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THE TRAINING PROGRAM
Table Page I Education Major and Experience with Children
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ability able academic According to data actually analysis areas authority roles behavior candidate certification changes child classroom comfortable compliant concepts confirmations considered courses coursework dimensions disciplinarian disturbed children emotionally disturbed evaluation evidence and/or qualification experience factor analysis Faith feedback final flexible goals group process indicated initial testing internship interview involved learning Lori mental health methods negative normal and disturbed Normal children observations open in communicating over-all pattern Peers and teaching Performance and Predictions placement positive practica practicum preschool present procedures professional project dimensions psycho-educator psychological ratings relationships requirements responsible retest scale scores seen self-aware self-confident self-perception Semantic Differential seminars setting skills specific SRS,IE staff standard deviation standard scores structured supervisor teaching situation Teaching Style teaching team members theory therapists tion Trainee Number training program turbed Variable verbal Wishes—Goals—Self-Perceptions X X X