Implementing a comprehensive behavioral health model for social, emotional, and behavioral development in an urban district
An applied study
Bibliographic Data
| ID | 21376392 |
|---|---|
| Authors | Jill Battal (0000-0002-8583-5036, Behavioral Health Services Department Boston Public Schools Boston Massachusetts USA, corresponding author), Melissa Pearrow (0000-0003-2518-0813, Department of Counseling and School Psychology University of Massachusetts Boston Boston Massachusetts USA), Amy J Kaye (0000-0003-1776-1538, Children's Hospital Neighborhood Partnership Boston Children's Hospital Boston Massachusetts USA) |
| Year | 2020 |
| Volume | 57 |
| Issue | 9 |
| Pages | 1475-1491 |
| Publication date | 2020-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22420 |
| OpenAlex | W3041257218 |
| Language | EN |
| Citations received | 3 |
| References cited | 42 |
Urban communities are disproportionality impacted by issues such as community violence, leaving children at higher risk of trauma, and increased adverse childhood experiences. This applied study addresses a research‐to‐practice gap by demonstrating the longitudinal impact of a district‐initiated, school‐wide multitiered systems of support approach to universal instruction, intervention, and assessment—the Comprehensive Behavioral Health Model. Results from more than 1200 students over a 3‐year period indicate that this universal, integrated approach is associated with improved outcomes for students with a demonstrated level of risk, with the greatest impact on students with risk of internalizing behaviors. The findings of this applied study highlight the benefits of a systemic approach and enhance the discourse on robust universal screenings that can identify needs and assets of children within urban communities
At-risk students · Behavioral risk · Developmental psychology · Emotional and behavioral disorders · Environmental health · Intervention (counseling) · Medical education · Pedagogy · Poison control · Psychiatry · School district · Social emotional learning · Suicide prevention · Applied Psychology · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Education Discipline and Inequality · Medicine · Psychology
Adverse Childhood Experiences, Alcoholic Parents, and Later Risk of Alcoholism and Depression
Service Utilization for Lifetime Mental Disorders in U.S. Adolescents
Impacts of adverse childhood experiences on health, mental health, and substance use in early adulthood
A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools
Unmet Need for Mental Health Care Among U.S. Children
Adverse childhood experiences and behavioral problems in middle childhood
Mental Health Surveillance Among Children — United States, 2013–2019
Pathways Into and Through Mental Health Services for Children and Adolescents
Adverse childhood experiences and the risk of depressive disorders in adulthood
Race Is Not Neutral
Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions
Adverse childhood experiences and mental health in young adults
Socioeconomic inequalities and mental health problems in children and adolescents
Implementation Matters
The Color of Discipline
The Achievement Gap and the Discipline Gap
Multilevel exploration of factors contributing to the overrepresentation of black students in office disciplinary referrals
The Impact of Enhancing Students' Social and Emotional Learning
Effects of psychotherapy for depression in children and adolescents
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |