Date of Award
12-1992
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Abstract
The purpose of this qualitative study was to learn more about the school experience of depressed children. Four dysthymic fifth grade students were observed in their special education classroom, and three of them were also observed in a day-treatment program to learn about them and their perceptions of their school experience. Findings revealed a pervasive pattern of limited expression of feelings and questionable integration of their social skills curriculum into their lives. The conditions under which they lived outside of school raised questions as to whether they were appropriately labeled emotionally disturbed and whether it is desirable to require a diagnostic label before providing special services. The following recommendations were offered: Dysthymic students should be taught, whenever possible, in the regular classroom so that they benefit from appropriate modeling and are provided enhanced opportunity to develop social skills by interacting with non handicapped peers. Depressed children may benefit from programs featuring more opportunity to make choices. Finally, it is possible that appropriate services can be delivered without resorting to labeling with its danger of stigmatization and stereotyping
Recommended Citation
Nardone, Colleen Burke, "Depressed children in the classroom" (1992). Theses and Dissertations. 7446.
https://commons.und.edu/theses/7446