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NCJ Number: 156008 Find in a Library
Title: Rethinking How We Think About Troubled Children
Journal: Journal of Emotional and Behavioral Problems  Volume:3  Issue:4  Dated:(Winter 1995)  Pages:12-14
Author(s): J Cambone
Date Published: 1995
Page Count: 3
Type: Research (Applied/Empirical)
Format: Article
Language: English
Country: United States of America
Annotation: Because troubled children are often described solely in terms of their deficiencies and not in terms of their strengths, the existing educational system aimed at remediating perceived deficiencies should be changed to emphasize student potential and reconceptualize student performance.
Abstract: Words such as disordered, impaired, maladaptive, deficient, and deviant are frequently used to describe students. The author argues that equally logical descriptors of students include resourceful, resilient, clever, creative, and tenacious and that emphasis should be changed from adults remediating student deficiencies to educating students to recognize and use their own strengths. The current preoccupation with student intellectual deficiencies masks other important reasons why students fail in school. Evidence suggests that perceived deficiencies may actually be due to the misalignment of cognitive, social, emotional, and cultural needs with classroom requirements. If student intellectual strengths and weaknesses are defined in relation to task demands placed before them but the tasks themselves are not engaging or worthwhile, it is difficult to claim that children are intellectually deficient when they fail at the tasks. Schools are places where students should be recognized for their potential, and student performance requirements should be reconceptualized to reflect such recognition. 20 references
Main Term(s): Juvenile educational services
Index Term(s): Juvenile delinquency prevention; Juvenile self concept; Problem behavior; Students; Youth development
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