Investigated interrelationships among global self-concept, life events, positive subjective well being, negative affect, and life satisfaction in high school students (N=92). Results demonstrated that life events contributed significant variance to predictions of positive affect, negative affect, and life satisfaction, over that of global…

Study examines the reliability and validity of the Instructional Climate Survey-Form S (ICI-S), a 20-item instrument that measures school climate, administered to students (N=328) in three programs. Analysis indicates that ICI-S was best explained by one factor. Reliability coeffecients of the total score were within the acceptable range for all…

Outlines factors that have influenced the approach of fully integrating children and family services into the fabric of their community and culture. Describes how school-based mental health services provide the foundation for the actualization of the interagency systems. States that significantly better outcomes have been noted from this model…

Describes the expanded school mental health (ESMH) programs that have developed over the past decade. These programs augment existing services provided by schools and help assure that a comprehensive range of services (assessment, prevention, case management, and treatment) are available to youth in special and regular education. Shares…

Describes an integrated school-based mental health services model established in pilot schools in under-served areas of South Carolina. States the approach bridges preventive efforts across settings, and links interventions with youths and their families to changes in environments and systems. Reports that findings are supportive of a broad…

Reform efforts to improve educational quality and outcomes in public schools in the last decade have focused on improving curricula and teaching methods, with outcomes being gauged by demonstration of improved math and reading scores. This article suggests that outcomes must be assessed for improved outcomes in mental health and classroom…

While access to educational opportunities has increased, associated mental health services have lagged behind and frequently lack sufficient depth, scope, and duration. This article offers lessons for clinicians derived from recent legislative amendments and developments in the case law surrounding the Individuals with Disabilities Education Act.…

Reviews basic principles and practices of child behavioral assessment. Examines the effects of cognitive-behavioral interventions in the treatment of school refusal. Concludes that these interventions can be enhanced by a prescriptive treatment approach in which assessment information is used to tailor treatment to the specified problem of a given…

Discusses issues regarding the use of a pharmacological approach to the treatment of children with serious emotional and mental disorders that interfere with learning. Addresses the current state of psychopharmacological treatment for diagnostic entities and behavioral symptomatology. Discusses the roles of the child, family, and health and…

Explores the factor structure of the Child and Adolescent Anxiety Survey, a parent rating scale designed for use in the assessment of child and adolescent anxiety. Surveys (N=176) from parents of children in kindergarten through grade 11 were utilized. Factor analysis suggests that one second-order factor yields an internal consistency estimate of…

Examines whether subtest scatter might be an indicator of learning disabilities (LDs), psychopathology, or both in a sample of normal adolescents (N=170) using the Wechsler Intelligence Scale for Children III and the Minnesota Multiphasic Personality Inventory-Adolescent. The hypothesis that subtest scatter is associated with LDs was generally not…

Fifty-six preschoolers were placed in a high-active or comparison group based on a preschool rating scale. Individual types of behavior that differentiated between groups and an interaction of group with setting indicated that comparison preschoolers modulated changing activities during play and TV, whereas preschoolers with hyperactivity…

Practicing school psychologists (N=400) were surveyed regarding their experiences with and views of the due-process-hearing system. Thirty-eight percent reported that they had been called upon to testify, that they had spent an average of approximately one hour on the stand and an average of 7.5 hours in preparation, and the most common issues on…

Examines the effect of the kindergarten experience on self-perceptions of African-American and White students (N=209) as they progressed through their kindergarten year. Results indicate that the kindergarten experience had an equalizing effect on the self-perceptions of African-American and White children, although self-perception of cognitive…

Provides information on the time-out research in hopes of enabling school psychologists to use, and train others to use, time-out more effectively when indicated by the data from a behavioral or functional assessment. The guide may also serve as a heuristic for those wishing to conduct research on the use of time-out in the classroom. (Author/MKA)