Client Progress Monitoring and Feedback in School-Based Mental Health

被引：40

作者：

Borntrager, Cameo ^{[1
]}

Lyon, Aaron R. ^{[2
]}

机构：

[1] Univ Montana, Missoula, MT 59812 USA

[2] Univ Washington, Seattle, WA 98195 USA

来源：

COGNITIVE AND BEHAVIORAL PRACTICE | 2015年 / 22卷 / 01期

关键词：

school-based mental health; evidence-based assessment; progress monitoring; modular psychotherapy; CHILD ANXIETY; DISORDERS; CLINICIAN; IMPLEMENTATION; PSYCHOTHERAPY; INTERVENTION; YOUTH; CARE; QUESTIONNAIRE; ADOLESCENTS;

D O I：

10.1016/j.cbpra.2014.03.007

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

Research in children's mental health has suggested that emotional and behavioral problems in are inextricably tied to academic difficulties. However, evidence-based programs implemented in school-based mental health tend to focus primarily on treatment practices, with less explicit emphasis on components of evidence-based assessment (EBA), such as progress monitoring and feedback. The current paper describes two studies that incorporated standardized assessment and progress monitoring/feedback into school-based mental health programs. Barriers to implementation are identified, recommendations for clinicians implementing EBA in the school setting are provided, and examples of mental health and academic indicators are discussed.

引用

页码：74 / 86

页数：13

共 59 条

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