Understanding the ecological context of mental, emotional, and behavioral health problems: A person-centered approach.

Aims: The social/environmental context of youth is important for mental, emotional, and behavioral (MEB) health. This study used person-oriented methods to examine the influences of family, neighborhood, and poverty on late adolescent MEB outcomes.

Methods: Latent class analysis was used to discern significant clusters of at-risk, diverse young men (N = 625) based on contextual factors; differences in MEB outcomes were examined.

Impact of individualized education plans on academic success of youth with early onset schizophrenia.

Purpose: Youth with early onset schizophrenia (EOS) are eligible for an individualized education plan (IEP) in school settings, yet often have declining academic performance over time. This study examines the impact of IEP and comorbid conditions on educational outcomes for youth with EOS.

Method: We used mixed models and logistic regression to answer the research questions using data from 129 youth with EOS who participated in a longitudinal study from 1998 to 2006.

Improving Access to Trauma-Informed Adoption Services: Applying a Developmental Trauma Framework.

Foster and adopted children often experience multiple traumatic and adverse experiences. A growing body of literature indicates the negative impact of trauma on developmental milestones and brain development, which supports the need to address complex trauma among this vulnerable population of foster and adopted youth. This paper presents an overview of the unique needs of children adopted from the foster care system from the perspective of adverse childhood experiences (ACEs), complex trauma, and developmental trauma disorder (DTD).

Demographic and Environmental Factors Associated With Successful Day School Treatment Program Outcomes.

In this study the authors examine the impact of admission characteristics of 105 students admitted to a day school treatment program on outcomes. Those who graduated, earned a general education diploma (GED), or were returned to a regular classroom setting were categorized as successful and those placed in a more restrictive settings (including detention), dropped out, or left the program with no known outcome were unsuccessful. The sample was largely male (n = 78, 74.

Factors associated with admission to a day school treatment program.

In this study the authors examine the individual and family characteristics of youth (N = 105) admitted over a five year period to a day school treatment program in a western New York community. All had exhausted alternative school placements within their home school districts and had a history of severe emotional or behavioral problems. Consistent with national patterns, more males (78%) than females were admitted, but in contrast to national trends, more Caucasians (63.