An increasing number of children and youth enrolled in public schools have severe psychiatric disturbances, yet few school systems are adequately prepared to meet the needs of this population (Rones & Hoagwood, 2000). This unfortunate scenario arises in Part from a relative dearth of school-based models that are effective and affordable for working with youngsters with serious emotional disturbances. Developing and garnering financial support to implement evidence-based models for helping youth with serious emotional disturbances succeed in school and other domains represents a significant and immediate challenge facing school systems, but also social services, mental health agencies, and, increasingly, the juvenile justice system (Osher, Osher, & Smith, 1994)
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
REFERENCES
Adelman, H. S. (1993). School-linked mental health interventions; Toward mechanisms for service coordination and integration. Journal of Community Psychology,21, 309–319.
Adelman, H. S., & Taylor, L. (1998). Refraining and mental health in schools and expanding school reform. Educational Psychologist, 33,135–152.
American Academy of Child and Adolescent Psychiatry (1998). Practice parameter of the assess ment and treatment of children and adolescents with posttraumatic stress disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 37(4S–26S).
Burns, B. J, & Friedman, R. M. (1990). Examining the research base for child mental health services and policy. The Journal of Mental Health Administration, 17, 87–97.
Conoley, J. C, & Conoley, G. W. (1991). Collaboration for child adjustment: Issues for school- and clinic-based child psychologists. Journal of Consulting and Clinical Psychology, 59, 821–829.
Day, C, & Roberts, M. C. (1991). Activities of the child and adolescent service system program for improving mental health services for children and families. Journal of Clinical Child Psychology, 20, 340–350.
Duchnowski, A. J. (1994). Innovative service models: Education. Journal of Clinical Child Psychology, 23(Suppl.), 13–18.
Friedman, R. M., Katz-Leavy, J. W., Mandersheid, R. W., & Sonderheimer, D. L. (1996). Prevalence of serious emotional disturbance in children and adolescents. In R. W. Mandersheid & M.A. Sonnenschein (Eds.), Mental health, United States, 1996(p. 83) (DHHS Publication No. SMA 96–3098). Washington, DC: U.S. Government Printing Office.
Friesen, B. J., & Koroloff, N. M. (1990). Family-centered services: Implications for mental health ad ministration and research. Journal of Mental Health Administration, 17,13–25.
Friesen, B. J., & Poertner, J. (1995). From case management to service coordination for children with emotional, behavioral, or mental disorders: Building on family strengths. Baltimore, MD: Brookes.
Henggeler, S. W. (1994). A consensus: Conclusion of the APA Task Force report on innovative models of mental health services for children, adolescents, and their families. Journal of Clinical Child Psychology, 23(Suppl.), 3–6.
Hoagwood, K., Jensen, P. S., Petti, T., & Burns, B. J. (1996). Outcomes of mental health care for children and adolescents: I. A comprehensive conceptual model. Journal of the American Academy of Child and Adolescent Psychiatry, 35,1055–1063.
Hodges, K. (1990,1994 revision). Child and Adolescent Functional Assessment Scale. Ypsilanti, MI: Eastern Michigan University, Department of Psychology.
Individuals with Disabilities Act, 20, U.S.C., & Sect 1400 et. seq. (I.D.E.A. 1997).
Jenson, W. R., Rhode, C, & Reavis, H. K. (1996). The tough kid toolbox. Longmont, CO: Sopris West.
Kazdin, A. E., & Kendall, P. C. (1998). Current progress and future plans for developing effective treat ments: Comments and perspectives. Journal of Clinical Child Psychology, 27, 217–226.
Kiesler, C. A. (1993). Mental health policy and mental hospitalization. Current Directions in Psycho logical Science, 2, 93–95.
Knitzer, J. (1993). Children's mental health policy: Challenging the future. Journal of Emotional and Behavioral Disorders, 1, 8–16.
Koyanagi, C, & Gaines, S. (1993). All systems failure: An examination of the results of neglecting the needs of children with serious emotional disturbance. Alexandria, VA: National Mental Health Association.
Lonigan, C. J., Elbert, J. C, & Johnson, S. B. (1998). Empirically supported psychosocial interventions for children: An overview. Journal of Clinical Child Psychology, 27,138–145.
Lyman, R. D., & Wilson, D. R. (2001). Residential and inpatient treatment of emotionally disturbed children and adolescents. In C. E. Walker & M. C. Roberts (Eds.), Handbook of clinical child psychology(3rd ed., pp. 881–894). New York: Wiley
Marder, C. (1992). Secondary school students classified as serious emotionally disturbed: How are they being servedMenlo Park, CA: SRI International
National Advisory Mental Health Council Workgroup on Child and Adolescent Mental Health In tervention Development and Deployment (2001). Blueprint for change: Research on child and adolescent mental health. Washington, DC: Author (website: http://www.nimh.nih.gov/childhp/councildesc.cfmaccessed: February 4, 2002).
Nyre, J. E. (1997, November). Serving mental health needs of children and families in school settings: An integrated model of service delivery. KASP Examiner, 16–17.
Nyre, J. E., & McVey, D. (2000, March). Integrating mental health services in schools. Paper presentation at convention of the National Association of School Psychologists, New Orleans, LA.
Osher, D., Osher, T., & Smith, C. (1994). Toward a national perspective in emotional and behavioral disorders. Beyond Behavior, 6, 6–17.
Patterson, G. R, Reid, J. B., & Dishion, T. J. (1992). Antisocial boys. Eugene, OR: Castalia.
Quinn, K. P., Epstein, M. H., & Cumblad, C. (1995). Developing comprehensive individualized community-based services for children and youth with emotional and behavior disorders: Direct service providers' perspective. Journal of Child and Family Studies, 4,19–42.
Quinn, K. P., & McDougal, J. L. (1998). A mile wide and a mile deep: Comprehensive interventions for children and youth with emotional and behavioral disorders and their families. School Psychology Review, 27,191–203.
Randall, C. J., Vernberg, E. M., Nyre, J., & McVey, D. (1998, August). Effecting individualized treatment within uniform procedures in a therapeutic classroom. Poster presented at the convention of the American Psychological Association, San Francisco, CA.
Roberts, R. E., Attkinsson, C. C, & Rosenblatt, A. (1998). Prevalence of psychopathology among children and adolescents. American Journal of Psychiatry, 155, 715–725.
Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3, 223–241.
Stroul, B. A., & Friedman, R. M. (1996). The system of care philosophy. In B. A. Stroul (Ed.), Children's mental health: Creating systems of care in a changing society(pp. 2–22). Baltimore, MD: Brookes.
Vernberg, E. M., Nyre, J. E., Puddy, R. W., Jacobs, A. K., & Roberts, M. C. (2002, March). CAFAS out comes for a school-based Intensive Mental Health Program. Paper presented in K. Hodges (chair), Evaluation of Intensive Interventions for youth with SED using the CAFAS. Symposium presented at the annual research conference A System of Care for Children's Mental Health: Expanding the Research Base, Tampa, FL.
Vernberg, E. M, Nyre, J. E, & Roberts, M. C∗ (2000, August). Helping SED children succeed in school: Keeping the door open. Paper presented in V. J. Look-Morales (chair), Opening the doors—School and SED. Symposium presented at the annual convention of the American Psychological Associ ation, Washington, DC.
Vernberg, E. M., Roberts, M. C, & Nyre, J. E. (2002). School-based intensive mental health treatment. In D. T. Marsh & M. A. Fristad (Eds.), Handbook of serious emotional disturbance in children and adolescents(pp. 412–427). New York: Wiley.
Weist, M. D., Ginsburg G., & Shafer, M. (1999). Progress in adolescent mental health. Adolescent Medicine: State of the Art Reviews, 10,165–174.
Weisz, J. R., Donenberg, G. R., Han, S. S., & Weiss, B. (1995). Bridging the gap between lab and clinic in child and adolescent psychotherapy. Journal of Consulting and Clinical Psychology, 63, 688–701.
Weisz, J. R., Weiss, B., & Donenberg, G. R. (1992). The lab versus the clinic: Effects of child and adolescent psychotherapy. American Psychologist, 47,1578–1585.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2003 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Nyre, J.E., Vernberg, E.M., Roberts, M.C. (2003). Serving the Most Severe of Serious Emotionally Disturbed Students in School Settings. In: Weist, M.D., Evans, S.W., Lever, N.A. (eds) Handbook of School Mental Health Advancing Practice and Research. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-73313-5_15
Download citation
DOI: https://doi.org/10.1007/978-0-387-73313-5_15
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-73310-4
Online ISBN: 978-0-387-73313-5
eBook Packages: Springer Book Archive