Jennifer Greif Green1, Katie A McLaughlin2, Margarita Alegría3, Elizabeth Bettini4, Michael Gruber5, Kimberly Hoagwood6, Lana Le Tai7, Nancy Sampson5, Alan M Zaslavsky5, Ziming Xuan7, Ronald C Kessler5. 1. Wheelock College of Education & Human Development, Boston University, Boston, Massachusetts. Electronic address: jggreen@bu.edu. 2. Department of Psychology, Harvard University, Cambridge, Massachusetts. 3. Disparities Research Unit, Massachusetts General Hospital, Boston, Massachusetts. 4. Wheelock College of Education & Human Development, Boston University, Boston, Massachusetts. 5. Department of Health Care Policy, Harvard Medical School, Boston, Massachusetts. 6. New York University Langone Health, New York, New York. 7. Department of Community Health Sciences, School of Public Health, Boston University, Boston, Massachusetts.
Abstract
PURPOSE: Schools provide access to mental health services for traditionally underserved youth. However, there is variability in the types of school-based services students receive (e.g., school counseling, services in separate classrooms, or schools serving students with psychiatric disorders). Prior research has typically not distinguished among these different types of school-based services. The present study examines sociodemographic characteristics and disorders associated with the types of services received in schools. METHODS: Data were analyzed from a sample of adolescent-parent pairs in the U.S. National Comorbidity Survey Adolescent Supplement who received school mental health services (N = 1,204). DSM-IV diagnoses were based on the Composite International Diagnostic Interview administered to adolescents and questionnaires self-administered to parents. Adolescents (aged 13-18 years) and parents also responded to questions about lifetime school-based mental health service receipt. RESULTS: Among those receiving school-based mental health services, almost one-third (29.7%) received services in a separate classroom and almost one-fourth (22.3%) in a separate school. Increased likelihood of lifetime placement in a separate classroom or school was detected among older youth, males, blacks, Latinos, youth with learning disabilities, those whose parents had fewer years of education, and those who received community-based mental health services. Oppositional defiant disorder was associated with increased lifetime placement in a separate school. CONCLUSIONS: The results advance the evidence base by indicating that racial/ethnic minority youth and those whose parents have fewer years of education were more likely to receive school-based mental health services in separate settings. These results provide more context to studies of school-based mental health service receipt.
PURPOSE: Schools provide access to mental health services for traditionally underserved youth. However, there is variability in the types of school-based services students receive (e.g., school counseling, services in separate classrooms, or schools serving students with psychiatric disorders). Prior research has typically not distinguished among these different types of school-based services. The present study examines sociodemographic characteristics and disorders associated with the types of services received in schools. METHODS: Data were analyzed from a sample of adolescent-parent pairs in the U.S. National Comorbidity Survey Adolescent Supplement who received school mental health services (N = 1,204). DSM-IV diagnoses were based on the Composite International Diagnostic Interview administered to adolescents and questionnaires self-administered to parents. Adolescents (aged 13-18 years) and parents also responded to questions about lifetime school-based mental health service receipt. RESULTS: Among those receiving school-based mental health services, almost one-third (29.7%) received services in a separate classroom and almost one-fourth (22.3%) in a separate school. Increased likelihood of lifetime placement in a separate classroom or school was detected among older youth, males, blacks, Latinos, youth with learning disabilities, those whose parents had fewer years of education, and those who received community-based mental health services. Oppositional defiant disorder was associated with increased lifetime placement in a separate school. CONCLUSIONS: The results advance the evidence base by indicating that racial/ethnic minority youth and those whose parents have fewer years of education were more likely to receive school-based mental health services in separate settings. These results provide more context to studies of school-based mental health service receipt.
Authors: Amanda NeMoyer; Ora Nakash; Marie Fukuda; Jill Rosenthal; Najeia Mention; Valeria A Chambers; Deborah Delman; Gilberto Perez; Jennifer G Green; Edison Trickett; Margarita Alegría Journal: Am J Community Psychol Date: 2019-07-04
Authors: Ronald C Kessler; Shelli Avenevoli; E Jane Costello; Jennifer Greif Green; Michael J Gruber; Steven Heeringa; Kathleen R Merikangas; Beth-Ellen Pennell; Nancy A Sampson; Alan M Zaslavsky Journal: Int J Methods Psychiatr Res Date: 2009-06 Impact factor: 4.035
Authors: Ronald C Kessler; Shelli Avenevoli; E Jane Costello; Jennifer Greif Green; Michael J Gruber; Steven Heeringa; Kathleen R Merikangas; Beth-Ellen Pennell; Nancy A Sampson; Alan M Zaslavsky Journal: J Am Acad Child Adolesc Psychiatry Date: 2009-04 Impact factor: 8.829
Authors: Elizabeth M Z Farmer; Barbara J Burns; Susan D Phillips; Adrian Angold; E Jane Costello Journal: Psychiatr Serv Date: 2003-01 Impact factor: 3.084