Linda Christensen - The Complete Guide to Elementary Student Assistance Programs: Strategy, Policy, and Procedure

Cover

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The Complete Guide
To Elementary Student Assistance
Programs

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Linda Christensen, Ph.D., C.C.D.P., has served as an educational consultant, prevention specialist, counselor in private practice, trainer, high school principal, and English teacher. She is the author of Facts, Feelings, Family, and Friends: A Curriculum for Grades K-6 and You Can Make a Difference, as well as several other titles.

Philip E. DeVol, C.A.C., has served as a Student Assistance Program and Employee Assistance Program consultant, and as a trainer for Johnson Institute, Children Are People, and Health Communications in the areas of K-6 prevention curricula, support group facilitation, and Student Assistance Programs. He is currently the director of the Morrow County, Ohio, Council on Alcohol and Other Drugs.

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Strategy, Policy, and Procedure

Linda Christensen, Ph.D.

and

Philip E. DeVol, C.A.C.

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Hazelden Educational Materials
Center City, Minnesota 55012-0176

1993 by Linda Christensen and Philip E. DeVol
All rights reserved. Published 1993
Printed in the United States of America
No portion of this publication may be
reproduced in any manner without the
written permission of the publisher

Library of Congress Cataloging In Publication Data

Christensen, Linda.

The complete guide to elementary student assistance programs/by Linda Christensen and Philip DeVol.

p. cm.

Includes bibliographical references.

ISBN 0-89486-941-8

1. Student assistance programsUnited States. 2. Counseling in elementary educationUnited States. I. DeVol, Philip. II. Title.

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The Twelve Steps are reprinted with permission of Alcoholics Anonymous World Services, Inc. Permission to reprint the Twelve Steps does not mean that AA has reviewed or approved the contents of this publication, nor that AA agrees with the views expressed herein. AA is a program of recovery from alcoholism only use of the Twelve Steps in connection with programs and activities that are patterned after AA, but that address other problems, does not imply otherwise.

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Educators across the country feel swamped by the demands of children, parents, communities, and government bureaucracies. Reform movements abound, and we are constantly called on to respond to them. Sometimes academic education seems to take a backseat.

There is a reason for all the hubbub. Changes in our culture have resulted in an increase of children whose nonacademic problems make the challenge of providing even basic education seem insurmountable. The rise in divorce, chemical dependency, violence, neglect, and sexual abuse has impacted the classroom to the point where some teachers feel overwhelmed.