Factors affecting outcome in a school mental health service

Research output: Contribution to journalArticlepeer-review

Abstract

The teacher-rated outcome on 70 consecutive school mental health referrals treated with brief psychiatric therapy was obtained. The major clinical and outcome findings were (1) 40% of the children showed a hyperactive-learning impaired pattern: (2) the use of stimulant medication for the majority of this group resulted in dramatic classroom improvement; (3) time-limited therapy for academically retarded, chronically misbehaving children produced limited classroom benefits; (4) parental antagonism toward school authorities was frequently related to student suspensions; (5) the child's IQ was a significantly (positive) outcome factor; (6) persistence in treatment was significantly greater when medication was prescribed.

Original languageEnglish (US)
Pages (from-to)24-32
Number of pages9
JournalCommunity Mental Health Journal
Volume10
Issue number1
DOIs
StatePublished - Mar 1 1974

ASJC Scopus subject areas

  • Health(social science)
  • Public Health, Environmental and Occupational Health
  • Psychiatry and Mental health

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