Healthy mental, emotional, and behavioral (MEB) development is a critical foundation for a productive adulthood. Much is known about strategies to support families and communities in strengthening the MEB development of children and youth, by promoting healthy development and also by preventing and mitigating disorder, so that young people reach adulthood ready to thrive and contribute to society. Over the last decade, a growing body of research has significantly strengthened understanding of healthy MEB development and the factors that influence it, as well as how it can be fostered. Yet, the United States has not taken full advantage of this growing knowledge base. Ten years later, the nation still is not effectively mitigating risks for poor MEB health outcomes; these risks remain prevalent, and available data show no significant reductions in their prevalence. Fostering Healthy Mental, Emotional, and Behavioral Development in Children and Youth: A National Agenda examines the gap between current research and achievable national goals for the next ten years. This report identifies the complexities of childhood influences and highlights the need for a tailored approach when implementing new policies and practices. This report provides a framework for a cohesive, multidisciplinary national approach to improving MEB health.

This book is intended to provide an information base for policy and program planners developing collaborative interagency programs for children and youth with emotional and behavioral disorders (EBD). Its focus is on the multiagency planning and services required by such children and their families. Guidelines for program development are presented as well as program models, research data, and suggested resources. Chapter 1 presents a rationale for interagency services to EBD children and youth based on child and family demographics and the history of interagency services to this popoulation. In chapter 2 the EBD population is described in terms of their behavioral characteristics and the definitions used by various agencies and professional disciplines. Chapter 3 presents information regarding legislation, litigation, funding mechanisms, and advocacy issues affecting interagency collaboration. Chapter 4 describes the most prevalent conceptual models embraced by professionals who provide mental health and education services to EBD children and youth. Implementation strategies and issues are discussed in chapter 5, and the desired outcome and benefits of collaborative programs are highlighted in chapter 6. Chapter 7 contains descriptions of several existing models of interagency service delivery. Conclusions and recommendations are provided in chapter 8. Seven extensive appendices include: a Kentucky legislative bill; a list of 111 interagency resources; and various sample agreements, forms, annual reports, and models from Kentucky, Alaska, and California. (99 references) (DB)

It is becoming recognized that the multiple and complex problems of children with emotional and behavioral problems and their families exceed the capacity of any single service system. Emerging School-Based Approaches for Children With Emotional and Behavioral Problems presents educators and social service practitioners with innovative programs and practices for these children while in school with emphasis on inter-service collaboration. The book fulfills a growing need for an organized discussion of how the integrated service paradigm can be applied in the context of school settings. Special consideration is given to the issues and problems that are idiosyncratic to schools as institutions. Emerging School-Based Approaches for Children With Emotional and Behavioral Problems shows school administrators, teachers, and child service providers conceptual, practice, and research aspects of integrated service programs in school settings. Professionals gain insight for planning organizational change as prominent experts and practitioners share their work across a range of issues and geographic sites. They explore these topics: systems of care for children and families schools as health delivery sites parent involvement for students with emotional and behavioral disorders program planning and evaluation planned organizational changeChapters provide readers with general information about the features of an integrated approach, provide practical examples of exemplary programs, and consider organizational change issues that can facilitate or impede movement toward a more collaborative approach. Programs presented focus on the development of more broad-based community services, less restrictive child placement, prevention of hospitalization and out-of-home placement, interagency collaboration, flexible and individualized services, and cost containment and efficiency. The integrated service movement in children’s services holds much promise as a means to create more comprehensive and coordinated school-based systems of care for children and families. Special education teachers and administrators, school and child clinical psychologists, and school counselors will find Emerging School-Based Approaches for Children With Emotional and Behavioral Problems fundamental to their understanding of the integrated systems approach and a helpful guide as they undergo their own organizational changes.

Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.

Integrated care incorporates behavioral and physical health services into primary care and specialty medical environments. These models of care are patient-centered. population focused, and delivered by a multidisciplinary team of medical professionals. This book is practical, office-based, comfortably accessible, and intended for mental health professionals, primary care and medical specialists, and professional health students, residents, and other professionals working in integrated care environments.

This media update edition has been updated to include icons throughout linking the book to the new accompanying interactive eBook version. The book provides a highly readable and research-based introduction to special education.

Children and Youth with Emotional and Behavioral Disorders looks at the field of special education with regard to students with emotional and behavioral disorders. Specifically, it reflects on some of the important events and people that have shaped the field of special education. This book not only recalls prominent events and individuals, it also seeks to draw reasonable connections from past to present and to highlight how succeeding generations of special educators used, or failed to use, the insights of those who struggled earlier with the same or similar issues. Today's circumstances and views about special education are grounded in the past. For this reason, we must examine what has transpired in the past. Trying to understand as objectively as possible what has happened in past decades and centuries will help us better ask questions and construct better answers, not only to current issues but also those issues and problems the future will bring. If you work with children who have emotional or behavioral disorders, you'll appreciate greatly the contents of this important.