No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Reaction to Dr. Nicoll's Response
Abstract
This reaction by J. Brien O'Callaghan is a commentary on William G. Nicoll's response to his article "School-Based Collaboration With Families: An Effective Model for a Society in Crisis. " Both O'Callaghan's article and Nicoll's response are published in the October 1994 issue of The FamilyJournal: Counseling and Therapy for Couples and Families.
Addresses the systemic needs of families of disabled students in terms of their interactions with school personnel. Argues that helping family members to understand their grief and providing support as they deal with grief issues will help the family system adjust and function optimally in collaboration with the school system. (MKA)
This article is an invited response to the ideas set forth in O'Callaghan's article, "School-Based Collaboration With Families: An Effective Modelfor a Society in Crisis." Advocacy for school-perspective to school referral interventions is applauded. Several areas of concern with the suggested model presented are, however, raised and discussed along with suggestions for improving upon the model by going beyond family therapy toward a multisystemic perspective for prevention, early intervention, and remedial services.
Details studies of child-rearing practices which are part of a program to determine the effects of patterns of parental authority on the development of instrumental competence (associated with low risk for schizophrenic reaction) in children. These studies utilize in-depth contact with a large number of families, trait ratings, multiple stimuli and behavior settings, and a longitudinal design and involve self-reports, interviews, field visits, and standardized tests. Three studies investigated 261 nursery schoolers from middle-class, well-educated families and examined (a) socialization practices associated with dimensions of competence in preschoolers, (b) child-care practices anteceding 3 patterns (mature, dysphoric and disaffiliated, and immature) of preschool behavior, and (c) patterns of parental authority (authoritarian, authoritative, permissive, and nonconforming). The follow-up study involved 104 Ss from the 3rd study, who averaged 8.75 yrs of age when seen again, and 56 new Ss. Preliminary findings comparing high- and low-risk types are presented. It is hypothesized that (a) extremely competent (low-risk) children are never the product of extremely noninvolved caretaking, (b) instrumental competence is facilitated by firm parental control, (c) nonconforming parents are associated with compliant and withdrawn behavior, (d) parental warmth is not linearly related to instrumental competence, and (e) willingness to train the child cognitively is highly associated with outstanding competence in the child. (28 ref) (PsycINFO Database Record (c) 2013 APA, all rights reserved)
Unpublished doctoral dissertation
- J B O'callaghan