Systems Collaboration with Schools and Treatment of Severely Emotionally Disturbed Children or Adolescents
This study explored the relationship between the level of systems collaboration with schools and outcomes for children diagnosed with serious emotional disorder and their families involved in integrative family and systems treatment, a home-based treatment program. Using data collected from 38 clients and their families, this study used a structural equation model to explore how systems collaboration with schools influenced children's behavioral outcomes, parental competence, and family functioning. The squared multiple correlations from endogenous variables of the final model accounted for 31 percent of the variance in problem severity in children, 38 percent of the variance in level of functioning in children, 30 percent of the variance in parental competence with children, and 41 percent of the variance in family functioning. The final model indicated the following: Systems collaboration with schools positively influenced parental competence with children, which positively predicted level of functioning in children and negatively predicted problem severity in children. Although the limited sample size of the study precludes any definitive conclusions, implications of the study on the potential role of systems collaboration with schools in treating families with at-risk children or adolescents are explored and discussed.
Lee, M. Y.,
Hsu, K. S.,
Greene, G. J.,
Fraser, J. S.,
& Grove, D.
(2013). Systems Collaboration with Schools and Treatment of Severely Emotionally Disturbed Children or Adolescents. Children & Schools, 35 (3), 155-168.