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Neurosequential model of therapeutics in a therapeutic preschool: Implications for work with children with complex neuropsychiatric problems
Barfield, Sharon Dobson, Christine Gaskill, Rick Perry, Bruce D.
Barfield, Sharon
Dobson, Christine
Gaskill, Rick
Perry, Bruce D.
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2014-11-11
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Article
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Therapeutic preschool,Social-emotional development,Serious emotional disturbance
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Citation
Barfield, S., Dobson, C., Gaskill, R., & Perry, B. D. (2014). Neurosequential model of therapeutics in a therapeutic preschool: Implications for work with children with complex neuropsychiatric problems. The Advanced Generalist: Social Work Research Journal, 1(2), p 64-80
Abstract
The two studies presented examine the use of the Neurosequential Model of Therapeutics on the social-emotional development and behavior of 28 children participating in a therapeutic preschool program. Results from these studies indicate that the use of the Neurosequential Model of Therapeutics approach to determine the nature, timing, and "dose" of developmentally appropriate activities and interventions within the context of a therapeutic preschool did improve the social-emotional development of the participating children. Interventions and activities were provided in the context of Filial Play Therapy as part of the therapeutic preschool environment. Six-month and 12-month follow-ups suggest gains in social-emotional development and behavior were retained. Implications for future use are discussed.
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Reprinted with the permission of the Association for Play Therapy. Original citation: Neurosequential model of therapeutics in a therapeutic preschool: Implications for work with children with complex neuropsychiatric problems.
Barfield, Sharon; Dobson, Christine; Gaskill, Rick; Perry, Bruce D.
International Journal of Play Therapy, Vol 21(1), Jan 2012, 30-44. http://dx.doi.org/10.1037/a0025955
Publisher
Wichita State University. School of Social Work
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Advanced Generalist: Social Work Research Journal, v.1(2)