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Behavioral Consultation and Therapy

The book is written for individuals interested in procedures for increasing consultation skills to assist parents, teachers, and other socialization agents to solve mental health and educational problems of children and youths.

Bergan, J. R., & Kratochwill, T. R. (1990). Applied clinical psychology. Behavioral consultation and therapy. New York, NY, US: Plenum Press.

 

Handbook of research in emotional and behavioral disorders

This book brings together 70 top researchers and scholars in the field to address the major foundational, assessment, characteristics, intervention, and methodological issues facing the field of emotional and behavioral disorders (EBD) of children and adolescents

Rutherford, R. B., Quinn, M. M., & Mathur, S. R. (Eds.). (2004). Handbook of research in emotional and behavioral disorders. New York: Guilford Press.

Evaluation in clinical practice: Clinically sensitive and systematic methods of treatment delivery

 The present paper makes the case for systematic assessment and evaluation in clinical practice. The purpose of systematic evaluation is to enhance client care and to improve the basis for drawing inferences about treatment and therapeutic change.

Kazdin, A. E. (1993). Evaluation in clinical practice: Clinically sensitive and systematic methods of treatment delivery. Behavior Therapy24(1), 11-45.

A National Survey of Practicing Psychologists' Attitudes Toward Psychotherapy Treatment Manuals

The purpose of the present study was to survey a large national sample of practitioners regarding their attitudes and beliefs about the role of psychotherapy treatment manuals in clinical practice.

Addis, M. E., & Krasnow, A. D. (2000). A national survey of practicing psychologists' attitudes toward psychotherapy treatment manuals. Journal of consulting and clinical psychology68(2), 331.

Reframing mental health in schools and expanding school reform

Explored in this article are (a) the long-standing relation between mental health and schools, (b) the current status of mental health programs and services in schools, (c) efforts to establish school-community collaboration, and (d) work related to reframing the approach to mental health in schools.

Adelman, H. S., & Taylor, L. (1998). Reframing mental health in schools and expanding school reform. Educational Psychologist33(4), 135-152.

Mental health in schools and system restructuring.

 This review (a) provides an overview of what schools currently do related to mental health and psychosocial concerns, (b) clarifies key emerging trends, and (c) explores implications for major systemic changes.

Adelman, H. S., & Taylor, L. (1999). Mental health in schools and system restructuring. Clinical Psychology Review19(2), 137-163.

Functional Family Therapy.

The functional family therapy approach described in this book, a synthesis of interpersonal, behavioral, and systems orientations, represents a new evolutionary step in the treatment of families. The goal of this book is to provide a clear description of the procedures and structure necessary for the successful practice of family therapy. 

Alexander, J., & Parsons, B. V. (1982). Functional family therapy. Monterey, CA, US: Brooks/Cole Publishing Company.

Best Practices in the Supervision of School Psychological Services.

This document contains 13 articles concerned with the best practices in the supervision of school psychological services. 

Allison, R. (2002). Best practices in supervision of school psychology staff. Best practices in school psychology IV, 115-130.

How the Quality of School Lunch Affects Students' Academic Performance

This article discuss about study that measures the effect of offering healthier public school lunches on end of year academic test scores for public school students in California. This study focus on school-specific differences in lunch quality over-time. The study shows increasing the nutritional quality of school meals appears to be promising, cost-effective way to improve student learning. 

Anderson. M. L., Gallagher, J., Ritchie. E. R. (2017). How the Quality of School Lunch Affects Students' Academic Performance.  Brookings Institution. Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2017/05/03/how-the-quality-of-school-lunch-affects-students-academic-performance/

Client satisfaction, clinical significance, and meaningful change in psychotherapy.

Evaluated the use of the N. S. Jacobson et al (see record 1985-00073-001) criteria for clinical significance in psychotherapy data analysis.

Ankuta, G. Y., & Abeles, N. (1993). Client satisfaction, clinical significance, and meaningful change in psychotherapy. Professional Psychology: Research and Practice, 24(1), 70-74.

Treatment alternatives for Attention-Deficit/ Hyperactivity Disorder (ADHD)

Objective: To review alternative treatments (Tx) of Attention-Deficit/Hyperactivity Disorder (ADHD)those other than psychoactive medication and behavioral/psychosocial Tx-for the November, 1998 National Institute of Health (NIH) Consensus Development Conference on ADHD.

Arnold, L. E. (1999). Treatment alternatives for attention-deficit! hyperactivity disorder (ADHD). Journal of attention disorders3(1), 30-48.

Toward A New Model for Promoting Urban Children's Mental Health: Accessible, Effective, and Sustainable School-Based Mental Health Services.

A program of research related to school-based models for urban children's mental health is described, with a particular focus on improving access to services, promoting children's functioning, and providing for program sustainability.

Atkins, M. S., Graczyk, P. A., Frazier, S. L., & Abdul-Adil, J. (2003). Toward A New Model for Promoting Urban Children's Mental Health: Accessible, Effective, and Sustainable School-Based Mental Health Services. School Psychology Review32(4).

An ecological model for school-based mental health services for urban low-income aggressive children

An ecological model for school-based mental health services that targets urban low-income aggressive children—a highly vulnerable and underserved population—is presented.

Atkins, M. S., McKay, M. M., Arvanitis, P., London, L., Madison, S., Costigan, C., ... & Bennett, D. (1998). An ecological model for school-based mental health services for urban low-income aggressive children. The Journal of Behavioral Health Services & Research25(1), 64-75.

Synthesis of behavioral science learnings about technology transfer

This chapter reviews a set of behavioral science findings derived from the November 1993 NIDA Technical Review, “Reviewing the Behavioral Science Knowledge Base on Technology Transfer.” This is not intended to be a complete recapitulation of the arguments and conclusions drawn by the authors of the 14 papers presented in this monograph.

Backer, T. E., & David, S. L. (1995). Synthesis of behavioral science learnings about technology transfer. NIDA research monograph155, 262-279.

Psychological Interventions in the Era of Managed Competition

This article reviews evidence suggesting that psychological interventions from a variety of theoretical perspectives have demonstrated effectiveness for a wide range of disorders—either alone or, in some cases, in combination with medications.

Barlow, D. H. (1994). Psychological interventions in the era of managed competition. Clinical Psychology: Science and Practice1(2), 109-122.

Establishing Specificity in Psychotherapy: A Meta-Analysis of Structural Equivalence of Placebo Controls

s. In this study, the authors used meta-analytic procedures to test one possible factor contributing to the attenuation of effects: structural inequalities between placebo and active treatments.

Baskin, T. W., Tierney, S. C., Minami, T., & Wampold, B. E. (2003). Establishing specificity in psychotherapy: a meta-analysis of structural equivalence of placebo controls. Journal of consulting and clinical psychology71(6), 973.

Disseminating Innovations in Health Care

This article examines the theory and research on the dissemination of innovations and suggests applications of that theory to health care.

Berwick, D. M. (2003). Disseminating innovations in health care. Jama289(15), 1969-1975.

A continuum of care: More is not always better.

This article describes an $80-million project designed to test whether a continuum of mental health and substance abuse services for children and adolescents is more cost-effective than services delivered in the more typical fragmented system. 

Bickman, L. (1996). A continuum of care: More is not always better. American Psychologist51(7), 689.

Practice makes perfect and other myths about mental health services.

After reviewing relevant scientific literature, the author concludes that these are myths with little or no evidence to support them. The author suggests 4 ways to improve the quality and effectiveness of services.

Bickman, L. (1999). Practice makes perfect and other myths about mental health services. American Psychologist54(11), 965.

The Fort Bragg continuum of care for children and adolescents: Mental health outcomes over 5 years.

The present study considered outcomes at 5-year follow-up to examine long-term effects from the continuum of care. 

Bickman, L., Lambert, E. W., Andrade, A. R., & Penaloza, R. V. (2000). The Fort Bragg continuum of care for children and adolescents: mental health outcomes over 5 years. Journal of consulting and clinical psychology68(4), 710.

Long-term effects of a system of care on children and adolescents

This study evaluates an exemplary system of care designed to provide comprehensive mental health services to children and adolescents

Bickman, L., Noser, K., & Summerfelt, W. T. (1999). Long-term effects of a system of care on children and adolescents. The journal of behavioral health services & research26(2), 185-202.

Comparative outcomes of emotionally disturbed children and adolescents in a system of services and usual care.

This study compared 6-month functional and symptom outcomes of children and adolescents with serious emotional disturbance who received services in an exemplary system of care with outcomes of children who received traditional care. 

Bickman, L., Summerfelt, W. T., & Noser, K. (1997). Comparative outcomes of emotionally disturbed children and adolescents in a system of services and usual care. Psychiatric Services.

Measurement of Fidelity in Psychiatric Rehabilitation

This paper review the promise of fidelity measures for advancing the research and practice of one area of mental health services, namely, psychiatric rehabilitation. This paper also provide a historical context for the development of fidelity measurement.

Bond, G. R., Evans, L., Salyers, M. P., Williams, J., & Kim, H. W. (2000). Measurement of fidelity in psychiatric rehabilitation. Mental health services research2(2), 75-87.

Long-term Follow-up Results of a. Randomized Drug Abuse Prevention Trial in a White Middle-class Population

evaluate the long-term efficacy of a school-based approach to drug abuse prevention.

Botvin, G. J., Baker, E., Dusenbury, L., Botvin, E. M., & Diaz, T. (1995). Long-term follow-up results of a randomized drug abuse prevention trial in a white middle-class population. Jama273(14), 1106-1112.

Preventing adolescent drug abuse through a multimodal cognitive-behavioral approach: Results of a 3-year study.

Students (N = 4,466) attending 56 schools in New York State were involved in a 3-year study testing the effectiveness of a cognitive-behavioral approach to substance abuse prevention.

Botvin, G. J., Baker, E., Dusenbury, L., Tortu, S., & Botvin, E. M. (1990). Preventing adolescent drug abuse through a multimodal cognitive-behavioral approach: results of a 3-year study. Journal of consulting and clinical psychology58(4), 437.

Mental Health and Social Services: Results from the School Health Policies and Programs Study 2000

This article describes the characteristics of school mental health and social services in the United States, including state‐ and district‐level policies and school practices.

Brener, N. D., Martindale, J., & Weist, M. D. (2001). Mental health and social services: Results from the School Health Policies and Programs Study 2000. Journal of School Health71(7), 305-312.

Reducing Impediments to Technology Transfer in Drug Abuse Programming

This chapter will address the issues for research utilization that have been described in the literature and speak to their application to the field of drug abuse service delivery. I

Brown, B. S. (1995). Reducing impediments to technology transfer in drug abuse programming. NIDA research monograph155, 169-185.

Children's Mental Health Service Use Across Service Sectors

This DataWatch explores the roles of human service sectors (mental health, education, health, child welfare, and juvenile justice) in providing mental health services for children.

Burns, B. J., Costello, E. J., Angold, A., Tweed, D., Stangl, D., Farmer, E. M., & Erkanli, A. (1995). Children's mental health service use across service sectors. Health affairs14(3), 147-159.

A randomized trial of case management for youths with serious emotional disturbance

Reports on a randomized trial of case management carried out in conjunction with the Robert Wood Johnson Foundation's Mental Health Services Program for Youth in North Carolina (RWJ MHSPY). 

Burns, B. J., Farmer, E. M., Angold, A., Costello, E. J., & Behar, L. (1996). A randomized trial of case management for youths with serious emotional disturbance. Journal of Clinical Child Psychology25(4), 476-486.

Effective Treatment for Mental Disorders in Children and Adolescents

As pressure increases for the demonstration of effective treatment for children with mental disorders, it is essential that the field has an understanding of the evidence base. To address this aim, the authors searched the published literature for effective interventions for children and adolescents and organized this review

Burns, B. J., Hoagwood, K., & Mrazek, P. J. (1999). Effective treatment for mental disorders in children and adolescents. Clinical child and family psychology review2(4), 199-254.

The Vanderbilt School-Based Counseling Program: An Interagency, Primary-Care Model Of Mental Health Services

In this report, the rationale, development, implementation, and evaluation of a school-based mental health services program for high-risk children with serious emotional and behavioral problems is described.

Catron, T., & Weiss, B. (1994). The Vanderbilt school-based counseling program: An interagency, primary-care model of mental health services. Journal of Emotional and Behavioral Disorders2(4), 247-253.

Defining empirically supported therapies.

A scheme is proposed for determining when a psychological treatment for a specific problem or disorder may be considered to be established in efficacy or to be possibly efficacious.

Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of consulting and clinical psychology66(1), 7.

Toward Large-Scale Implementation of Empirically Supported Treatments for Children: A Review and Observations by the Hawaii Empirical Basis to Services Task Force

This article details the context and findings of a review conducted by a state-established panel established to examine the efficacy and effectiveness of child treatments for Anxiety Disorders, Depression, Attention Deficit Hyperactivity Disorder, Conduct and Oppositional Disorders, and Autistic Disorder

Chorpita, B. F., Yim, L. M., Donkervoet, J. C., Arensdorf, A., Amundsen, M. J., McGee, C., ... & Morelli, P. (2002). Toward large‐scale implementation of empirically supported treatments for children: A review and observations by the Hawaii Empirical Basis to Services Task Force. Clinical Psychology: Science and Practice9(2), 165-190.

School-based primary prevention of depressive symptomatology in adolescents: Findings from two studies

Two school-based primary prevention interventions for adolescent depressive symptomatology and disorder were examined in separate studies with high school samples of 9th and 10th-grade adolescents.

Clarke, G. N., Hawkins, W., Murphy, M., & Sheeber, L. (1993). School-based primary prevention of depressive symptomatology in adolescents: Findings from two studies. Journal of Adolescent Research8(2), 183-204.

Discussion Sections in Reports of Controlled Trials Published in General Medical Journals: Islands in Search of Continents?

This Section of reports aim to assess the extent to which reports of RTCs published in 5 general medical journal have discussed new results in light of all of available evidence.

Clarke, M., & Chalmers, I. (1998). Discussion sections in reports of controlled trials published in general medical journals: islands in search of continents?. Jama280(3), 280-282.

Combining evidence-based practice with stakeholder consensus to enhance pychosocial rehabilitation services in the Texas benefit design initiative.

This article describes the use of evidence-based practice along with a multi-stakeholder 
consensus process to design the psychosocial rehabilitation components in a benefit 
package of publicly funded mental health services in Texas.

 

Cook, J. A., Toprac, M., & Shore, S. E. (2004). Combining evidence-based practice with stakeholder consensus to enhance psychosocial rehabilitation services in the Texas benefit design initiative. Psychiatric Rehabilitation Journal27(4), 307.

Identification and Placement of Students with Serious Emotional Disturbance. Part II: National and State Trends in the Implementation of LRE

An analysis of national and state placement patterns of students with serious emotional disturbance (SED) between 1988 and 1991 is reported. Relationships among state rates of placement across placement options and several economic and demographic variables also are examined.

Coutinho, M. J., & Oswald, D. (1996). Identification and placement of students with serious emotional disturbance. Part II: National and state trends in the implementation of LRE. Journal of Emotional and Behavioral Disorders4(1), 40-52.

The two disciplines of scientific psychology.

Cronbach discuss the past and future place within psychology of two historic streams of method, thought, and affiliation which run through the last century of our science. One stream is experimental psychology; the other, correlational psychology. 

Cronbach, L. J. (1957). The two disciplines of scientific psychology. American psychologist12(11), 671.

Child and Adolescent Mental Health Performance Standards State of Hawaii

The General Performance Standards are requirements for all Child and Adolescent Mental Health Division (CAMHD) services, and apply to each of the specific services. They are set forth to guide effective practices in the delivery of behavioral health supports and services for eligible youth in the State of Hawai’i.

Department of Health Child & Adolescent Mental Health Division (2012). Child and Adolescent Mental Health Performance Standards. Hawaii: Clinical Service Office and Performance Manage Office, Department of Health State of Hawaii

How does cognitive therapy work? Cognitive change and symptom change in cognitive therapy and pharmacotherapy for depression.

The effects of changes in depression-relevant cognition were examined in relation to subsequent change in depressive symptoms for outpatients with major depressive disorder randomly assigned to cognitive therapy (COT; n = 32) vs those assigned to pharmacotherapy only (NoCT; n = 32). 

DeRubeis, R. J., Evans, M. D., Hollon, S. D., Garvey, M. J., Grove, W. M., & Tuason, V. B. (1990). How does cognitive therapy work? Cognitive change and symptom change in cognitive therapy and pharmacotherapy for depression. Journal of Consulting and Clinical Psychology, 58(6), 862-869.

Evidence-based mental health practice: A textbook.

This comprehensive textbook is an essential primer for all practitioners and students who are grappling with the new age of evidence-based practice. The contributors explore some of the complex challenges in implementing EBPs, and highlight the meaningful opportunities that are inherent in this paradigm shift.

Drake, R. E., Merrens, M. R., & Lynde, D. W. (Eds.). (2005). A Norton professional book. Evidence-based mental health practice: A textbook. New York, NY, US: W W Norton & Co.

Fundamental Principles of Evidence-based Medicine Applied to Mental Health Care

The purpose of evidence-based medicine (EBM) is to enable patients-- through the process of collaboration with their health care providers--to take advantage of the best available scientific evidence when they are making health care decisions.

Drake, R. E., Rosenberg, S. D., Teague, G. B., Bartels, S. J., & Torrey, W. C. (2003). Fundamental principles of evidence-based medicine applied to mental health care. Psychiatric Clinics of North America.

Methods for the Economic Evaluation of Health Care Programmes

The book discusses the analytical and policy challenges that face health systems in seeking to allocate resources efficiently and fairly. New chapters include 'Principles of economic evaluation' and 'Making decisions in healthcare'.

Drummond, M. F., Sculpher, M. J., Claxton, K., Stoddart, G. L., & Torrance, G. W. (2015). Methods for the economic evaluation of health care programmes. Oxford university press.

Choice making to promote adaptive behavior for students with emotional and behavioral challenges

Two analyses investigated the effects of choice making on the responding of elementary school students with emotional and behavioral challenges. 

Dunlap, G., DePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R., & Gomez, A. (1994). Choice making to promote adaptive behavior for students with emotional and behavioral challenges. Journal of Applied Behavior Analysis27(3), 505-518.

Reaching America’s health potential: A state-by-state look at adult health

This chartbook—which is a companion piece to a chartbook on child health released in October 2008—provides state and national data on an important and widely-used measure of health: self-reported adult health status.

Egerter, S., Braveman, P., Cubbin, C., Dekker, M., Sadegh-Nobari, T., & An, J. (2009). Reaching America’s health potential: a state-by-state look at adult health. Princeton, NJ: Robert Wood Johnson Foundation Commission to Build a Healthier America.

California's Anti-Vaxxers Grow More Aggressive as They're Challenged

The opinion article discuss about anti-vaxxers activist grow more aggressive while more study and evidence show how vaccination is important. The author suggest that the Lawmakers must stand up to the anti-vaccination crowd, a very small minority according to every poll. 

Elias, T.D, (2019). California's Anti-Vaxxers Grow More Aggressive as They're Challenged. Los Angeles Daily News. Retrieved from https://www.dailynews.com/2019/04/19/californias-anti-vaxxers-grow-more-aggressive-as-theyre-challenged/

Outcomes for children and youth with emotional and behavioral disorders and their families : programs and evaluation best practices

Presents some of the current best practices in services for children and their families, as well as in the research and evaluation of these services. 

Epstein, M. H., Kutash, K. E., & Duchnowski, A. E. (1998). Outcomes for children and youth with emotional and behavioral disorders and their families: Programs and evaluation best practices. Pro-Ed.

Randomized controlled trials in evidence-based mental health care: Getting the right answer to the right question

The purpose of clinical research is to answer this question: Would a new treatment, when added to the existing range of treatment options available in practice, help patients?

Essock, S. M., Drake, R. E., Frank, R. G., & McGuire, T. G. (2003). Randomized controlled trials in evidence-based mental health care: getting the right answer to the right question. Schizophrenia Bulletin29(1), 115-123.

Creating change in mental health organizations

Creating Change in Mental Health Organizations discusses the findings of the experiment designed to identify the parameters of social change in mental health organizations.

Fairweather, G. W., Sanders, D. H., & Tornatzky, L. G. (1974). Creating change in mental health organizations (Vol. 42). New York: Pergamon.

Forging Strategic Partnerships to Advance Mental Health Science and Practice for Vulnerable Children

The purpose of this article is to present a conceptual framework for advancing mental health science and practice for vulnerable children that is in accord with the Surgeon General’s priorities for change. 

Fantuzzo, J., McWayne, C., & Bulotsky, R. (2003). Forging strategic partnerships to advance mental health science and practice for vulnerable children. School Psychology Review32(1), 17-37.

The St. Louis conundrum: The effective treatment of antisocial youths

This book analyzes the findings of a treatment program which integrated antisocial and delinquent youths into prosocial peer groups in a suburban community center in St. Louis.

Feldman, R. A., Caplinger, T. E., & Wodarski, J. S. (1983). The St. Louis conundrum: The effective treatment of antisocial youths. Englewood Cliffs, NJ: Prentice-Hall.

Improving the Quality of Health Care in the United Kingdom and the United States: A Framework for Change

Fueled by public incidents and growing evidence of deficiencies in care, concern over the quality and outcomes of care has increased in both the United Kingdom and the United States. Both countries have launched a number of initiatives to deal with these issues. 

Ferlie, E. B., & Shortell, S. M. (2001). Improving the quality of health care in the United Kingdom and the United States: a framework for change. The Milbank Quarterly79(2), 281-315.

Efficacy and Effectiveness Trials (and Other Phases of Research) in the Development of Health Promotion Programs

The concepts of efficacy and effectiveness are examined from the viewpoints of the traditions and philosophies of health-care research and social program evaluation. 

Flay, B. R. (1986). Efficacy and effectiveness trials (and other phases of research) in the development of health promotion programs. Preventive medicine15(5), 451-474.

What works for whom?: a critical review of treatments for children and adolescents

The standard reference in the field, this acclaimed work synthesizes findings from hundreds of carefully selected studies of mental health treatments for children and adolescents.

Fonagy, P., Cottrell, D., Phillips, J., Bevington, D., Glaser, D., & Allison, E. (2014). What works for whom?: a critical review of treatments for children and adolescents. Guilford Publications.

Early detection and prevention of emotional or behavioral disorders: Developmental aspects of systems of care

Use of early detection and ongoing assessment of response as a basis for more focused intervention is described. Primary and secondary prevention issues also are discussed in relation to this approach.

Forness, S. R., Kavale, K. A., MacMillan, D. L., Asarnow, J. R., & Duncan, B. B. (1996). Early detection and prevention of emotional or behavioral disorders: Developmental aspects of systems of care. Behavioral Disorders21(3), 226-240.

Why don't we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transition.

In this article, recommendations are offered to help close the gap between efficacy and effectiveness research and to guide evaluation and possible adoption of new programs. This article focus on another reason for the slow and incomplete translation of research findings into practice: the logic and assumptions behind the design of efficacy and effectiveness research trials.

Glasgow, R. E., Lichtenstein, E., & Marcus, A. C. (2003). Why don’t we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transition. American journal of public health93(8), 1261-1267.

Race and sex differences in the prediction of drug use.

This article assesses these differences using data from 981 Black and White male and female adolescents and latent variable structural equations techniques. 

Gottfredson, D. C., & Koper, C. S. (1996). Race and sex differences in the prediction of drug use. Journal of Consulting and Clinical Psychology, 64(2), 305-313.

Race and sex differences in the measurement of risk for drug use

The study uses data from 2018 Black and White males and females and latent-variable structural equations techniques to examine group differences in the measurement of risk factors for substance use.

Gottfredson, D. C., & Koper, C. S. (1997). Race and sex differences in the measurement of risk for drug use. Journal of Quantitative Criminology13(3), 325-347.

The Prevention of Mental Disorders in School-Aged Children: Current State of the Field

In this review, the authors identify and describe 34 universal and targeted interventions that have demonstrated positive outcomes under rigorous evaluation. 

Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention & treatment4(1), 1a.

The Checklist Manifesto: How to Get Things Right

The author puts forth the case that using simple checklists prior to medical and surgical procedures can substantially improve outcomes.

Guwande, A. (2010). The checklist manifesto. New York: Picadur.

Users' guide to the medical literature: a manual for evidence-based clinical practice.

The manual offers not just a summary of the articles in JAMA, but modified and expanded material. The manual clearly explain the principles of EBM and guidelines for accessing and evaluating scientific articles.

Guyatt, G., Rennie, D., Meade, M., & Cook, D. (Eds.). (2002). Users' guides to the medical literature: a manual for evidence-based clinical practice (Vol. 706). Chicago: AMA press.

Introduction to the special section on stepped care models in psychotherapy.

This article introduces a special section addressing these resource allocation issues in the context of prevalent disorders 

Haaga, D. A. F. (2000). Introduction to the special section on stepped care models in psychotherapy. Journal of Consulting and Clinical Psychology, 68(4), 547-548.

Preventing adolescent health-risk behaviors by strengthening protection during childhood

To examine the long-term effects of an intervention combining teacher training, parent education, and social competence training for children during the elementary grades on adolescent health-risk behaviors at age 18 years. 

Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R., & Hill, K. G. (1999). Preventing adolescent health-risk behaviors by strengthening protection during childhood. Archives of pediatrics & adolescent medicine153(3), 226-234.

Multisystemic Therapy

This article provides an overview of multisystemic therapy (MST). Specifically, the theoretical and empirical foundations for the demonstrated clinical and cost-effectiveness of MST in treating children and adolescents presenting serious clinical problems and their families are discussed.

Henggeler, S. W. (2001). Multisystemic therapy. Residential Treatment for Children & Youth18(3), 75-85.

Multisystemic Therapy for Antisocial Behavior in Children and Adolescents

This book explains the principles of MST and provides clear guidelines for clinical assessment and intervention with delinquent youth and their families.

Henggeler, S. W., Schoenwald, S. K., Borduin, C. M., Rowland, M. D., & Cunningham, P. B. (2009). Multisystemic therapy for antisocial behavior in children and adolescents. Guilford Press.

Schizophrenia: comprehensive treatment and management

This book written by two authors to arrive at an integrated and uniform approach. this book focuses entirely on the treatment and treatment of schizophrenia.

Herz, MI, & Marder, SR (2003). Schizophrenia: comprehensive treatment and management. Journal of Psychiatry , 45 , 12.

Community Treatment for Youth: Evidence-Based Interventions for Severe Emotional and Behavioral Disorders

This outstanding textbook presents innovative interventions for youth with severe emotional and behavioral disorders. Community Treatment for Youth is designed to fill a gap between the knowledge base and clinical practice through its presentation of theory, practice parameters, training requirements, and research evidence.

Hoagwood, K. I. M. B. E. R. L. Y., Burns, B. J., & Weisz, J. R. (2002). A profitable conjunction: From science to service in children’s mental health. Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders, 327-338.

A profitable conjunction: From science to service in children's mental health

This outstanding textbook presents innovative interventions for youth with severe emotional and behavioral disorders. Community Treatment for Youth is designed to fill a gap between the knowledge base and clinical practice through its presentation of theory, practice parameters, training requirements, and research evidence.

Hoagwood, K. I. M. B. E. R. L. Y., Burns, B. J., & Weisz, J. R. (2002). A profitable conjunction: From science to service in children’s mental health. Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders, 327-338.

School psychology: a public health framework I. From evidence-based practices to evidence-based policies

This report, preceded as it was by the seminal report of the Surgeon General on Mental Health (2000) and followed by the Surgeon General’s Youth Violence (2001) and Culture, Race and Ethnicity Reports (2002), represented a critical shift in federal health priorities.

Hoagwood, K., & Johnson, J. (2003). School psychology: A public health framework: I. From evidence-based practices to evidence-based policies. Journal of School Psychology41(1), 3-21.

Evidence-Based Practice in Child and Adolescent Mental Health Services

The authors review the status, strength, and quality of evidence-based practice in child and adolescent mental health services.

Hoagwood, K., Burns, B. J., Kiser, L., Ringeisen, H., & Schoenwald, S. K. (2001). Evidence-based practice in child and adolescent mental health services. Psychiatric services52(9), 1179-1189.

Accountability policies and teacher decision making: Barriers to the use of data to improve practice

This study examines longitudinal from nine high schools nominated as leading practitioners of Continuous Improvement (CI) practices. The researchers compared continuous improvement best practices to teachers actual use of data in making decisions. The study found teachers to be receptive, but also found that significant obstacles were interfering with the effective use of data that resulted in changes in instruction.

Ingram, D., Louis, K. S., & Schroeder, R. G. (2004). Accountability policies and teacher decision making: Barriers to the use of data to improve practice. Teachers College Record106(6), 1258-1287.

Applying the criteria for empirically supported treatments to studies of psychosocial interventions for child and adolescent depression

This article examines the extent to which each study conforms to the guidelines set forth by the Task Force on Promotion and Dissemination of Psychological Procedures (1996) for well-established and probably efficacious interventions.

Kaslow, N. J., & Thompson, M. P. (1998). Applying the criteria for empirically supported treatments to studies of psychosocial interventions for child and adolescent depression. Journal of Clinical Child Psychology27(2), 146-155.

Hyperactivity and Diet Treatment: A Meta-Analysis of the Feingold Hypothesis

This paper is a review of primary research investigating the Feingold hypothesis which suggests diet modification as an efficacious treatment for hyperactivity. 

Kavale, K. A., & Forness, S. R. (1983). Hyperactivity and diet treatment: A meta-analysis of the Feingold hypothesis. Journal of Learning Disabilities16(6), 324-330.

Scope of child and adolescent psychotherapy research: Limited sampling of dysfunctions, treatments, and client characteristics

in this article, the author discuss the relation between limited conceptualization of treatment and the methods of study and resulting knowledge about treatment. 

Kazdin, A. E. (1995). Scope of child and adolescent psychotherapy research: Limited sampling of dysfunctions, treatments, and client characteristics. Journal of Clinical Child Psychology24(2), 125-140.

Psychotherapy for Children and Adolescents: Directions for Research and Practice

By focusing on clinical practice and what can be changed, this book offers suggestions for improvement of patient care and advises how clinical work can contribute directly and in new ways to the accumulation of knowledge. 

Kazdin, A. E. (2000). Psychotherapy for children and adolescents: Directions for research and practice. Oxford University Press.

Evidence-Based treatments: Challenges and Priorities for Practice and Research

This article discusses key issues in identifying evidence-based treatments for children and adolescents. Among the issues discussed are obstacles in transporting treatments from research to clinical services, the weak criteria for delineating whether a treatment is evidence based, and barriers to training therapists.

Kazdin, A. E. (2004). Evidence-based treatments: Challenges and priorities for practice and research. Child and Adolescent Psychiatric Clinics13(4), 923-940.

Drawing on Clinical Practice to Inform Research on Child and Adolescent Psychotherapy: Survey on Practitioners

This study was designed to draw on clinical practice as a way of identifying priority areas for child and adolescent psychotherapy research.

Kazdin, A. E., Siegel, T. C., & Bass, D. (1990). Drawing on clinical practice to inform research on child and adolescent psychotherapy: Survey of practitioners. Professional Psychology: Research and Practice21(3), 189.

Treating anxiety disorders in children: results of a randomized clinical trial.

In this study a psychosocial treatment for 47 Ss (aged 9–13 years) with anxiety disorders was investigated. A 16-session cognitive–behavioral treatment was compared with a wait-list condition. 

Kendall, P. C. (1994). Treating anxiety disorders in children: results of a randomized clinical trial. Journal of consulting and clinical psychology62(1), 100.

Therapy for youths with anxiety disorders: A second randomized clincal trial.

Ninety-four children (aged 9-13 years) with anxiety disorders were randomly assigned to cognitive behavioral treatment or waiting-list control. 

Kendall, P. C., Flannery-Schroeder, E., Panichelli-Mindel, S. M., Southam-Gerow, M., Henin, A., & Warman, M. (1997). Therapy for youths with anxiety disorders: A second randomized clincal trial. Journal of consulting and clinical psychology65(3), 366.

The effects of interspersed maintenance tasks on academic performance in a severe childhood stroke victim

The authors examined the effects of task-sequencing variables on the academic performance of an 8-year-old severe stroke victim. Within a multiple baseline design, previously acquired (maintenance) task trials were systematically interspersed at designated points in treatment among new (acquisition) task trials.

Koegel, L. K., Koegel, L. K. (1990). The effects of interspersed maintenance tasks on academic performance in a severe childhood stroke victim. Journal of applied behavior analysis. 19. 425-30. 

Teacher-student relationship, student mental health, and dropout from upper secondary school

The purpose of this literature search study was to assess the status of knowledge regarding the association between teacher–student relationship (TSR), dropout from upper secondary school, and student mental health.

Krane, V., Karlsson, B., Ness, O., & Kim, H. S. (2016). Teacher–student relationship, student mental health, and dropout from upper secondary school: A literature review. Lærer-elev-relasjoner, elevers psykiske helse og frafall i videregående skole. En eksplorerende studie om samarbeid og den store betydningen av de små ting.

Cognitive change processes in a group cognitive behavior therapy of depression

The present study attempted to examine the causal relationships among changes in automatic thoughts, dysfunctional attitudes, and depressive symptoms in a 12-week group cognitive behavior therapy (GCBT) program for depression.

Kwon, S. M., & Oei, T. P. (2003). Cognitive change processes in a group cognitive behavior therapy of depression. Journal of Behavior Therapy and Experimental Psychiatry34(1), 73-85.

Bergin and Garfield's Handbook of Psychotherapy and Behavior Change

This bestselling resource presents authoritative thinking on the pressing questions, issues, and controversies in psychotherapy research and practice today.

Lambert, M. J., Garfield, S. L., & Bergin, A. E. (2004). Handbook of psychotherapy and behavior change. New York: John Wiley & Sons.

Clinical Outcome, Consumer Satisfaction, and Ad Hoc Ratings of Improvement in Children's Mental Health

In the present correlational study of 199 treated adolescents, the authors used a multitrait-multimethod analysis to examine psychometrically measured pathology change (pre- and postassessment of symptoms and functioning), consumer satisfaction, and perceived improvement reported by multiple informants.

Lambert, W., Salzer, M. S., & Bickman, L. (1998). Clinical outcome, consumer satisfaction, and ad hoc ratings of improvement in children's mental health. Journal of Consulting and Clinical Psychology66(2), 270-278.

Practice guideline for the treatment of patients with schizophrenia

This guideline provide guideline for the treatment of patients with schizophrenia

Lehman, A. F., Lieberman, J. A., Dixon, L. B., McGlashan, T. H., Miller, A. L., Perkins, D. O., ... & Cook, I. (2004). Practice guideline for the treatment of partients with schizophrenia. American Journal of psychiatry161(2 SUPPL.).

Translating research into practice: the Schizophrenia Patient Outcomes Research Team (PORT) treatment recommendations.

These Treatment Recommendations, presented here in final form for the first time, are based on exhaustive reviews of the treatment outcomes literature and focus on those treatments for which there is substantial evidence of efficacy.

Lehman, A. F., Steinwachs, D. M., & Co-Investigators of the PORT Project. (1998). Translating research into practice: the Schizophrenia Patient Outcomes Research Team (PORT) treatment recommendations. Schizophrenia bulletin24(1), 1-10.

Empirically supported psychosocial interventions for children: An overview

The article provides an overview of the history, agenda, and methodology used by the task force to define and identify specfic empirically supported interventions for children with specific disorders.

Lonigan, C. J., Elbert, J. C., & Johnson, S. B. (1998). Empirically supported psychosocial interventions for children: An overview. Journal of Clinical Child Psychology27(2), 138-145.

Behavioral treatment and normal educational and intellectual functioning in young autistic children.

This article reports the results of behavior modification treatment for two groups of similarly constituted, young autistic children. 

Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of consulting and clinical psychology55(1), 3.

Preventing antisocial behavior in the schools

Mayer, G. R. (1995). Preventing antisocial behavior in the schools. Journal of applied behavior analysis28(4), 467-478.

Analysis of the reinforcement and extinction components in DRO contingencies with self‐injury

In this study, we conducted an analysis of the reinforcement and extinction components of DRO while treating the self-injury of 3 women with developmental disabilities.

Mazaleski, J. L., Iwata, B. A., Vollmer, T. R., Zarcone, J. R., & Smith, R. G. (1993). Analysis of the reinforcement and extinction components in DRO contingencies with self‐injury. Journal of Applied Behavior Analysis26(2), 143-156.

Descriptive and experimental analysis of child-caregiver interactions that promote development of young children exposed prenatally to drugs and alcohol

This paper presents two studies of factors affecting developmental outcomes of young children exposed prenatally to drugs and alcohol.

McConnell, S. R., Rush, K. L., McEvoy, M. A., Carta, J., Atwater, J., & Williams, R. (2002). Descriptive and experimental analysis of child-caregiver interactions that promote development of young children exposed prenatally to drugs and alcohol. Journal of Behavioral Education11(3), 131-161.

Outcome for children with autism receiving early and intensive behavioral intervention in mainstream preschool and kindergarten settings

This study examined whether children receiving one year of EIBI (N = 35) would make larger gains in adaptive behaviors than a group of children receiving treatment as usual (TAU; N = 24).

McEachin, J. J., Smith, T., & Lovaas, O. I. (1993). Outcome in adolescence of autistic children receiving early intensive behavioral treatment. American Journal of Mental Retardation97, 359-372.

Allergic disorders and attention deficit disorder in children

In a large sample of children from the general population this research found no association between parent, teacher, and self-reports of ADDH behaviors and a history of allergic disorders (asthma, eczema, rhinitis, and urticaria) at ages 9 or 13 years.

McGee, R., Stanton, W. R., & Sears, M. R. (1993). Allergic disorders and attention deficit disorder in children. Journal of abnormal child psychology21(1), 79-88.

Measuring the fidelity of implementation of a mental health program model.

Developed a fidelity index of program implementation for assertive community treatment (ACT). In Study 1, 20 experts rated the importance of 73 elements proposed as critical ACT ingredients, also indicating ideal model specifications for elements.

McGrew, J. H., Bond, G. R., Dietzen, L., & Salyers, M. (1994). Measuring the fidelity of implementation of a mental health program model. Journal of Consulting and Clinical Psychology, 62(4), 670-678.

Addressing the barriers to mental health services for inner city children and their caretakers

This paper will outline a series of three research studies meant to identify factors related to child mental health service usage and barriers to help seeking for urban minority children and their caretakers.

McKay, M. M., McCadam, K., & Gonzales, J. J. (1996). Addressing the barriers to mental health services for inner city children and their caretakers. Community Mental Health Journal32(4), 353-361.

Strengthen School and Community Capacity

This comprehensive approach recognizes that school environments can be adaptive systems with the potential to prevent or ameliorate behavior problems. 

McLaughlin, M. J., Leone, P. E., Meisel, S., & Henderson, K. (1997). Strengthen school and community capacity. Journal of Emotional and Behavioral Disorders5(1), 15-23.

Evidence-based Pharmacologic Treatment for People with Severe Mental Illness: a focus on guidelines and algorithms.

In this article we discuss guidelines and algorithms as a means of addressing the complexity of pharmacologic treatment of people with severe mental illnesses and disseminating relevant research findings.

Mellman, T. A., Miller, A. L., Weissman, E. M., Crismon, M. L., Essock, S. M., & Marder, S. R. (2001). Evidence-based pharmacologic treatment for people with severe mental illness: a focus on guidelines and algorithms. Psychiatric Services52(5), 619-625.

Understanding DALYs

The measurement unit disability-adjusted life years (DALYs), used in recent years to quantify the burden of diseases, injuries and risk factors on human populations, is grounded on cogent economic and ethical principles and can guide policies toward delivering more cost-effective and equitable health care. 

Murray, C. J., & Acharya, A. K. (1997). Understanding DALYs. Journal of health economics16(6), 703-730.

A Guide to Treatments that Work

This book discusses major mental disorders in a question-and-answer format. It offers information about treatment decisions and the pros and cons of a particular treatment. This books helps people understand the issues involved when working with a mental health professional.

Nathan, P. E., Gorman, J. M., & Salkind, N. J. (1999). Treating mental disorders: A guide to what works. Oxford University Press.

Blueprint for Change: Research on Child and Adolescent Mental Health

In light of the pressing needs of children and adolescents with mental illness, the NAMHC recommended to NIMH Director Steven Hyman, M.D., that a Workgroup on Child and Adolescent Mental Health Intervention Development and Deployment be established. Dr. Hyman charged this group with reviewing research and training.

National Advisory Mental Health Council Workgroup on Child and Adolescent Mental Health Intervention Development and Deployment. (2001). Blueprint for change: Research on child and adolescent mental health. A report by the national advisory mental health council’s workgroup on child and adolescent mental health intervention development and deployment.

Interventions for Chronic Behavior Problems

This paper is designed to help educators understand research findings on promising interventions for students with a history of behavior problems. It reviews programs for preventing such problems from recurring among children and adolescents with chronic antisocial behavior.

National Information Center for Children and Youth with Disabilities (1999). Interventions for Chronic Behavior Problems. Washington, DC: Author. 

Some Contributions of Functional Analysis to the Assessment of Behaviors Associated with Attention Deficit Hyperactivity Disorder and the Effects of Stimulant Medication.

The usefulness of functional analysis procedures for the assessment and treatment of behaviors associated with Attention Deficit Hyperactivity Disorder has been the subject of a number of recent investigations. This article provides a selected review of recent studies and examines potential implications for practice.

Northup, J., & Gulley, V. (2001). Some Contributions of Functional Analysis to the Assessment of Behaviors Associated with Attention Deficit Hyperactivity Disorder and the Effects of Stimulant Medication. School Psychology Review30(2).

Identification and placement of students with serious emotional disturbance. Part I: Correlates of state child-count data

Research on students with serious emotional disturbances (SED) suggests that these children are significantly underidentified. National special education data bear out this conclusion to a large extent.

Oswald, D. P., & Coutinho, M. J. (1995). Identification and placement of students with serious emotional disturbance. Part I: Correlates of state child-count data. Journal of Emotional and Behavioral Disorders3(4), 224-229.

Psychotherapy outcome studies do not accurately represent current models of psychotherapy: A proposed remedy.

It is argued that the design of contemporary psychotherapy outcome studies is conceptually incompatible with the models of psychotherapy evaluated in those studies. 

Persons, J. B. (1991). Psychotherapy outcome studies do not accurately represent current models of psychotherapy: A proposed remedy. American psychologist46(2), 99.

Handbook of Psychology: Educational psychology

This award-winning twelve-volume reference covers every aspect of the ever-fascinating discipline of psychology and represents the most current knowledge in the field. This ten-year revision now covers discoveries based in neuroscience, clinical psychology's new interest in evidence-based practice and mindfulness, and new findings in social, developmental, and forensic psychology.

Pianta, R. C., Hamre, B., Stuhlman, M., Reynolds, W. M., & Miller, G. E. (2003). Handbook of psychology: Educational psychology.

Promoting children's mental health: Reform through interdisciplinary and community partnerships

This article introduces the special series in School Psychology Review on "Emerging models for promoting children's mental health: Linking systems for prevention and intervention." This article describes existing problems with the mental health system and priorities tha have been identified as targets for change. 

Power, T. J. (2003). Promoting children's mental health: Reform through interdisciplinary and community partnerships. School Psychology Review32(1), 3.

Context matters: Schools and the "Research to Practice gap" in Children Mental Health

This article argues that effective school-based mental health care will result from the marriage of system reform efforts, capacity building, and the delivery of empirically driven intervention strategies.

Ringeisen, H., Henderson, K., & Hoagwood, K. (2003). Context matters: Schools and the" research to practice gap" in children's mental health. School Psychology Review32(2), 153-169.

Empirically supported comprehensive treatments for young children with autism

The criteria for empirically supported treatments, as described by Lonigan, Elbert, and Johnson (this issue), were applied to reports of eight treatment efficacy studies published in peer-reviewed journals.

Rogers, S. J. (1998). Empirically supported comprehensive treatments for young children with autism. Journal of clinical child psychology27(2), 168-179.

Empirically supported comprehensive treatments for young children with autism.

Describes treatment of autism, a severe, chronic developmental disorder that results in significant lifelong disability for most persons, with few persons ever functioning in an independent and typical lifestyle.

Rogers, S. J. (1998). Empirically supported comprehensive treatments for young children with autism. Journal of clinical child psychology27(2), 168-179.

School-Based Mental Health Services: A Research Review

This paper provides a synthetic review of research on school-based mental health services.

Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical child and family psychology review3(4), 223-241.

Mental health: A report of the Surgeon General--Executive summary.

Two messages are conveyed in the report: Mental health is fundamental to health, and mental disorders are real health conditions. The surgeon general's report summarizes the Office's detailed review of more than 3,000 research articles, plus 1st-person accounts from individuals who have been afflicted with mental disorders. 

Satcher, D. (2000). Mental health: A report of the Surgeon General--Executive summary. Professional Psychology: Research and Practice, 31(1), 5-13.

Mental health services research and family-based treatment: Bridging the gap.

This chapter has two broad goals. The first is to acquaint researchers engaged in the emergent family intervention science and treatment development paradigms with a mental health services research perspective. The second is to describe multisystemic therapy as an example of the interface between treatment and services research.

Schoenwald, S. K., & Henggeler, S. W. (2002). Mental health services research and family-based treatment: Bridging the gap.

Effectiveness, Transportability, and Dissemination of Interventions: What Matters When?

Schoenwald, S. K., & Hoagwood, K. (2001). Effectiveness, transportability, and dissemination of interventions: What matters when?. Psychiatric services52(9), 1190-1197.

Multisystemic Therapy: Monitoring Treatment Fidelity

The challenges of specifying a complex and individualized treatment model and measuring fidelity thereto are described, using multisystemic therapy (MST) as an example.

Schoenwald, S. K., Henggeler, S. W., Brondino, M. J., & Rowland, M. D. (2000). Multisystemic therapy: Monitoring treatment fidelity. Family Process39(1), 83-103.

Multisystemic Therapy Versus Hospitalization for Crisis Stabilization of Youth: Placement Outcomes 4 Months Postreferral

Hospitalization and out-of-home placement data for 113 youth participating in a randomized trial comparing home-based multisystemic therapy (MST) with hospitalization for psychiatric crisis stabilization were analyzed following the completion of MST treatment—approximately 4 months post approval for emergency psychiatric hospitalization.

Schoenwald, S. K., Ward, D. M., Henggeler, S. W., & Rowland, M. D. (2000). Multisystemic therapy versus hospitalization for crisis stabilization of youth: Placement outcomes 4 months postreferral. Mental Health Services Research2(1), 3-12.

Home-Based Behavioral Treatment of Young Children with Autism

This study evaluated the impact of intensive behavioral treatment on the development of young autistic children.

Sheinkopf, S. J., & Siegel, B. (1998). Home-based behavioral treatment of young children with autism. Journal of autism and developmental disorders28(1), 15-23.

Outcome of Early Intervention for Children With Autism

Since 1980, 12 peer-reviewed outcome studies (nine on behavior analytic programs, one on Project TEACCH, and two on Colorado Health Sciences) have focused on early intervention for children with autism. Mean 10 gains of 7-28 points were reported in studies of behavior analytic programs, and 3-9 in studies on TEACCH and Colorado. 

Smith, T. (1999). Outcome of early intervention for children with autism. Clinical Psychology: Science and Practice6(1), 33-49.

Written Emotional Expression: Effect Sizes, Outcome Types, and Moderating Variables

A research synthesis was conducted to examine the relationship between a written emotional expression task and subsequent health. This writing task was found to lead to significantly improved health outcomes in healthy participants.

Smyth, J. M. (1998). Written emotional expression: Effect sizes, outcome types, and moderating variables. Journal of Consulting and Clinical Psychology, 66(1), 174-184.

Self-Change and Dual Recoveries Among Individuals With Alcohol and Tobacco Problems: Current Knowledge and Future Directions

This article examines data from six studies of natural recovery and assisted self-change with alcohol abusers, many of whom had dual recoveries (i.e., quit smoking and quit or moderated drinking).

Sobell, L. C., Sobell, M. B., & Agrawal, S. (2002). Self‐change and dual recoveries among individuals with alcohol and tobacco problems: Current knowledge and future directions. Alcoholism: Clinical and Experimental Research26(12), 1936-1938.

Are Samples in Randomized Controlled Trials of Psychotherapy Representative of Community Outpatients? A New Methodology and Initial Findings.

To determine the extent to which published randomized controlled trials (RCTs) of psychotherapy can be generalized to a sample of community outpatients, the authors used a method of matching information obtained from outpatient charts to inclusion and exclusion criteria from published RCT studies. 

Stirman, S. W., DeRubeis, R. J., Crits-Christoph, P., & Brody, P. E. (2003). Are Samples in Randomized Controlled Trials of Psychotherapy Representative of Community Outpatients? A New Methodology and Initial Findings. Journal of Consulting and Clinical Psychology, 71(6), 963-972.

What's the E for EBM?

Familiarity with Evidence-based Medicine (EBM) terminology has extended into the popular press, as evidenced by a recent article in the Times describing the number needed to treat. But all this leads to the question, “What's the E for EBM?”

Straus, S. E. (2004). What's the E for EBM?.

School psychology: a public health perspective: I. Prevention, populations, and systems change

The authors argue that, although conceptualizing school psychology as primarily an indirect service specialty has advanced our thinking about effective service delivery, conceptualizing school psychological services from a public health perspective will provide an even broader framework that can increase both the efficacy and efficiency of school psychologists' work.

Strein, W., Hoagwood, K., & Cohn, A. (2003). School psychology: A public health perspective: I. Prevention, populations, and systems change. Journal of School Psychology41(1), 23-38.

Training in and Dissemination of Empirically-Validated Psychological Treatments: Report and Recommendations

At the request of David Barlow, President of Division 12, and under the aegis of Section III, this task force was constituted to consider methods for educating clinical psychologists, third party payors, and the public about effective psychotherapies

Task Force on Promotion and Dissemination of Psychological Procedures, Division of Clinical Psychology, American Psychological Association. (1995). Training in and Dissemination of Empirically-Validated Psychological Treatments: Report and Recommendations. The Clinical Psychologist, 48, 3-23. 

Implementing Evidence-Based Practices for Persons With Severe Mental Illnesses

Extensive empirical research, summarized in several reviews and codified in practice guidelines, recommendations, and algorithms, demonstrates that several pharmacological and psychosocial interventions are effective in improving the lives of persons with severe mental illnesses.

Torrey, W. C., Drake, R. E., Dixon, L., Burns, B. J., Flynn, L., Rush, A. J., ... & Klatzker, D. (2001). Implementing evidence-based practices for persons with severe mental illnesses. Psychiatric services52(1), 45-50.

Improving Value Measurement in Cost-Effectiveness Analysis

The study design was a declarative exposition of potential fallacies in the theoretical underpinnings of Cost-Effective Analysis (CFA).

Ubel, P. A., Nord, E., Gold, M., Menzel, P., Prades, J. L. P., & Richardson, J. (2000). Improving value measurement in cost-effectiveness analysis. Medical Care38(9), 892-901.

Report of the Surgeon General's Conference on Children's Mental Health: A National Action Agenda.

The purpose of the conference was to engage a group of citizens in a thoughtful, meaningful dialogue about issues of prevention, identification, recognition, and referral of children with mental health needs to appropriate, evidence-based treatments or services. 

US Department of Health and Human Services. (2000). Report of the Surgeon General's Conference on Children's Mental Health: A national action agenda.

Integrated Approaches to Preventing Antisocial Behavior Patterns Among School-Age Children and Youth

This article provides a reconceptualization of the role of schools in preventing antisocial behavior problems among children and youth.

Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of emotional and behavioral disorders4(4), 194-209.

Guidelines for schizophrenia: consensus or confusion?

The authors describe and compare the three major guidelines on schizophrenia that have been published in the United States: The American Psychiatric Association's Practice Guideline for the Treatment of Patients with Schizophrenia, the Expert Consensus Guidelines Series: Treatment of Schizophrenia, and the SchizophreniaPatient Outcome Research Team (PORT) Treatment Recommendations. 

Weiden, P. J., & Dixon, L. (1999). Guidelines for schizophrenia: consensus or confusion?. Journal of Psychiatric Practice®5(1), 26-31.

Collaboration Among the Education, Mental Health, and Public Health Systems to Promote Youth Mental Health

The authors discuss the growing movement in the United States to develop expanded school mental health programs. These programs represent partnerships between schools and community mental health agencies to expand the range of mental health services provided by schools.

Weist, M. D., Lowie, J. A., Flaherty, L. T., & Pruitt, D. (2001). Collaboration among the education, mental health, and public health systems to promote youth mental health. Psychiatric Services52(10), 1348-1351.

Finding, evaluating, refining, and applying empirically supported treatments for children and adolescents

The Child Task Force report represents an important initial step in this direction. Here they offer both praise and critique, suggesting a number of ways the task force process and product may be improved. 

Weisz, J. R., & Hawley, K. M. (1998). Finding, evaluating, refining, and applying empirically supported treatments for children and adolescents. Journal of Clinical Child Psychology27(2), 206-216.

Efficacy and effectiveness in studies of child and adolescent

Weisz, J. R., & Jensen, P. S. (1999). Efficacy and effectiveness of child and adolescent psychotherapy and pharmacotherapy. Mental Health Services Research1(3), 125-157.

Efficacy and Effectiveness of Child and Adolescent Psychotherapy and Pharmacotherapy

This paper review findings bearing on the efficacy of psychosocial treatments and medications under controlled experimental conditions. It also reports evidence, where available, on the effectiveness of both classes of treatment with clinically referred youth treated in real-world clinical contexts.

Weisz, J. R., & Jensen, P. S. (1999). Efficacy and effectiveness of child and adolescent psychotherapy and pharmacotherapy. Mental Health Services Research1(3), 125-157.

Evidence-Based Psychotherapies for Children and Adolescents

This book presents exemplary treatment approaches for a broad range of social, emotional, and behavioral problems in children and adolescents. Concise chapters from leading authorities describe the conceptual underpinnings of each therapy, how interventions are delivered on a session-by-session basis, and what the research shows about treatment effectiveness.

Weisz, J. R., & Kazdin, A. E. (Eds.). (2010). Evidence-based psychotherapies for children and adolescents. Guilford Press.

Child and adolescent psychotherapy outcomes in experiments versus clinics: Why the disparity?

In a recent article, Weisz, Weiss, and Donenberg (1992) compared the effects of child and adolescent psychotherapy in experimental studies and in studies of clinic practice. This paper update that report with new information and we explore 10 possible reasons why, to date, therapy in experiments appears to have shown larger effect sizes than therapy in clinics

Weisz, J. R., Donenberg, G. R., Han, S. S., & Kauneckis, D. (1995). Child and adolescent psychotherapy outcomes in experiments versus clinics: Why the disparity?. Journal of Abnormal Child Psychology23(1), 83-106.

Bridging the Gap Between Laboratory and Clinic in Child and Adolescent Psychotherapy

This article addresses the gap between clinical practice and the research laboratory. We focus on the issue as it relates specifically to interventions for children and adolescents.

Weisz, J. R., Donenberg, G. R., Han, S. S., & Weiss, B. (1995). Bridging the gap between laboratory and clinic in child and adolescent psychotherapy. Journal of consulting and clinical psychology63(5), 688.

The lab versus the clinic: Effects of child and adolescent psychotherapy.

The clinic studies raise questions as to whether the positive lab findings can be generalized to the clinics where most therapy occurs; however, the lab interventions that have worked so well may point the way to enhanced therapy effects in clinics.

Weisz, J. R., Weiss, B., & Donenberg, G. R. (1992). The lab versus the clinic: Effects of child and adolescent psychotherapy. American Psychologist47(12), 1578.

Treatment research at the crossroads: the scientific interface of clinical trials and effectiveness research.

This paper contrasts the strengths and limitations of clinical trials and effectiveness studies for addressing policy and clinical decisions. These research approaches are assessed in terms of outcomes, treatments, service delivery context, implementation conventions, and validity.

Wells, K. B. (1999). Treatment research at the crossroads: the scientific interface of clinical trials and effectiveness research. American Journal of Psychiatry156(1), 5-10.

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