOLPROGRAMS

Special Projects

j.

DELIVERY OF SERVICES TO MENTAL HEALTHIMPAIRED CHILDREN AND YOUTH WITHIN THE

ORGANIZATIONAL STRUCTURE OF A COOPERATIVEEDUCATIONAL SERVICE AGENCY

Richard D. Downey, Director, Special Education Servios,Pioneer CESA, P. 0. Box 548, Cleveland, Georgia

Overview

The ability of many public school systems in Georgia to re-spond to the needs of mental health impaired children hasbeen de-limited by several factors. Prior to the developmentof Cooperative Educational Service Agencies (CESA) smallschool systems lacked the human and financial resources re-quired to deliver comprehensive special education services.The CESA concept is an administrative organizational unitwhich has great potential to enhance the educational and in-structional opportunities of all boys and girls enrolled in localschool systems, including those in need of special education.

The Pioneer Cooperative Educational Service Agency, one ofsixteen CESA units in Georgia, is comprised of fourteenmember school systems located in the extreme northeastthirteen counties in the State. The size of the school systemsin this region and inadequate financing result in limited edu-cational staffs and instructional program opportunities. TheCESA unit provides educational leadership and support ser-vices in curriculum and instruction, student personnel ser-vices, and school business services. Prior to the existence ofPioneer CESA no school related services were provided forbehavioral disordered, or emotionally disturbed children oryouth in any of the school systems served.

v

11

Special Education Leadership Services F

Personnel with the Special Education Leadership Services Di-vision of the Pioneer CESA serve in an array of leadershiproles to District school systems in planning, implementing,and operating special education programs and services. Ser-vices available are designed to support and supplement theefforts of local school system; in responding to the many

17

12 and varied needs of handicapped children. In limited in-stances direct service programs are actually operated at theCESA level. Such direct service programs and services arethose which member school systems cannot offer becauseof previously described factors and characteristics.

Twenty-four persons are employed in the Special EducationLeadership Services Division in various programs and services.

Instructional specialists, consultants and support technicians

in the areas of school psychology, mental retardation, behav-ior disorders, speech and hearing, and special education ad-ministration are available through the CESA Center to localschool systems.

The Division of Special Education Leadership Services alsooperates two direct service projects for mental health im-paired children and adolescents. These projects are discussedin a subsequent section of this narrative. Staff development,research and development, proposal development, compre-hensive studies, and public relations and promotional services

as they relate to special ediNation are also provided.

Special Projects and Services for Mental Health ImpairedChildren and Adoles..;ents

Few efforts have been attempted through education to meetthe mental health needs of school aged children and adoles-cents. Historically, American public education has not per-ceived itself as a mental health agent in the lives of disturbedyouth. The typical school response to behavior disorderedchildren and adolescents has been some form of school sepa-ration. School authorities either commission the expulsionor, through lack of positive intervention, force the behaviordisordered student to voluntarily withdraw from school. Ineither situation the burden of responsibility has been on thechild, the person least able to assume responsibility.

Like their counterparts across the country, schools in North-east Georgia have been slow to respond to the mental healthneeds of their students. However, school systems in this geo-graphic area have been handicapped by many of the factorsand conditions previously described. Northeast Georgia is apicturesque low mountainous area with sparsely populatedcommunities many of which are isolated, and others situatedso as to preclude effective and efficient inter-regional com-muting.

18

The low prevalence level of mental health impairments andthe regional geographic and sociological factors combine asbarriers which hove made programming for these childrendifficult, or in most cases impossible. Prior to the 1973-74school year there were no public school services forbehavior-al disordered or emotionally disturbed children and youth.The Division of Special Education Leadership Services, Pio-neer CESA responded to this program void through the devel-opment of operation of several projects and activities.

School Centered Services

Concentrated assistance has been given to local school sys-tems with respect to recognizing the need for providing ser-vices for children with mild behavioral problems. Behavioraldisordered programs have been planned, appropriately train-ed teachers have been recruited, children have been identi-fied and programs have been implemented. It is planned thatevery school system will soon have a direct service programfor children of all ages with mild behavioral or mental healthproblems. School oriented services are perceived to be thebasic component of a comprehensive mental health outreachprogram for children and youth.

ALPINE Center Project--

The ALPINE Center (Alternative Learning Program Inno-vative Needs Evaluation) is a member of the S.E.D. Networkin Georgia. As such it provides essentially the same services asother Network Centers. Administratively the ALPINE Centeroperates as a CESA Project. One major advantage of this or-ganizational structure is that the Project is accepted as aCESA activity and not as a non-school agency project.

The ALPINE Center provides an array of service to childrenand their parents, as well as support services for school sys-tem personnel. Educational therapy, social mark, and psycho-logical and psychiatric evaluations are but a few of the ser-vices provided.

The ALPINE Center is a viable component in a comprehen-sive mental health program of disturbed children. Its primeobjective is to provide services to children so severely dis-turbed they would otherwise be institutionalized.

19

13

14 Secondary B.D. Project--

In an attempt to serve the needs of secondary school stu-dents with mental health problems the following deliverymodel has been designed:

A team approach has been organized at the CESA level. Thisstrategy achieves three objectives: (1) It brings extended ser-vices of two related disciplines (B.D. and social work) to thestudent; (2) It serves a larger number of students than a sin-gle teacher might see; and (3) It allows small isolated highschools to participate in programs which their size and loca-tion might otherwise prohibit. This model rovides a mobileteam to work with students with behavior problems in theirschool and home environment. Each team member fulfills adifferentiated role in relation to the team function.

The Secondary B.D. Project represents a service delivery pro-totype. A review of the professional literature has failed todocument the existence of other programs or projects whichduplicated the objectives and outreach services of the Secon-dary B.D. Project. This Project is viewed as another of the vitalcomponents of a comprehensive mental health delivery pro-gram. This comprehensive service delivery scheme providesfor the public schools to make available in-school services forchildren and adolescents with mild to moderate mentalhealth problems, and also for a program to respond to theneeds of youngsters with severe behavioral or emotional dis-orders.

Inter-relationships With Other Agencies

The ALPINE Center Project and the Secondary B.D. Projecthave been planned and implemented to include a fulctionalinter-relationship with several agencies involved with mentalhealth services. The agencies include:

1. The Georgia State Department of Human Resources2. The Georgia State Department of Education

3. The Georgia State Department of Natural Resources

4. Local Mental Health Agencies

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The cooperative involvement includes the attendant divisionsand Pub-groups of each of the above mentioned State Depart-rn bi. In such a manner the project described and othersi. I systems and Pioneer CESA activities will merge into a"/ ..i.:4; State Delivery System for Mental Health ImpairedChildren and Youth".

15

GEORGIAPSYCHOEDUCATIONAL

CENTER NETWORK

19

THE GEORGIA PSYCHOEDUCATIONAL NETWORKPeggy Pettit, Director, Burwell Center

Carrollton, Georgia

The Georgia Psychoeducational Network is designed as acomprehensive community based system combining psycho-logical and educational services to serve severely emotionallyand behaviorally disordered children aged 0 to 14 and theirfamilies. It is a coordinated program between Mental Health,Special Education, the University of Georgia, local schoolsystems and mental health centers; and it is funded by theState of Georgia, through the Georgia Department of Educa-tion.

The design for the Georgia Psychoeducational Center Net-work grew from the experiences of parents, teachers, clini-cians, legislators, and a caring community seeking ways tohelp seriously disturbed children. Distraught, concerned, andfrustrated with the paucity of services and the overwhelmingneed for help, these concerned people joined in a cooperativeeffort to establish a system which could offer significant ser-vices to any seriously emotionally or behaviorally disturbedchild, anywhere in Georgia.

Because services for severely emotionally disturbed childrenwere seen as the joint responsibility of education and men-tal health programs, the Department of Education and theDepartment of Human Resources planned and implementeda joint service delivery system for these children and theirfamilies. This system, the Georgia Psychoeducational CenterNetwork, is one part of an array of special education andmental health services needed for children. The program isdeveloped through both local school systems and communitymental health agencies in cooperative planning and opera-tion.

Beginning in 1970, a two year demonstration project at theRutland Center in Athens, Georgia, became the prototypefor the statewide network, demonstrating and evaluatingseveral basic convictions about ways to most effectively re-duce severe emotional and behavioral problems of youngchildren. These convictions are: 23

20 1. Keep these children out of a residential institution byoffering comprehensive services in their communities.

2. Keep their families actively involved in supporting ways.

3. Keep them in regular school, with teachers actively in-

volved, while special help is given.

4. Bring child specialists from Mental Health and SpecialEducation together in a collective effort on behalf ofthese children.

The Network started operation July 1, 1972, with Centers inAthens, Savannah, Brunswick, Valdosta, Thomasville, Car-rollton and Waycross, serving 1200 children and their fami-lies during the fiscal year 1972-1973. Eight more communitybased centers, located in Americus, Dalton, Dublin, Gaines-

ville, Macon, Milledgeville, Rome, and Waynesboro, beganoperating in July, 1973. This Network of fifteen centers,covering 113 counties, will serve more than 3,000 severelyemotionally or behaviorally disturbed children and theirfamilies by the end of July, 1974.

There are still an estimated 2,991 severely disturbed childrenand their families in counties not presently being served.Eight additional centers are now projected to fulfill the net-works goal by 1975, making a Psychoeducational Center Pro-gram available within a 30 minute drive for any child inGeorgia.

What makes the Georgia Psychoeducational Center Networkunique? It is comprehensive. Each child referred to a psycho-educational center may receive a full range of services, in-

cluding thorough diagnosis, treatment, periodic evaluation,and follow-up.

It is a cooperative effort by the Mental Health and teachingprofession, capitalizing on the benefits of a team utilizingpsychologists, psychiatrists, educators, social workers, par-ents, and others.

It is community based and offers help to a group of childrenwho are usually excluded from schools and often isolatedfrom friends and family. Instead of being in an institution,children remain with their families and receive the servicesthey need in a psychoeducational center close to home. Usu-ally they remain enrolled in a regular school program part-time while receiving help_ at a psychoeducational center.

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It offers assistance to parents and regular school teacherswho may influence and help disturbed children, but who fre-quently need guidance in order to be effective.

It reaches the geographically distant counties of the state bya series of outpost or field centers, bringing psychoeducation-al services within 30 minutes of any child in Georgia.

It is working, and its successes are being documented througha network-wide evaluation system.

Because the network delivers services that unify educational,developmental and psychological services, inte.disciplinaryand inter-agency cooperation at the state and local level areessential. Figure 1 portrays the psychoeducational center as asource for coordinated services for disturbed children. Suchcooperation makes the network unique and insures that it iseffective and able to deal with a child and his total environ-ment. No center in the network can operate effectively inisolation from any of the professional resources of its localarea.

The staff of each center includes professionals from severalfields -- psychiatrists, psychologists, social workers andspecial educators. In addition to delivering its particular ser-vice program, this staff serves as supplementary to and sup-portive of local educational, day care, childhood develop-ment and mental health programs.

The network is in itself a specialized service for exceptionalchildren. It constitutes one alternative to the institutionaiization of children with serious emotional disturbances whohave difficulties remaining in a normal school environmentor who manifest severe emotional problems at the pre-schoolor school age. The specific benefits of the Georgia Psycho-educational Network are: (a) combining the resources ofmental health and education for more effective utilizationof resources and professional manpower and the educationand treatment of severely emotionally and behaviorally dis-turbed children; (b) combining educational and treatmentresponsibilities for more effective community programs ofrehabilitation for these children and these families; (c) pro-viding centrally located, comprehensive, professional re-sources of school systems and communities which are devel-oping services to disturbed children; and (d) utilizing para-professional neighborhood people and parents to assist inmajor portions of the treatment process.

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In addition, the preschool component of the Network proto-type, Rutland Center, in Athens, has been selected by theBureau of Education for the Handicapped, United StatesOffice of Education, as an exemplary program worthy of na-tional ci:ssemination. This project is entitled, "TechnicalAssistance for Replication of the Rutland Center-Develop-mental Therapy Model." The new grant has made the Rut-land Center Model available for replication outside ofGeorgia to programs which seek to develop psychoeducation-al services for preschool youngsters with emotional or devel-opmental problems. Five replication sites currently underway are: Seneca, South Carolina; St. Paul, Minnesota; Middle-ton, Wisconsin; Plainview, New York; and Tuscaloosa, Ala-bama. The project objectives include: (1) to disseminatematerials and information developed during the demonstra-tion phase of Rutland Center subsequently field tested in theGeorgia Psychoeducational Center Network for one year toany interested programs and agencies; (2) to provide techni-cal assistance and program planning for each of approximate-ly five selected programs which plan to replicate a com-ponent of the Rutland Center Developmental Therapymodel ; (3) to train specified staff members at each replica-tion site.

Of the fifteen existing Psychoeducational Centers in the Net-work, 93 percent of them are utilizing the DevelopmentalTherapy. Dr. Mary Margaret Wood, Associate Professor atthe University of Georgia and Director of the Rutland Cen-ter in Athens, has devised a system of looking at emotionallydisturbed - behaviorally disordered children. This system iscalled Developmental Therapy. Developmental Therapy is apsychoeducational approach to therapeutic intervention withyoung children who have serious emotional and behavior dis-orders. The approach has particular reference to childrenbetween the ages of two and eight years and is applicable tochildren of varying ethnic and socio-economic groups. Theseprocedures have been used successfully also with childrenthrough age 14.

The theoretical framework for Developmental Therapy isconstructed from a number of major works, theory and re-search, in the fields of child development, child psychopath-ology, developmental psychology, special education, learn-ing theories. Results of such studies have led to the formula-tion of certain assumptions concerning the nature of emo-tional disturbance in children which have direct implicationfor child therapy.

2728

23

24 Direction for developing the framework which serves as aguide for the maturational progression in developmentaltherapy has been provided by a number of major develop-mental theories. Bender, Gesell, Amatruda, Hebb, andWerner formulated significant psychobiological concepts ofnormal and abnormal development. The monumental pro-grams of research conducted by Brunder, Inhelder, andPiaget on cognitive development are the foundations forthe entire field of developmental psychology. These contri-butions have relevance for planning maturational experiencesfor disturbed children as well as for normal children. Similar-ly, psychosocial aspects of development, particularly as pre-sented by Anthony, Erikson, and Kagen and Moss cannot beoverlooked when considering a developmental approach tochild treatment. The works of Krathwahl, Bloom and Masia,Turiel, and Wolff offer considerable direction in affectiveand moral development. From aspects of these major writ-ings, Developmental Therapy, the therapeutic curriculum,the stages of therapy, and the developmental objectives forplanning and evaluating a child's progress have been formu-lated and are being used.

The Developmental Therapy curriculum contains four basiccurriculum areas: behavior, communication, socialization,and (pre) academics. These areas are proving adequate to en-

compass the varied presenting problems of the seriously dis-turbed school child and to provide a logical entry for thetherapist and to selection and simulation of normal child-hood experiences when planning the treatment program. Byestablishing therapeutic goals within each area and followingthe outlined treatment sequences, the therapist will facilitategrowth of cognitive, affective, and sensory motor abilitieswhile reducing or eliminating pathological and nonconstruc-tive behavior. With Developmental Therapy the therapistassists the child in the assimilation of selected experiencesdesigned to facilitate the emergence of constructive be-

haviors. Educational materials and techniques are used as

vehicles for implementing the process.

Developmental Therapy is designed for special education andmental health workers, parents, volunteers, and para-profes-sionals using the therapeutic classroom setting with five toeight in a group. It is a treatment process which (a) does notisolate the disturbed child from the mainstream of normal ex-periences; (b) uses normal changes in development as a means

29

to expedite the therapeutic process; (c) uses normal se-quences of development to guide the therapeutic process; and(d) has an evaluation system as a part of the therapeutic pro-cess.

One may ask. "What about the cost?" Is the cost of com-munity based treatment of seriously emotionally disturbedchildren too high? One alternative to the treatment offeredthrough the community psychoeducational centers is hospi-talization, a hig'lly expensive method of dealing with the pro-blem. Cost of hospital care in Georgia may range from$3,100 to $13,000 or more per child per year. By contrast,Network services cost less than $1,080 per child per year,about 1/3 to 1/10 the cost of institutionalization.

Community psychoeducational care, then, is a sound econo-mic investment in the future of Georgia's most precious re-sources, its children. The Georgia Psychoeducational CenterNetwork is a vital part of a total program of services forchildren with mental illness or severe social and behavioralmaladjustment being offered in the state of Georgia today.

SO

25

COMMUNITY YOUTHSERVICES

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AN EFFORT TOWARD THE COMMUNITY-BASEDPLACEMENT AND TREATMENT OF

JUVENILE OFFENDERSJoseph C. Ard, Jr., and Max L. Brand,

Special Projects Consultants, Georgia Department of HumanResources, Division of Community Se/vices

Introduction

Special Projects were created to offer community-based pro-grams in lieu of institutionalization for delinquent youthcommitted to the Department of Human Resources. TheSpecial Projects include the Day Centers, the CommunityTreatment Centers, and the Group Home units. These pro-grams are strategically located in the high commitment areasof the State. These new programs bolster substantially thealternatives of treatment for juvenile courts and the com-munities served.

Special Projects became a reality when the Georgia Gen-eral Assembly reversed a prior plan to build a new securityjuvenile correctional institution. This institution was to havecost the State the sum of 2.5 million dollars in constructioncosts alone. The legislature approved the allocation of$250,000 for use as matching funds to obtain federal funds.Over one million dollars was raised to impement the com-munity-based programs.

The Day Center Program

The Day Center Program utilized a community-based treat-ment model concept as an alternative to the institutionaliza-tion of the committed juvenile offender.

There are four (4) Day Centers operational in Georgia; threeare located ill the metropolitan area of Atlanta, and one islocated in Savannah. These locations were determined by thelarge number of commitments from these areas. Fulton,De Kalb, and Chatham counties committed more than 400juvenile offenders in 1971 or approximately .25% of the to-tal commitments.

32

21 The Day Center Program is designed primarily for the maleoffender between the ages of 12 and 15. Once the childhas been committed to the Department by the JuvenileCourt Judge each commitment is screened to determineacceptability for the program. The retarded, multiple seriousoffender, and the assaultive youngsters are screened out aspossible students. Each boy accepted is usually behind hisnormal grade placement in school, but has normal intelli-gence to pursue an academically oriented program.

3

Additionally, the child must have a home or residence in thegeneral vicinity of the day center. We also equest that thecommitting judge concur with our plans to place the childin a community-based program.

Depending upon the wishes and desires of the Court, thechild may have a pre-placement hearing at which time a con-tractual agreement will be signed between the child, parents,Court and Day Center program representative. The condi-tions of the contract are that the child will attend schooland that the parental involvement and cooperation is re-

quested. Should the conditions of the contract be brokenby the child, he will, upon the recommendation of the Cen-ter Director, be removed from the program. Again, depend-ing upon the Court, the child may face a re-hearing and beplaced in the YDC for not adhering to the terms of the con-tract. If the Court does not require another dispositionalhearing, the child may be sent directly to the appropriateYDC. Should a child continue to be involved in delinquentactivities while a student in the Day Center program, he risks

return to the Court to face new charges and possible com-mitment to the appropriate YDC.

The program offers a four-pronged approach to treatment;individualized education, guidance and counseling, recre-ational therapy, and cultural enrichment. Briefly, each childhas an individualized educational program based on his indi-vidual needs. Rt.ading is especially important-there seems tobe a definite correlation between his inability to read and hisinvolvement in delinquent activities. We utilize communityvolunteers as tutors to help in the academic program. Therecreational program is designed to be used as a therapeutictool. Guidance and counseling are provided as needs arise.Individual and Group Counseling are used, both with stu-dents and families. Cultural enrichment is a term we use todescribe that portion of our program that attempts to en-large the cultural horizons of the boys. Most boys are from

lower economic levels and have been culturally isolated mostof their lives. We take these boys to plays, movies, concerts,and similar presentations. Museums and historical places ofinterest are visited. This effort we hope will help boys tofeel more a part of the community and will encourage him tobe proud of his community and work toward its betterment.We also plan trips for camping and hiking purposes. Manyboys have never been outside the urban areas and it is aspecial thrill to go for a trip to the mountains or to the sea.

Each Day Center operates with a staff of seven (7):

DirectorAssistant Director(2) Academic TeachersRecreation LeaderTypistCommunity Worker

The Director and Assistant Director positions are currentlyfilled by professionally trained educators, social workers andpsychologists. The academic staff is certified to teach the be-haviorally disordered child. The Recreational Leader isresponsible for planning and executing a therapeutic programof recreation. The Community Worker helps to interpret ourprogram to the community and is involved in family visita-tions. The overall treatment approach is one of "teameffort", with all seven staff members contributing to thetreatment process.

Immediately we want to see our present efforts meet with areasonable degree of success so we can encourage the state-wide development of a network of community-based treat-ment facilities for juvenile offenders. It would be our hopethat communities could be encouraged to provide the DayCenter type programs. We would also like to provide DayCenter programs for the committed juvenile female offenderin the future.

The Group Home Program

This program also has as its major purpose the provision ofanother form of alternative planning for the committedjuvenile offender. Youngsters selected for this program arethose who have the potential for success in community-basedprograms but who are unable, due to whatever circumstances,to live with parents, relatives, in foster homes, etc. Need and

34

29

30 potential to achieve in a community-based program are givenequal consideration in the selection of group home partici-pants. This program operates both as a "halfway in" and"halfway out" program providing twenty-four hour alterna-tive care for youngsters in route to or from juvenile institu-tions.

35

The Group Home program allows the students accepted intothe homes to be gradually reintegrated back into communitylife. The screening process includes a review of the child'sbackground, need and potential. Personality inventories aswell as intelligence scores are considered. Trial visits are re-quired, but the youngsters have the option to decline toenter the program if they choose.

Once accepted into the program, the youth is expected toabide by house rules and to remain active in an academic,vocational, or job-training program. Food, shelter, and cloth-ing are provided. Allowance is provided if the youth has nosource of spending money. Aside from regular program parti-cipation, the youngsters are afforded the opportunity toparticipate in religious, recreational, and social and culturalactivities on the community level. Supervision is providedby child care workers and counseling is done by trained so-cial work staff. A maximum of eight youngsters are served ineach home setting.

Funding has been secured to operate five such homes at thepresent time. Two homes for boys are located in Augusta,two for girls are located in Atlanta and one is being develop-ed for boys in Gainesville. The maximum number of young-sters which can be served at any given time in all five of thehomes is forty. Probably no more than fifty can be servedduring any year as the youngsters selected may remain in thehomes as long as the need for such a program exists.

Over 1700 youngsters were committed to the Division duringfiscal year 1972. A conservative estimate is that at least 200of these youngsters needed programs like those offered inthe group homes.

If funds were available, a minimum of ten additional grouphomes would be needed to meet existing needs. These couldbe located on a regional basis and enable the programs tomeet existing needs regionally at the community level. Ef-forts could also be expanded to allow for further develop-ment of treatment aspects in the program. Specifically,

some youngsters who simply need short term care in a peer-oriented group environment could be accepted along withyouths in need of long term substitute living plans.

Screening for acceptance into a group home is done by refer-ring appropriate youths to the director of the group home towhich acceptance is sought with a copy to the director ofgroup homes statewide. The initial screening process looksfor the following:

a) Youth who do not have a home placement within thecommunity (youth who have been unable to be placedout of institutions, and youth who may not really re-spond to institutionalization);

b) Youth who are willing to cooperate with such a programand who will voluntarily accept placement in such afacility; and

c) "outh who are willing to remain involved in a viablecommunity-based program during residence within thegroup home.

The staff of the group home does an in-depth evaluation ifthey have a vacancy for the youth; otherwise, the applicationis kept on file. The director of the group home makes theultimate decision on whether or not to accept a youth afterthe evaluation. Each group home looks for:

a) the cooperativeness of the youth

b) designing with the youth a program to be followedc) an actual period of observing the youth to see how he

will respond in the program (trial visit).

The Community Treatment Centers

The purposes and objectives of the Community TreatmentCenters are:

1) To provide community-based programs for juvenile of-fenders committed to the Department of Human Re-sources in lieu of institutionalization;

2) To reduce the number of high-risk youngsters whowould require service by regular Court Service staff ifnot institutionalized;

V

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32 3) To screen youngsters suitable for community-basedcare; i.e., those youth needing close supervision, but notseriously at risk in or to the community if adequatelysupervised;

4) To establish realistic manageable caseloads wherein plan-ning can be individualized and supervision and counsel-ing provided regularly; and

5) To provide the supervision required at approximatelyone-fourth the cost of institutionalization.

The methods used in performing these tasks are:

1) To hire competent, qualified staff;

2) To limit caseload to ten to fifteen per unit worker;

3) To provide individualized planning, frequent and carefulsupervision, regular counseling, appropriate referrals,and organized recreational and cultural opportunities;

4) To screen youngsters through both objective and sub-jective methods to determine youth needs and suitabili-ty for this type placement;

5) To provide this service in areas of the state reflectinghigh delinquency and commitment at conveniently lo-cated, community-based centers; and,

6) To evaluate, using as nearly objective standards as areavailable, the success of the program in terms of reducedrates of recidivism (incidents of repeated delinquent oe-havior), modification of personality or intelligence, anddecrease in maladaptive behavior. Also measured will becost of this program as compared to institutionalizationand cost-benefit for long-range efforts at rehabilitationas compared to those of institutionalization.

At present, Community Treatment Centers are located inAtlanta, Columbus, Gainesville, Griffin, Newnan, Thomaston,Thomasville and Moultrie. Approximately 25C youngsterscan be served by these units at any given time. Commitmentrates alone in at least five other locations over the statewould justify expansion of this program if funding were avail-able. If the program could be expanded to include supervi-sion in lieu of detention, fifteen to twenty such programswould be needed.

When a child is committed, a copy of the commitment orderis forwarded to the Community Unit Supervisor in that area

37

for screening. All committed youths from involved countiesare evaluated and screened. The criteria to be met are thatthe youth:

a) Must have an acceptable place to reside in the com-munity,

b) Must not be psychotic,

c) Must not be severely retarded,

d) Must not be a multiple, serious offender.

To decide the youth's acceptability, the following is done:

a) An interview of the youth,

b) An interview of the parents,

c) An interview of the youth's probation counselor, and

d) Any other interview with appropriate community agen-cies of persons who may be able to provide neededinformation.

If the evaluation looks favorable for the youth to be placedinto the Community Treatment Center, then the commit-ting judge's concurrence is requested. If at any point duringthe screening process it is decided to reject a youth, notifi-cation is made to the individuals concerned so that theyouth can be assigned to the appropriate Youth Develop-ment Center.

It should be noted that the in-depth screening that is donenormally takes only ten (10) days once initially referred. Itis preferable to have a commitment review hearing at whichtime the court is given an opportunity to review the planproposed by the Community Treatment Center staff. At alltimes, approval from the committing court is obtained be-fore taking a youth into a program.

The Community Treatment Center programs are geared toserving youths by using already existing community re-sources. The Court Service Worker in each unit will ordinari-ly carry a maximum caseload of ten (10) cases and eachCommunity Worker will carry a maximum caseload betweenthree to five (3-5) cases. This allows for an atmosphere ofindividualized treatment planning for each youngster served.

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OUTDOOR THERAPEUTICPROGRAM

i

Interrelations

The Outdoor Therapeutic Program was developed by an in-teragency Task Force where Ideas from mental health, recrea-tion, education, and other disciplines were combined. Theprogram in its operation, therefore, attempts to maximizethe state's resources and capabilities in dealing with disturbedchildren and adolescents. With referrals coming from theschools, the juvenile courts, mental health centers and hospi-

tals, and other programs involved with troubled youth, theprogram cuts across traditional service boundaries within thestate to pr'vide a unique and innovative treatment programfor Georgia's emotionally disturbed youth.

40

35

THE OUTDOOR THERAPEUTIC PROGRAM

Human and Natural Resources Approach in theTotal Delivery System

Outdoor Therapeutic ProgramRoss Cooper, Director

Cynthia Wilkes, Administrative Assistant

The Human and Natural Resources approach in the totalstate mental health program for children. and youth inGeorgia involves combining the resources and expertise oftwo major state agencies in the development of a treatmentprogram for emotionally disturbed youth---the OutdoorTherapeutic Program. The Department of Human Resourcesincludes programs for mental health, vocational rehabilita-tion, community services and family and children's services.Programs in the Department of Natural Resources relate toparks, recreation, conservation of resources, etc. A uniqueand innovative program to serve emotionally disturbed youthwas developed when these two major state agencies combinedresources in the Outdoor Therapeutic Program.

In this program, small groups of youth will live together in anoutdoor community setting where the activities and daily liv-ing experiences are designed to be therapeutic in nature forthat particular group.

The Departments of Human and Natural Resources jointlyappointed a Task Force to study existing programs for emo-tionally disturbed youth. After some initial evaluation ofthese services, the Task Force recommended that a moregrowth-oriented program was needed for these youth--aprogram with focus on normal developmental tasks andactivities associated with youth of this age group.

The Outdoor Therapeutic Program was developed withgrowth orientation as the central theme. It is designed to bean extension of and compliment to existing programs for dis-turbed youth--whether in special education classrooms inthe public schools, in psycho-educational centers, in regional

1

36 mental health hospitals or a community mental health cen-

ter, in the juvenile courts or committed to a detention center.

The basic concept of the Outdoor Therapeutic Program is to

bring children and adolescents into contact with peer groupsand adults in a setting where therapeutic experiences provide

a means for establishing personal identity and direction. Un-der primitive conditions of the camping situation, youth willessentially get down to the basics of living--they will learnto identify basic human needs and then to determine howthose needs can best be met within the supportive frame-work provided by counselors, peers, and families in thissetting. The Outdoor Therapeutic Program will provide acomprehensive, growth-oriented setting which is conducive

the development of realistic and positive attitudes toward

living.

Services

The Outdoor Therapeutic Program will hove two major ser-vice components--a short term program and a long teem

program.

In the short term program, intact groups of youth aged 8 to18, or families of youth who are enrolled in some type ofmental health program, will come to the outdoor ...tting withtheir agency staff for an intensive program of therapeutic ex-periences in the outdoors.

Planning for the short term program would include staff train-

ing by the outdoor program staff to insure that the agencystaff was knowledgeable of group dynamics and processes

and able to be comfortable in the primitive outdoor setting.

A member from the outdoor therapeutic program staff wouldbe assigned to assist the agency staff and the group todevelop a program of therapeutic activities designed to meet

the treatment goals and objectives for this particular group.These therapeutic activities would be determined by thegroup's basic needs as defined in the primitive living situation.

A 1:4 ratio between staff and youth is required for eachgroup. The outdoor therapeutic program staff memberassigned to the group would also provide assistance in arrang-

ing for supplies, transportation, and other needs of the group,

42

and would serve as resource staff for the group when the pro-gram was implemented. This person would continue to workwith the group after their outdoor experience to followthrough with evaluations and recommendations for furtherservices.

In the long term or residential component of the program, ayouth from anywhere in the state could be referred by hisschool, the juvenile court judge, the community mentalhealth center, or any other social service system which dealswith troubled youth 8 to 18 years old.

After initial screening and evaluation, these youth would beplaced in a group consisting of about eight other youth whobalance the needs, strengths and limitations of each other.These youth and two counselors will live and function to-gether as a unit--eating, sleeping, working, playing--con-fronting and dealing with problems daily. Each group of eightor ten will have its own camp site, and will make its owndecision concerning the type of facilities needed. They mayalso share in the design and construction of these facilities.The group will plan its own schedules, plan and preparemeals, and generally be responsible for maintaining the livingunit. These and other basic tasks in which they engage dailywill provide them with a foundation for becoming productiveand responsible members of society.

Treatment

The wilderness setting is ideal for working with troubled chil-dren and adolescents. Here, they will not have to deal withthe barage of stimuli which we experience in the complexsociety of today. Instead, those fears and pressures are elim-inated, and a child can focJs on his immediate and basicneeds. The ability to meet these needs will be a function ofpersonal creativity and willingness to assume responsibility.Challenges experienced by the youth in the primitive out-door setting are reality-oriented and therefore have obvioussignificance for the child. The primitive setting allows eachchild unlimited opportunities to be su,cessful in meeting hisown basic needs. This is reinforced by support from counse-lors and peers, and these experiences foster the developmentof self esteem and a positive self concept.

4'3

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38

lie

44

Because of the 24 hour contact with counselors, a con-sistent relationship can develop between the youth and thecounselor. These counselors will provide role models as theywork and play right beside the youth in every situation. Theywill have endless opportunities to demonstrate on-the-spothow to cope with problems and how to relate with others.

When any problem situation arises, the group interrupts itsactivities and works through it until a satisfactory solution isdeveloped. In addition to these immediate problem solvingsessions, there are daily scheduled group sessions to evaluatethe group's progress and to set goals for the future. Thesegroup sessions--the relations, support and identificationwhich occur within the group--foster the development oftrust, sensitivity, and understanding as well as providing theyouth with skills for dealing with daily living situations.

In the short term program, the agency staff will be able toobserve their group in a setting entirely different from theclassroom or the office. Other possibilities include the devel-opment of cooperation and cohesiveness in families throughprimitive outdoor living experiences; or the development ofsocial skills in a group of withdrawn adolescents.

In the long term residential program, treatment includes notonly working with the child in the program but also workingwith the family and community at home. Trearment goalsand objectives will be jointly defined by the youth, hisfamily and the staff. Specific activities for the families andregular visits home will allow the child to continue to parti-cipate as a family member and a member of the communitywhile he is enrolled in the program. When a child is awayfrom his normal educational program for an extended peri-od of time, there will be mechanisms for informal and for-mal educational experiences. A close relationship will be es-tablished and maintained with the local school system as wellas the school where the child was enrolled previously. Educa-tional needs will be individually determined; some childrenmay be able to learn spontaneously through experience andnatural curiosity; others may need a more structured situa-tion.

In summary, the Outdoor Therapeutic Program allows ayouth to find out who he is--to explore capabilities, to teststrengths, and to identify limitations. This can to accomplish-ed in the uncomplicated and growth-oriented atmosphere ofthe group in a primitive outdoor living setting.

TEACHER TRAININGPROGRAMS

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39

TEACHER PREPARATION IN RELATIONSHIPTO TRAINING

Teacher Training in Relationship to Providing EffectiveServices for Behaviorally Disordered Children

Melvin E. Kaufman, Department of Special EducationGeorgia State University

The apparent mission of our University's program is to meetthe state's needs for a quality training program for the educa-tion of children with behavio;41,sorders. With respect to ourstudents the goal is to develop specific teaching competenciesto the point where she teels capable of functioning in aschool situation effectively and relatively independently.

The question might be asked, Are there special problems inthe delivery of services in Georgia that are unique to ourstate? An honest answer is, probably not. Georgia is not par-ticularly different than most southeastern states with respectto services for behaviorally disturbed children. A majority ofstates in the region have had a rather late start in providingmeaningful BD services to both rural and urban school dis-tricts. As a result many of our students will be "trailblazers" in the sense of working in school systems whosepersonnel have has little experience in the use of BD services.Thus a special consideration in training becomes an attemptto prepare teachers to deal effectively when placed in newlyestablished BD programs.

Turning now to an overview of the training program itself,the course of study is designed to provide certain basic in-gredients which I've tried to condense into as few categoriesas possible. I have chosen to handle the outline of the pro-gram in brief form so I could avoid compiling a list of 1500-2000 specific competencies, to which we all pay "lip service"as we go our merry old waya of training students.

The "basics" in BD training from my vantage point includethe following aspects: (1) characteristics of children with be-havior disorders, with emphasis on development of basic un-derstanding of the major behavior disorders in children espe-cially reviewing intervention procedures such as individual

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40 therapy, family procedures, and residential care. Varioustheoretical explanations of behavior disorders are an integralpart of the course; (2) Methods of teaching children withbehavior disorders. This course represents an overview of themajor approaches to educational intervention, ranging fromthe diagnostic-prescriptive behavioral models, psychoeduca-tional approaches and therapy oriented approaches such aslife-space interviewing. Specific attention is paid to the dif-ferential strategies required in self-contained and resourcerooms; (3) management techniques; (4) principles of behaviormodification with exceptional children; (5) psychoeducation-al assessment; (6) general orientation to other types of ex-ceptional children; (7) methods and materials with specialemphasis on math and reading. The focus here is placed onremediation and motivation of children who are failing tolearn (sometimes referred to as "learning disabled" children);and, (8) parent counseling. In addition to the on-campustraining, there is a need to provide as much exposure aspossible to BD children in educational situations includingpublic schools and residential centers. To the extent possiblewe try to select effective teachers as practicum supervisors.The point is that if we want to turn out good teachers weshould expose them to good models during the trainingperiod. Sometimes we are in the unfortunate position ofsending students to train under taachers who are less com-petent than the students themselves. I might add parenthe-tically that we try very hard not to repeat our placementerrors more than once.

In the discussion above, I alluded to the necessity to help thestudent to develop differential skills related to either self-contained and resource teaching. It should be clear that agiven teacher may be competent in a self-contained unit andrelatively incompetent in a resource unit. Our training pro-gram tries to deal objectively with the problems and possi-bilities of each model. For example, there are many specifickinds of problems a resource teacher must deal with. Firstshe must know how to be effective in helping a majority ofthe teachers that she is attempting to serve. Specifically wedeal with strategies involved in winning over resistant and/orreluctant teachers in the interest of better serving BD chil-dren in the regular classroom. Secondly, we discuss how tobe more effective in "contracting" with principals in terms ofminimum support requirements needed for effective re-source services. In addition it is necessary to prepare resourceteachers to develop realistic goals for in-service training pro-grams for teachers who may be bored, minimally motivated,

and downright hostile toward BD children. The next area in-volves becoming acquainted and constructively using com-munity services outside of the school. Last but not least, re-source teachers need to be prepared to help school systemsto use BD educational services appropriately in order to mini-mize failures in programs or to eliminate mediocrity of ser-vices which may have gotten started on the "wrong foot."

A final word is in order. This related to the need to differen-tiate between elementary and secondary programming. Thefact is that we prepare teachers for elementary positions, al-most exclusively. True those who express an interest in thesecondary level may take one or two counselling coursesand, perhaps, a course in the psychology of adolescence;and they do their practice teaching in a secondary setting.But somehow the differentiation in training tends, in fact,to be rather minimal. This is not a problem unique to ourown teacher training program, it is a problem to be found invirtually every program in the country. The writer hasquestioned many teacher trainers in an attempt to find mo-del secondary BD training programs, but they tend to befew and far between and the practicurn facilities quiteoften are restricted to residential institutions or clinics,rather than as integral components of school programs.

In this brief presentation I have attempted to provide theaudience with an overview of our program--its strengthsand weaknesses. In my opinion our program as well asothers have gotten more sophisticated and relevant thanin the past and we are now in a position to train teacherswho can provide positive and substantial help to the state'sBD children. But clearly, there is more work to be done.

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