School consultation and the management of obsessive-compulsive personality in the classroom.
The need for a comprehensive assessment involving areas of ability, personality, and motivation when young people are referred to a mental health service with problems of school failure is discussed. Traits associated with obsessive-compulsive personality style are reviewed, and the impact on school performance explored. Three case examples illustrate the ways this personality style interferes with success in the classroom and the concerns and problems encountered in providing intervention. Particular classroom teaching strategies may assist teacher and student in avoiding these problems. In addition, the benefits of SQ3R, Cornell systems, and cooperative learning are discussed, and warning signals, observable by the teacher, described. The process of mental health consultation, contribution to classroom change, and difficulties encountered along with the advantages of professional partnership in the diagnosis and management of school problems are reviewed.
University of Saskatchewan, Saskatoon.
Z
Z
Parker
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E
Stewart
D000293:Adolescent; D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis / Q000523:psychology / Q000534:rehabilitation; D003131:Combined Modality Therapy; D005196:Family Therapy; D005260:Female; D006801:Humans; D007389:Internal-External Control; D007859:Learning Disabilities / Q000175:diagnosis / Q000523:psychology / Q000534:rehabilitation*; D008297:Male; D009771:Obsessive-Compulsive Disorder / Q000175:diagnosis / Q000523:psychology / Q000534:rehabilitation*; D010552:Personality Assessment; D012017:Referral and Consultation; D012917:Social Adjustment; D012931:Social Environment; D014477:Underachievement