An increasing number of children and youth enrolled in public schools have severe psychiatric disturbances, yet few school systems are adequately prepared to meet the needs of this population (Rones & Hoagwood, 2000). This unfortunate scenario arises in Part from a relative dearth of school-based models that are effective and affordable for working with youngsters with serious emotional disturbances. Developing and garnering financial support to implement evidence-based models for helping youth with serious emotional disturbances succeed in school and other domains represents a significant and immediate challenge facing school systems, but also social services, mental health agencies, and, increasingly, the juvenile justice system (Osher, Osher, & Smith, 1994)
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Nyre, J.E., Vernberg, E.M., Roberts, M.C. (2003). Serving the Most Severe of Serious Emotionally Disturbed Students in School Settings. In: Weist, M.D., Evans, S.W., Lever, N.A. (eds) Handbook of School Mental Health Advancing Practice and Research. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-73313-5_15
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