Master of Social Work (MSW)
Lyle S. Hallman Faculty of Social Work
Several years ago, a small group of men entered what appeared to be an ordinary house in suburban Toronto. These men continued their visits, day after day, for months on end. The outcome of their persistent visits was “Warrendale”—a feature length film which violently jarred open one of the mental closets into which we, as a society, sweep away our most perplexing problems. “Warrendale” dramatically thrust into the public eye a speck of life that could no longer be blinked away. The millions who saw the film had their social blinders rudely removed by the extraordinary residents of that “ordinary” house in Toronto. This film relayed the message of their desperate plea for help and everyone who has seen “Warrendale has been confronted with the social challenge of helping emotionally disturbed children to find their place in life.
For many, “Warrendale”, like all new adventures, raised more questions than it answered. Besides emphasizing the fact that emotionally disturbed children do exist, do suffer, and do need our help, it also raised the pointed question of whether or present methods of helping these child adapt to the “mainstream of life” are realizing their intended purpose. This paper will address one aspect of the residential treatment of disturbed children—the stimulation of academic achievement.
Quinn, Denis, "The Relative Effectiveness of Three Educational Programmes in Promoting Academic Achievement among Latency Age Emotionally Disturbed Boys Residing in Treatment Institutions" (1970). Theses and Dissertations (Comprehensive). 1546.