The special education category of emotional disturbance (ED) allows for the provision of special education services for students who struggle with mental and emotional disorders (MED). Outcome studies for ED/MED students in school and after completing compulsory education are discouraging. At the same time, the literature indicates that certain intervention efforts can be effective with this population. Why is there disparity between what is known about efficacious treatment for ED students and the dismal outcome data? This doctoral project posits that long-standing, tenacious and intangible barriers impede the diagnosis and treatment of ED students. These barriers exist in and outside of the school proper. School districts need staff on site who have a degree of expertise in mental and emotional disorders; i.e. a school staff member well versed in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). The school staff member potentially suited to fill that role is the school psychologist. The controversial and unorthodox role of DSM-expert is posited as the core role to address these barriers to ED identification and treatment. Building on this central function, the school psychologist can provide linkage for the team to the DSM-IV-TR, MED literature and between the extended team members (e.g. linking school staff, parents, and community providers). Implications for training are discussed as well.
|Advisor:||Parks, Carlton W., Jr., Nunnally, Shawn|
|School:||Alliant International University|
|Department:||Los Angeles, HSOE|
|School Location:||United States -- California|
|Source:||DAI-A 73/08(E), Dissertation Abstracts International|
|Keywords:||Diagnosis, Emotional disturbance, Mental illness in children, School psychology, Special education, Treatment|
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