New Developments in Services Delivery Research for Children, Adolescents, and Their Families

Pumariega, Andrés J.; Glover, Saundra H.

doi:10.1007/978-1-4757-9038-2_9

Cited by 13 publications

(12 citation statements)

References 86 publications

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“…Finally, it is important to note that another important-but frequently neglected-aspect of providing hospital treatment to antisocial youth is the need for the provision of aftercare services [41]. Ideally, such services should include a wide array of community-based family outreach and support.…”

Section: Discussionmentioning

confidence: 99%

Relation of Callous-Unemotional Traits to Length of Stay Among Youth Hospitalized at a State Psychiatric Inpatient Facility

Stellwagen

Kerig

2009

Child Psychiatry Hum Dev

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We examined the association of callous-unemotional (C/U) traits with length of psychiatric hospitalization among two samples each with 50 participants: a group of 7-11 year-olds (39 males and 11 females) receiving services on a children's unit, and a group of 12-17 year-olds (27 males and 23 females) receiving services on an adolescent unit. Our analyses focused on the additionally predictive value of C/U traits above and beyond the influence of pre-established risk factors for length of stay, including age, gender, ethnicity, overall levels of functioning and psychopathology, and the diagnosis of a Conduct Disorder or Oppositional Defiant Disorder. In both samples, hierarchic regression analyses indicated that C/U traits were associated with longer lengths of stay, whereas none of the previously identified risk factors were significant. The discussion of these results focuses on the importance of developing non-coercive and non-confrontational therapeutic treatment regimens for youth with C/U traits receiving inpatient psychiatric services.

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Section: Discussionmentioning

confidence: 99%

Relation of Callous-Unemotional Traits to Length of Stay Among Youth Hospitalized at a State Psychiatric Inpatient Facility

Stellwagen

Kerig

2009

Child Psychiatry Hum Dev

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“…Children and adolescents with ED usually receive services in more restrictive and out-of-home settings when compared to other disability categories. Comprehensive school-based mental health service delivery reduces the need for more restrictive (and more costly) placements, thereby facilitating a decrease in financial costs (Pumariega & Glover, 1998). Minimizing the need for more restrictive placements also results in fewer separations of these children from their families, friends, and communities.…”

Section: Reduction In the Cost Of Mental Health Servicesmentioning

confidence: 92%

“…The school-based mental health model advocates for the development of a wide variety of services to be made available to students, emphasizing primary prevention (universal) efforts geared toward the entire student body and secondary prevention (selective) programs targeting subgroups of students who are considered to be "at risk." Comprehensive school-based mental health programs have been shown to be effective in identifying at-risk students much earlier in their developmental course and improving the academic performance of students (e.g., Dryfoos, 1995), as well as reducing externalizing and internalizing behaviors, school absenteeism, and school drop out (Pumariega & Glover, 1998).…”

Section: Reduction In the Cost Of Mental Health Servicesmentioning

confidence: 99%

Shifting from categories to services: Comprehensive school‐based mental health for children with emotional disturbance and social maladjustment

Heathfield

Clark

2004

Psychology in the Schools

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To meet the present and future educational and mental health needs of our nation's youth, current models of mental health service delivery need to be reformed. Any more time spent arguing the differences between categories such as Emotional Disturbance (ED) and Social Maladjustment (SM) will only delay much needed services and deplete our already limited resources. Children's mental health needs are not being met in the current model of service delivery. It is proposed that school psychology facilitate the move toward a comprehensive school-based mental health service model. This type of model is consistent with many of the 2002 Futures of School Psychology Conference goals. This model also recognizes the importance of children's social-emotional functioning in that positive mental health directly impacts the learning potential of children. Additionally, the comprehensive school-based mental health service model emphasizes the importance of prevention and early intervention. These proactive strategies are desperately needed to more effectively meet the rising numbers of youth with mental health needs. By focusing on preventing emotional and behavioral disorders and intervening early at the onset of symptoms, students will no longer have to wait until they are classified as ED or SM to receive much needed services. School psychology can play a pivotal role in the reform efforts toward a comprehensive school-based mental health service model that promotes positive mental health in all children.

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“…This often resulted in prolonged lengths of stay (Blanz & Schmidt, 2000). Economic pressures, managed behavioral healthcare, and an increased demand for these specialized services (Pumariega & Glover, 1998) have shifted the focus of hospitalization from long-term treatment to brief crisis intervention and assessment. It has been suggested that inpatient services be reserved for those youth with the most severe, acute, and complex needs (Bloom, 2000).…”

Section: Introductionmentioning

confidence: 99%

An Outcome Evaluation of an Inpatient Crisis Stabilization and Assessment Program for Youth

Greenham

Bisnaire²

2008

Residential Treatment for Children & Youth

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Objective: To describe characteristics and outcomes of youth aged 7 to 17 who received inpatient psychiatric and mental health services along different clinical pathways of a new service delivery model. Method: Participants included 211 admissions to an inpatient crisis stabilization and assessment program over a one-year period. Standardized measures of emotional and behavioral functioning were administered as part of routine patient care. Results: Data from multiple sources indicate that youth presented with an appropriately acute and complex level of risk, with predominantly internalizing symptoms. Unique profiles of needs were identified according to services received. Length of stay was consistent with the model of care and differed for youth receiving only crisis (4 days) versus crisis plus assessment services (13 days).transitional care had longer length of stay for crisis/assessment services (19 days). Outcome data indicated a significant reduction in risk acuity at discharge or transfer for most youth; those referred to transitional care continued to have significant internalizing symptoms, including suicide risk. Conclusions: Evaluation data inform daily clinical practice, are consistent with the model of care, and provide an evidence-based approach to inpatient psychiatric services that allows for ongoing assessment of the quality of these services provided to youth and their families.

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New Developments in Services Delivery Research for Children, Adolescents, and Their Families

Cited by 13 publications

References 86 publications

Relation of Callous-Unemotional Traits to Length of Stay Among Youth Hospitalized at a State Psychiatric Inpatient Facility

Relation of Callous-Unemotional Traits to Length of Stay Among Youth Hospitalized at a State Psychiatric Inpatient Facility

Shifting from categories to services: Comprehensive school‐based mental health for children with emotional disturbance and social maladjustment

An Outcome Evaluation of an Inpatient Crisis Stabilization and Assessment Program for Youth

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