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Presented at the 19th Annual Research Conference

Part 1: A National Overview of Current School-Based Mental Health Services, the Evidence Base, and Efforts to Sustain Good Practices

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Session Number: 9 Room: Salon A

Presentation Type: symposium

Chair: Krista Kutash Discussant: Krista Kutash

Synopsis: In this session nationally representative data will be presented describing the range of mental health services received by students who are classified as having emotional disturbances in school settings. There also will be a presentation of the results of a recent review of the evidence base for school-based mental health services and efforts to sustain the implementation of these services.

Date: Thursday, February 23, 2006

Session Time: 1:15 PM - 2:45 PM

Presentation Time: 1:15 PM - 2:45 PM

A National Look at the Mental Health and Support Services Provided to Children with Emotional Disturbances

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Presenting: Mary Wagner; Carl Sumi

All Authors for this paper: Mary Wagner; Carl Sumi

Presentation Type: element of symposium

Synopsis: The Office of Special Education Programs (OSEP) of the U. S. Department of Education commissioned the Special Education Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study-2 (NLTS2) to provide a national perspective on the experiences of students who receive special education services. The two studies are documenting the characteristics, experiences, and outcomes of a nationally representative sample of children in each disability category, including children with emotional disturbances. This presentation will report on the types of mental health and family support services and academic and behavioral supports provided to children with emotional disturbances.

Research Update on School Mental Health: Redefining the Boundaries

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Presenting: Kimberly Hoagwood

All Authors for this paper: Kimberly Hoagwood

Presentation Type: element of symposium

Synopsis: This presentation will review the evidence-base on effective school-based mental health programs targeting both academic and mental health improvements. It will describe findings from a recent research review of over 2,000 studies to identify effective interventions that target both mental health and educational improvements for students. Findings from this review will be described and accompanied by a discussion of issues related to sustaining positive change in schools. Discussion of empirical strategies for improving the uptake, efficiency, and effectiveness of evidence-based practices in children’s mental health systems will be described in terms of its relevance for redefining the boundaries of school mental health.