ABSTRACT
The Trifocal Model for preventing and reversing underachieve ment was developed at Family Achievement Clinic in Wisconsin in the early 1980s and has been used continuously in both clinic and classroom settings. The model focuses not only on the child, but also the home and school environments that surround the child. The model can be adapted for disadvantaged children who don't have home support by adding a child advocate to the intervention. The cultural environment can include media impact, national, racial, or cultural differences, and economic disadvantages. Giftedness attracts much recognition, and praise conveys adult expectations to children. Underachievers have lost the confidence that they can be winners and instead of describing themselves as one of the intelligent students, they consider themselves losers in the academic game and thus avoid playing that game.
