Integrating Behavioral and Insight-Oriented Treatment in School Based Programs for Seriously Emotionally Disturbed Students

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Abstract
Recent research and theory in both classroom management and the treatment of serious emotionally disturbed students has supported a deemphasis on control while demonstrating the importance of teacher behaviors that assist students in developing essential personal and academic skills. This article describes how insight-oriented treatment based on the works of Masterson and Nielsen can be integrated with behavioristic methods to provide effective treatment in school-based programs for seriously emotionally disturbed students. An overview of the key theoretical concepts supporting an integrated treatment approach is followed by several classroom examples which highlight the methods described in the article.