Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Emotional and Behavioral Disorders
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Rosenblatt, J. A.
Right arrow Articles by Rosenblatt, A.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Youth Functional Status and Academic Achievement in Collaborative Mental Health and Education Programs:Two California Care Systems

Jennifer A. Rosenblatt

University of California, San Francisco, in the Department of Psychiatry, jennyr{at}itsa.ucsf.edu

Abram Rosenblatt

University of California, San Francisco

This article describes the educational and functional status of youth served in joint education and mental health programs nested within two counties implementing the California System of Care Model for youth with severe emotional disturbance. The goals of the study were to (a) describe the demographic, educational, and clinical characteristics of youth served in education/mental health programs; (b) understand the relationship between functional status and academic achievement of these youth; and (c) compare these youth with matched peers involved in the broader system of care. Children and adolescents in the education/mental health programs were primarily Anglo-American boys with low academic achievement and high levels of functional impairment. Functional status and academic achievement were not related. Youth served in the specialized programs were more functionally impaired than youth served in the broader care system. This study provides evidence that youth served in education/mental health programs have the types of multisystem needs that may warrant multiagency collaboration and services.

Journal of Emotional and Behavioral Disorders, Vol. 7, No. 1, 21-30 (1999)
DOI: 10.1177/106342669900700103
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Education and Urban SocietyHome page
N. Madyun and M. Lee
Community Influences on E/BD Student Achievement
Education and Urban Society, March 1, 2008; 40(3): 307 - 328.
[Abstract] [PDF]

Home page
 Journal of Special EducationHome page
R. Reid, J. E. Gonzalez, P. D. Nordness, A. Trout, and M. H. Epstein
A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance
Journal of Special Education, November 1, 2004; 38(3): 130 - 143.
[Abstract] [PDF]

Home page
 Journal of Emotional and Behavioral DisordersHome page
E. W. Holden, R. M. Friedman, and R. L. Santiago
Overview of the National Evaluation of the Comprehensive Community Mental Health Services for Children and Their Families Program
Journal of Emotional and Behavioral Disorders, January 1, 2001; 9(1): 4 - 12.
[Abstract] [PDF]