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ERIC Number: ED376627
Record Type: RIE
Publication Date: 1994
Pages: 309
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-55766-127-8
ISSN: N/A
Coping in Young Children: Early Intervention Practices To Enhance Adaptive Behavior and Resilience.
Zeitlin, Shirley; Williamson, G. Gordon
This book describes an intervention framework to help young children (birth to 36 months) who have or are at risk of having a disability, to cope more effectively. The book is written for an interdisciplinary audience including service providers, administrators, researchers, and policymakers. Emphasis is on enhancing the adaptive behavior and resilience of young children and supporting their families. The first chapter introduces the coping frame of reference and the historic trends that influenced its development. The next two chapters provide the model's theoretical base with emphasis on coping resources and the elements of coping transactions. Since this model is family centered, information regarding the family as a system is provided in chapter 4. Chapters 5 through 9 provide the pragmatic structure for translating the coping-related theoretical base into effective intervention practices. Topics covered include program development, decision making, assessment, observing and analyzing transactions, intervention strategies, and supporting families. In chapters 10 and 11 the personalized decision-making model is applied to development of Individualized Family Service Plans (IFSPs) with a coping orientation. The experiences and outcomes of the COPING Demonstration Project are described in chapters 12 and 13. Chapter 14 completes the volume with a discussion of staff coping with the demands of providing early intervention services. Appendices provide a case report, a workshop outline, and reflections of one family. (Contains 112 references.) (DB)
Paul H. Brookes Publishing Co., Inc., P.O. Box 10624, Baltimore, MD 21285-0624 ($36).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A