Fifty-five women were given focused, time-limited training for work as child-aides with ineffectively functioning primary grade school children. During the first three-month program period, aides saw 329 children, 9% of the primary grade enrollment of the participating schools, for more than 7,500 contacts. This paper considers differential patterns of program utilization and the overall potential of the helping model for bringing needed services to otherwise unreached, maladapting school children.
ASJC Scopus subject areas
- Developmental and Educational Psychology