Abstract
A health education program as part of a service for emotionally disturbed children presents unusual challenges as well as unusual rewards. Such a program should be based upon the unique emotional needs of the child, so that both openness and basic human values can be emphasized. Program structure and process should reflect the over-all philosophy of the service, which means that the roles played by both treatment staff members andparents need to be recognized and integrated into the program. In sum, the nurse who combines theoretical and experiential knowledge is well suited to serve as a specialized health educator who can present an integrated life cycle approach to bodily function and sexuality. Through this approach, emotionally disturbed children can acquire greater knowledge about formerly taboo subjects, and greater maturity in handling their emotional responses to these areas.
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