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Descriptors:
Social Justice; Counseling Services; Personality; Guidance Centers; Personality Development; Severity (of Disability); Trend Analysis; Administrator Attitudes; Self Concept; Mental Disorders; Emotional Disturbances; College Students

Abstract:
Many have observed the increasing severity of mental distress among college students over the past several decades. Very little, however, has been said about what has contributed to this increase. The purpose of this opinion piece is to highlight a trend that the author has witnessed as director of a university counseling center and social justice advocate, namely, that society at large and institutions of higher education increasingly emphasize ego-focused personality development over character development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Behavior Modification; Child Abuse; Mental Disorders; Emotional Disturbances; Child Health; Obesity; Diabetes; Psychological Studies; Outcomes of Treatment; Cost Effectiveness

Abstract:
Multisystemic therapy (MST) is effective for decreasing or preventing delinquency and other externalizing behaviors and increasing prosocial or adaptive behaviors. The purpose of this project was to review the literature examining the efficacy of MST for other child psychological and health problems reflecting non-externalizing behaviors, specifically difficulties related to child maltreatment, serious psychiatric illness [Serious psychiatric illness was defined throughout the current review paper as the "presence of symptoms of suicidal ideation, homicidal ideation, psychosis, or threat of harm to self or others due to mental illness severe enough to warrant psychiatric hospitalization based on the American Academy of Child and Adolescent Psychiatry (Level of care placement criteria for psychiatric illness. American Academy of Child and Adolescent Psychiatry, Washington, DC, 1996) level of care placement criteria for psychiatric illness" (Henggeler et al. in "J Am Acad Child Psy" 38:1331-1345, p. 1332, 1999b). Additionally, youth with "serious emotional disturbance (SED)" defined as internalizing and/or externalizing problems severe enough to qualify for mental health services in public school who were "currently in or at imminent risk of a costly out-of-home placement" (Rowland et al. in "J Emot Behav Disord" 13:13-23, pp. 13-14, 2005) were also included in the serious psychiatric illness category.], and health problems (i.e., obesity and treatment adherence for diabetes). PubMed, Web of Science, MEDLINE, and PsycINFO databases; Clinicaltrials.gov; DARE; Web of Knowledge; and Cochrane Central Register of Controlled Trials were searched; and MST developers were queried to ensure identification of all relevant articles. Of 242 studies identified, 18 met inclusion criteria for review. These were combined in a narrative synthesis and critiqued in the context of review questions. Study quality ratings were all above mean scores reported in prior reviews. Mixed support was found for the efficacy of MST versus other treatments. In many cases, treatment effects for MST or comparison groups were not sustained over time. MST was efficacious for youth with diverse backgrounds. No studies discussed efficacy of MST provided in different treatment settings. Four studies found MST more cost-effective than a comparison treatment, leading to fewer out-of-home placements for youth with serious psychiatric illness or lower treatment costs for youth with poorly controlled diabetes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adolescents; Behavior Modification; Behavior Disorders; Mental Disorders; Emotional Disturbances; Suicide; Self Destructive Behavior; Adults; Psychological Studies; Outcomes of Treatment

Abstract:
Dialectical behavior therapy (DBT) was originally developed for chronically suicidal adults with borderline personality disorder (BPD) and emotion dysregulation. Randomized controlled trials (RCTs) indicate DBT is associated with improvements in problem behaviors, including suicide ideation and behavior, non-suicidal self-injury (NSSI), attrition, and hospitalization. Positive outcomes with adults have prompted researchers to adapt DBT for adolescents. Given this interest in DBT for adolescents, it is important to review the theoretical rationale and the evidence base for this treatment and its adaptations. A solid theoretical foundation allows for adequate evaluation of content, structural, and developmental adaptations and provides a framework for understanding which symptoms or behaviors are expected to improve with treatment and why. We first summarize the adult DBT literature, including theory, treatment structure and content, and outcome research. Then, we review theoretical underpinnings, adaptations, and outcomes of DBT for adolescents. DBT has been adapted for adolescents with various psychiatric disorders (i.e., BPD, mood disorders, externalizing disorders, eating disorders, trichotillomania) and problem behaviors (i.e., suicide ideation and behavior, NSSI) across several settings (i.e., outpatient, day program, inpatient, residential, correctional facility). The rationale for using DBT with these adolescents rests in the common underlying dysfunction in emotion regulation among the aforementioned disorders and problem behaviors. Thus, the theoretical underpinnings of DBT suggest that this treatment is likely to be beneficial for adolescents with a broad array of emotion regulation difficulties, particularly underregulation of emotion resulting in behavioral excess. Results from open and quasi-experimental adolescent studies are promising; however, RCTs are sorely needed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Masculinity; Behavior Disorders; Adolescents; Aggression; Social Environment; Grounded Theory; Emotional Disturbances; Guidelines; Self Concept; Victims; Prevention; Friendship; Males; Foreign Countries

Abstract:
Existing research that attempts to understand aggressive behavior often focuses on adults and/or individual traits. The present study used a Grounded Theory approach to develop a theoretical framework of how younger adolescents constructed an understanding of their own aggressive behavior within the social context of their lives. The participants were 11 adolescents (aged 12-16) who had previously been involved in incidents of aggression at a school for children with emotional and behavioral difficulties. The identified theoretical framework outlined that aggressive behavior was fundamental to an identity of toughness that participants sought to portray to others. This identity emerged in a hostile peer environment to prevent victimization and establish friendships. The findings are discussed in relation to their clinical implications, limitations, and possibilities for further research. (Contains 2 tables, 1 figure, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Child Abuse; Evidence; Addictive Behavior; Drug Abuse; Latin Americans; Foreign Countries; Marijuana; Drinking; Correlation; Prevention; Cultural Influences; College Students; Religious Factors; Emotional Disturbances; Risk

Abstract:
Objectives: Research from developed countries shows that child maltreatment increases the risk for substance use and problems. However, little evidence on this relationship is available from developing countries, and recognition of this relationship may have important implications for substance demand reduction strategies, including efforts to prevent and treat substance use and related problems. Latin America and the Caribbean is a rich and diverse region of the world with a large range of social and cultural influences. A working group constituted by the Inter-American Drug Abuse Control Commission and the Center for Addiction and Mental Health in June, 2010 identified research on this relationship as a priority area for a multinational research partnership. Methods: This paper examines the association between self-reported child maltreatment and use in the past 12 months of alcohol and cannabis in 2294 university students in seven participating universities in six participating countries: Colombia, El Salvador, Jamaica, Nicaragua, Panama and Uruguay. The research also considers the possible impact of religiosity and minimal psychological distress as factors contributing to resiliency in these samples. Results: The results showed that experience of maltreatment was associated with increased use of alcohol and cannabis. However, the effects differed depending on the type of maltreatment experienced. Higher levels of religiosity were consistently associated with lower levels of alcohol and cannabis use, but we found no evidence of an impact of minimal psychological distress on these measures. Conclusions: This preliminary study shows that the experience of maltreatment may increase the risk of alcohol and cannabis use among university students in Latin American and Caribbean countries, but that higher levels of religiosity may reduce that risk. More work to determine the nature and significance of these relationships is needed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Evidence; Outcome Measures; Emotional Disturbances; Response to Intervention; Reliability; Graduation Rate; Low Achievement; Interpersonal Relationship; Educational Legislation; Federal Legislation; Program Implementation; Learning Disabilities; Screening Tests; Outcomes of Treatment; Incidence; Rating Scales

Abstract:
Outcomes for students classified as emotionally disturbed (ED) are among the poorest for any disability group and include disturbingly low graduation rates, poor academic achievement, high rates of school suspensions and school dropouts, and chronic interpersonal problems. Additionally, these students are often underserved within the school setting with an overall prevalence rate of less than one percent. This underservice may be partially due to the definition of ED provided in the Individuals with Disabilities Education Improvement Act (IDEA, 2004), which is vague, contradictory, and redundant. Additionally, IDEA does not provide guidelines for how to assess for ED, thus, assessment procedures and prevalence rates widely differ by state. We propose the use of a Response to Intervention (RTI) model for the assessment and treatment of students with ED. Within an RTI model, students are provided evidence-based interventions implemented with integrity, and their response to these interventions is continuously monitored. This article defines RTI and describes methods of screening, assessment, treatment, and outcome evaluation for ED within the model. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Identification; Evidence; Autism; Response to Intervention; Programming; Fidelity; Family Involvement; Pervasive Developmental Disorders; Eligibility; Learning Disabilities; Emotional Disturbances; Behavior Disorders; Asperger Syndrome; Mental Retardation; Special Education

Abstract:
The Response to Intervention (RTI) framework, a preventive model of universal screening, tiered interventions, and ongoing progress monitoring, poses an interesting consideration for identification and service delivery for children with autism spectrum disorders (ASD). Upon examination of the existing literature, paucity exists regarding how RTI might guide identification and service delivery for students with ASD; however, the authors consider core tenets of RTI and how they are relevant for students with ASD given what is known about this unique population. Due to the importance of early identification and interventions for individuals with ASD, the RTI framework could be problematic if used to delay education eligibility. Thus, two routes of identification are outlined by the authors, one of which expedites evaluation based on pervasive symptomatology, while the other route uses a form of universal screening to assist in moving toward evaluation for those suspected of ASD. The use of tiered interventions for prevention or service delivery could cause potential complications given the need for early identification and individualized intensive programming. However, there is a clear match for several instructional RTI components and ASD, specifically for evidence-based interventions that are implemented with fidelity and monitored frequently, and other aspects such as family involvement, which could improve programming for students with ASD. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Intervention; Aggression; Emotional Disturbances; Interpersonal Competence; Direct Instruction; Elementary School Teachers; Elementary School Students; Psychological Patterns; Self Control; Problem Solving; Models; Program Effectiveness; Elementary School Curriculum

Abstract:
"Tools for Getting Along" is a 26-lesson curriculum designed to help upper elementary school teachers establish a positive, cooperative classroom atmosphere. Lessons are intended to reduce disruptive and aggressive behavior by helping students develop anger management skills. Students use problem-solving steps to generate, implement, and evaluate solutions to problems. The curriculum incorporates direct instruction, modeling, guided practice, independent practice, and skill generalization. The What Works Clearinghouse (WWC) identified four studies of "Tools for Getting Along" published or released between 1989 and 2012 that focus on children classified as having an emotional disturbance (or children at risk for classification). One study is within the scope of the Children Classified as Having an Emotional Disturbance review protocol but does not meet WWC evidence standards. This study was a randomized controlled trial in which differential attrition cannot be determined, and the intervention and comparison groups were not shown to be equivalent at baseline. One study is out of the scope of the Children Classified as Having an Emotional Disturbance review protocol because it does not use a sample aligned with the protocol. Two studies are out of the scope of the Children Classified as Having an Emotional Disturbance review protocol because they are not primary analyses of the effectiveness of an intervention. A glossary of terms is included. (Contains 2 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Philosophy; Democracy; Community Schools; Participative Decision Making; Elementary Schools; High Schools; Special Needs Students; Public Schools; School Culture; School Organization; Politics; School Activities; Educational Environment; Residential Schools; Meetings; Behavior Disorders; Emotional Disturbances; Antisocial Behavior; Social Behavior; Severe Disabilities; Student Participation

Abstract:
Serious re-examination of participatory traditions of democracy is long overdue. Iconically central to such traditions of democratic education is the practice of whole School Meetings. More usually associated with radical work within the private sector, School Meetings are here explored in detail through two examples from publicly funded education, (1) Epping House School, a mixed residential primary/elementary school for students with severe emotional, social and behavioural difficulties and (2) secondary/high schools within the Just Community School movement in the USA. In addition to providing richly textured accounts of the multiple realities and challenges of pioneering overtly democratic practices such as School Meetings within the publicly funded sector of education substantial attention is paid to analytic engagement with the kind of organisational structures, practices and cultures that seem to play an important role in their successful operation and development. The different phenomenological and theoretical strands weaving their way through the texture of Meeting practices also raise a number of key issues within the fields of social and political philosophy, in particular, whether School Meetings are best understood as predominantly political or communal phenomena. In gesturing towards the philosophical groundwork of a satisfactory answer I argue for the importance of the undeservedly neglected notion of democratic fellowship within the lexicon of democratic polity and aspiration. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Needs; Health Promotion; Public Health; Mental Health; Emotional Disturbances; Foreign Countries; Cognitive Development; Resilience (Psychology); Prevention; Innovation; Health Services; Therapy

Abstract:
Although the importance of healthy mental development in children and youth is not disputed, the mental health needs of far too many Canadian children are being ignored. Within the context of recent federal and provincial calls for systemic reform of the mental health care systems for children and youth, we underscore the necessity for ongoing innovation, development, education, and evaluation. This article describes our aims to establish demonstration and research sites focused on promising frameworks that draw from systems of care, public health, and resiliency approaches. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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