Mental Health Services in Special Education: An Analysis of Quality of Care

Autor/inn/en	Santiago, Catherine DeCarlo; Kataoka, Sheryl H.; Forness, Steven R.; Miranda, Jeanne
Titel	Mental Health Services in Special Education: An Analysis of Quality of Care
Quelle	In: Children & Schools, 36 (2014) 3, S.175-182 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdu014
Schlagwörter	Mental Health Programs; Special Education; Individualized Education Programs; Counselor Characteristics; Counseling Services; Intervention; Program Length; Parent Participation; Cooperative Planning; Standardized Tests; Specialists; Work Experience; Work Environment; Medical Care Evaluation; School Districts; Counselor Attitudes + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Individualized education program; Individualisierendes Lernen; Elternmitwirkung; Standadised tests; Standardisierter Test; Employment experience; Job experience; Occupational experience; Berufserfahrung; Arbeitsmilieu; School district; Schulbezirk
Abstract	This article presents a collaborative study conducted in a large urban school district, in which the authors surveyed 55 clinicians within the special education system, with a focus on the mental health services provided to students who were receiving related-services counseling as a mandated component of their individualized education plan. Participating clinicians reported on their own characteristics, the services they provided, and the work environment. Results suggest that the services provided varied substantially among clinicians in terms of the types of treatments provided, intervention format, and treatment duration. Indicators of high-quality services (manual use, parent involvement, care coordination, and standardized assessments) also varied. Clinicians with specialized training, younger and less experienced clinicians, and clinicians working in cooperative climates with less role overload, reported engaging in a higher quality of care of students within special education. These findings have implications for improving quality of care within special education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10