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PE LAIE 74 GRANT CEG-0-73-3680(603) NOIR' 644P.; for Additional Information See EC 050 154 and EC 061 999 ; Developed in Conjunction with New Academic Villaea, Inc

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PE LAIE 74 GRANT CEG-0-73-3680(603) NOIR' 644P.; for Additional Information See EC 050 154 and EC 061 999 ; Developed in Conjunction with New Academic Villaea, Inc DOCUMENT RESUME EL 135 122 EC 070 065 AUTH6R Rhodes, William C.; Head, Sabin TITLE A Study of Child Variance, Volume 3: The Future; Conceptual Project in Emotional Disturbance. INSIIIUTI N Michigan Univ., Ann Arbor. Inst. for the Study of Mental Retardation. _Sk3NS AGE.CY Otrice of Education (LHE) , Washington, D.C. PE LAIE 74 GRANT CEG-0-73-3680(603) NOIR' 644p.; For additional information see EC 050 154 and EC 061 999 ; Developed in conjunction with New Academic Villaea, Inc. AVAiLABLE FOM New Academic Village, Inc., Route 7, North Berry's chapel Road, Franklin, Tennessee 37064 (Handling: $1.25) PRICE MF-$1.16 plus Postage. HC Not Available from EDES. DESCRIPTOR3 Alternative Schools; Case Studies; Child Advocacy; Childhood; Church Programs; C)rreetive Institutions; *Delivery Systems; Educational Programs; *Emotionally Disturbed; Exceptional Child Services; *Historical Reviews; Juvenile Courts; Legal Responsibility; Mental Health; Social Services; *Systems Analysis; *Trend Analysis AESIRACI The third volume of a series on child variance uiscusses delivery systems that service emotionally disturbed children, including educational, legal-correctional, mental health, social weliare, religious, and counter-cultural institutions. Each type of i.estitution is described extensively in terms of the history of its delivery systems in the United States; its current organization and operating principles; and the way-in which it handles children in a fictional, typical community (Noah). Examined are such historical developments as the growth of 2ublic school involvement circa 1915-1946, the evolution of an independent juvenile court- apparatus, the emergence of mental asylums in the Jacksonian era, and the antecedents cf American colonial poor relief. Subtopics considered in relation to the structure of various service delivery systems include client population; personnel; programs, facilities, and intervention techniques; informational resources; power and political structures; and patterns of interaction with other systems. Ibe roots cf counter institutions (tor example, free health clinics and communes) are examined in the context of historical radicalism, cultural rebellion, trancendentalism, and Bonemianism. The authors stress the importance of client focus (through cooperative interdisciplinary professional efforts to provide improved service), of advocacy for the whole child (rather than emphasis upon particular services provided by individual agencies), and of the need for schools to _fulfill central roles as clearinghouses for clients of alternative systems. Rererences are listed at the end of each major section. (IH) Documents acquired by ERIC include many informal unpublished materialsnot available from other sources. FRIC makes every effort to obtain the best copy available. Nevertheless, items of marginal reproducibilityare often encountered and this affects the quality of thP microfiche and hardcopy reproductions ERIC makes available via the ERIC DocumentReproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reprothictions supplied by EDRSare the best that can be made from the original. OE PAR fMENT Clor HEALTH. EDOCAT,ON &WELFARE NATIONAL INSTITUTE OF EOUCLT.ON A STUDY OF CHILD VARIANCE' VOL. 3: SERVICE DELIVERY SYSTEMS WILLIAM C. RHODES SABIN HEAD s irs)1 .tchH 1 Conceptual Project In Emotional Disturbance .1974 INSTITUTE FOR THE STUDY OF MENTAL RETARDATION AND RELATED DISABILITIES THE UNIVERSITY OF MICHIGAN ANN ARBOR. MICHIGAN 2 EDITORIAL ASSISTANT: JUDITH M. SMUT' I his %ofunieIIIdeeloped in conjunction iAith thc r,. cadi.mic dEacc. In( DISTRIBUT ED I3Y: \ or*, h He Sl !'..trci Road I ran i., I 4,4 Hanif'sr:e I he Proleo presented or reported herein m.as performedpursuant to Grant No. OFO-0-73-3680 (603f from the t tided State, Office ot Education. Department of Health.'r.-..ducation and Welfare. Howiner. the opinions e pressed herein do not necessarily reflect theposition or policy ot the Vnited States Office otI dui.-ation. and no official endorsement h) the [tided StatesOffice tit Education should he interred Copyright, 1974. The University of Michigan. I he cops right for this material is claimed only during theperiod of doelopment, tcs rig and evaluation. unless authorwation is granted hy the I :tilted States Office of Educationto claim co: lit also on the final rii,itei itEr mtormation on the status of the copyright claim,contact citlie cop righting proprietor or the Ititled StatesOffice of Education. PRF F 7: " : r;°: .iNk:;11! 7.:;;; 1'. : ';'! ,i:c ::',10!1 ,ICN. '!1 17, that the Pro:eLt ....,:reer:rd 'Aitn child arrance.I he Proleet addr:ss,,, %%or ks tea,. I!.tmerof the emotional:al.:sturd (.,:ajnates teachers In specral taci:mes ai;:nese ....terrts c.ar,ecronaltat.rlittes. ttlerrniihealthtacihtles. tri a proylarr.,le;itid ti derrtititmt and negleeted sreLaa. edusators sho remarn :n the education .o.stern nced mlormat;on 'n.ut '.atiant childrenI he need it m order to make itecis:ons sci '.1cidonl do graduate speclal a:L.:ea:ton ctlog:ants and l.:?1,1t.ictl.ristics ,itTleT agencies that deal Inte:hgcm :cter rats re-quire .111d pre,:t11. r....,-,-cinc.11..ttfcr he is placed :n the held. sho:tn that the \anon^ seria,:e dehs'er). insmutions tend to treatr.nti,h the - ...main cultural groups and ecrlin areas in the citx conralhnte or . distUrhed. dchniitielit. ;Ind pot:r I-stricken t!rill.us!hat .1R" Heiluentlx orre client hv seruced scse,:tagencies ye,ral sttidents AI,' hi ,:licnts .1.!...,:ncics. I hi' %%hat AL:A.1101:N th,, not otil so he Tlid lett:11,1,41:tilis. hapN'hIng to his uti%11 students, ;old w1,1 ahle to plan In mulled :1,- tor ind.C.; . ...I.Itute ate triittlinentifnot a,read iax% m Mali:,...t.ites the sAutil become the hodx %ton plimal responsrh,m tortil.tn .: s. Tient, I her agencIesI he schook alreat4 eert a MAIM intklenie m the rIoce° of label- `.int..,... xiff assume an ekcn more important role as centtal ilearinghousc tor the clicnts thni.mgcn, :nand:con. special educatnrn [It-nit:sums become implementedlspcLial eduLatois need -nt.,inacton on the total setrit setnee dcluxel sxsterns to respond apprortiatek to these s.k. 1-%- t.o.,:t4;r1,1te t. t ...ti, ,,tpto .,\ and on . al, cad\tar ro,,on autn;,op-10,gt w.no.1 theiapists wiii,,,,,phers. arid tise f:t." bealk INFic- k. diNtillentill'ate A' %1/4.1% ,.!::.tm/ine tor t-ooperati,ta chCiji11,. I:\ he Pi- . rm. plan ari,;lt agenc. as %kith ..,t am: tnstitutiotts platest.i,tual, that interact . tt tt '.4.; etrin :ill the P..:'tor rai :a,' :..1 ct:or r protessiors that speak tat the clients ot t. ,,,; , i,uLc tit; %thole Lhild tagethei trout the sr:altering caused ,. tendered\tot: recent lattsuas and litigiltion ettorts hate been .1,1,1;,1 ,Tetalt: .t7 !Io! entlerirIg the tteatnient lequiiiedtit tr.a.c :, need inloimatitm, nat an the pieces sertice that ate t; an..A !' r : sertiees deli\ etttsl ht -,,stems that deal VIth ' R.% !!!' ,an.n.o, undctstskod %1Itiout kn,tv,in hot% thc ca Me (0heir ! !,: !:;:' Ms! .11 the fiee,Wse the InNtitutillw, at a local ,etC, ,,! i.::;nt'1 .; s:%stertis. hate explitted the cult ent operating talllb 1!;;; Wit, the da-to-dat operations 01 a !..r.o. \ysterrl depart tiam the cetfttt- Under slOod tr(11 h .1 remote tiettpoin/lherelarei tte rtate rV.., the ,petatiOns ot each s\,:efIl dealing tAtth tariant children in risitiatti ttc ale tit t!! CO1CT !lasestht:ilistor teal. nittlilis. the uati.,:.1. :he gi.trt locar!orris:trolling,-or set.. ^c dely.en. sstein, tor tariant . )! Ole bl,ts .!1.1Id!!!see eases, 1111! Po! are auhtlig the population, .:.-tt.)edItisit:in hope that'AI: cart dIrs,;.;: the tato,: h.i such bias ; , the %tat in pt,the, ,sitt,trititied and comes ta ., t....taIt: ;.,,nitnt,11 :tau the,: hia.e. ate ii.ttthe eiteets , :7 : ,./ cftecl, of I- raffle tof krfcrenit. r . !a : :or this tont:ni' !II sel .',..!c.'ws t.-sk.'!Itl,in .1 sit lie- !:;! .t! . ". 111,1.1.' If icd ti trtest,t1,1; !"!Inlillis Cleated ` :!) trnI;u0. r11.1N \ 1,, been atitt ..tiots.4.1.111110.i11111,11,nntl;.t1 t., "'t ...:rp and Lan: hiatogital unit ,d ;7:./.1! !!!, Ihc hunlcat !With; prIhriarii son.. ':,p: ;4. ha,o.ost !. op,e 1,s. ,d l. Ih... supp,)sed to sel.c allthe social function, represented h.these supplementar . as the tanulha, declined, the sire tit these suppiementai .social agent, has :It. the o.erall socialization and caretaking tunetion, ot tt e home V.cre shated NuhicLt:.c.:. 1111:MA1e. ps.chological co enants ot mutual care. to indirect. ohiecti.e. cor- po;atc. ,..,,,,,oranitisc.o!led out b. can: corporations instead ot intimate groups. thesL- masse.c siclai structure, assume a contractual responsibilitI or child sariance. the. iit tliatidate, !Aid dov.ii h. health, education. welfare. and ,:ortections legislation.I his 1:ahsrnl.tcd into net ss ork, ol tacilities at the federal, state and Ideal le. els. In a sense. these IlL p pitica1ii na'ure.I heare Pan of the execuus e branch ot gosernment and are :. hILes v.Inch sort ound gosernment.I herefore. the theories. .4.inch%sere re- pi it ti:d a at nane iit Clitid Variance. and the inter.entions oi practices.s hich ..ere :LT:a ted it 11 \ 11 01 the ( hild I anunce series, become political sk hen thebecome operational. ;::ser s: stetli Ii a er\ concrete sense, \ke cannot understand hosk to use behasioral sot soence thco!.. nor the specmc practices ot teaching. therapr and social rehabilitation unless 'AC indeist.irii Incpclational public aszencies oleducation, mental health, corrections and social ot the pri..ate alternatRe agencies -%cknintFedgements N. tor. etiiitl.iLe 01111Ibutd kinectiotndacctl% to the ptep:tration ot this hook. The alitnors ot the Ind:s idhal papers collected in this %olorne hdse.
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