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While research studies have investigated postsecondary planning for high-need student populations, few studies have explored the intersectionality of students experiencing emotional disturbances and students living in urban environments and the postsecondary planning perspectives of school counselors with this demographic. The purpose of this study was to explore the current perspectives, practices, and experiences of 10 high schools counselors working within a large school district of the northeastern U.S. on postsecondary planning with students experiencing emotional disturbances in urban environments. An ecological perspective framed the discussion to provide a holistic picture of the postsecondary needs of adolescents experiencing emotional disturbances in urban environments. Using a constructivist grounded theory qualitative approach; themes emerged and provided a voice to urban high school counselors on the concepts related to the postsecondary planning process. Two primary themes were attributed to the postsecondary planning perspectives of urban high school counselors with each theme including three sub-themes. Elements hindering postsecondary planning included (1) school resources, (2) poor parent engagement, and (3) higher-level needs; while elements supporting postsecondary planning incorporated (1) school personnel, (2) high parent engagement, and (3) computer-based planning resources. Three themes were linked to the postsecondary planning practices of urban high school counselors: (1) college campus connection, (2) information dissemination, and (3) student-counselor connection. Three themes were also associated with the postsecondary planning experiences of urban high school counselors: (1) learning from mistakes, (2) planning multiple options, and (3) similar planning for all students. These eight primary themes and six sub-themes provide evidence that offers a greater understanding of the postsecondary planning process for students experiencing emotional disturbances in urban environments. Implications for school counselors, counselor educators, and higher education support staff are presented. Study limitations are discussed and recommendations for future research ideas are suggested. By conducting research on this underserved student population, the emerging themes intend to create more equitable postsecondary planning procedures for students experiencing emotional disturbances in urban environments / Ed. D. / High school aged students experience increased pressure to succeed, as greater attention is committed towards postsecondary planning in later grades. For high-need adolescent student populations various barriers to postsecondary planning may hinder their ability to envision successful postsecondary futures. Students experiencing emotional disturbances living in urban environments may potentially encounter numerous barriers to postsecondary planning from a personal perspective as well contexts within the home, school, and community. By comprehending potential barriers according to each of these contexts for students experiencing emotional disturbances living in urban environments, school counselors can be better prepared to assist this high-need student population in overcoming barriers and realizing postsecondary success. This research study examines the postsecondary planning perspectives, practices, and experiences of urban school counselors assisting students with emotional disturbances. A better understanding of the lived experiences of urban school counselors contributes to more effective postsecondary planning, specifically for students experiencing emotional disturbances, thereby attending to an underserved student population. Results of this research study offers insight into barriers and supports that could improve postsecondary planning by school counselors for all high-need student populations.

Child initiated play appears as a means for children to express their inner world and personality and works as a milestone promoting their overall development. Internalized emotional disturbances constrain children’s functioning and have an impact on their general behavior, hindering their development. Most of the times, it appears challenging for teachers to identify a child with internalizing problems in the preschool classroom and most interventions are targeting children with externalized problems. Since play is a way for children to express, observations of children’s behavior while playing, provide information about their inner thoughts and concerns. The aim of the present study was to identify play behaviors and tendencies in types of play that children with typical and atypical internalized emotional disturbances show in free play situations in preschool. A systematic literature review was conducted in order to reach this goal. Six articles were included in which five internalized emotional disturbances were mentioned -one typical and four atypical. Findings revealed eight overt play behaviors, with prevalent these of non-play, solitary-passive behavior, unconscious play activity and desire for peer play but no attempt for it. Regarding engagement in play types, children exhibiting internalized problems were more prone to constructive and creative play and less engaged in symbolic play, which can be possible indicator of developmental delays. This study works as a tool for professionals in order to identify play behaviors of children with internalized emotional disturbances in preschool child initiated play. Subsequently, the findings assist interventionists on providing adequate support and clinicians on shedding light on the dubious field of emotional and behavioral disorders in early childhood.

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Efforts to affect changes in student achievement through altering the manners in which schools operate have been countless. However, there are few empirical studies on the relationship between these reform activities and student outcomes, especially outcomes for students with emotional disturbances from geographically diverse locations. The current study was a secondary analysis of data collected as part of the School and Community Study and the Urban School and Community Study conducted by the Research and Training Center for the Childrens Mental Health at the Louis de la Parte Florida Mental Health Institute at the University of South Florida. Both studies examined the relationship between student exposure to school restructuring efforts and change in academic and behavioral functioning. The primary purpose of this study was to investigate the relationship between student outcomes and school reform activities and to compare students attending suburban/rural schools and students attending urban schools on academic achievement, psychopathology, and mental health service utilization. Using baseline data from the School and Community Study to match students from the Urban School and Community Study on the variables gender, income, and age; 66 matches (i.e., 132 students) comprised the study sample. Differences between the suburban/rural students and the matched sample of urban students were statistically significant in reading achievement, math achievement, functional impairment, and mental health service utilization. There were no significant differences between students on the variable of level of behavior problems, all of the students scoring in the clinical range.

Over the last several decades there has been a growing recognition that children with serious emotional disturbances are considerably underserved. The Comprehensive Community Mental Health Services for Children and Their Family Program is the largest federal grant program to help communities to implement, advance, and evaluate the system of care approach to service delivery. One of the goals of the evaluation has been to determine if children who participate in system of care services demonstrate improved clinical and functional outcomes over time. Prior research has revealed that children do display significant improvements over time. While this research is promising, it is also important to explore the variability in the rates of improvement to determine who benefits the most from system of care services. This dissertation explores the predictive role of a selected group of variables (behavioral and emotional strengths, caregiver strain, and demographic variables) on differential rates of improvements in clinical and functional outcomes over time for children who participate in systems of care. These variables were also examined in relation to differences in levels of clinical and functional impairments at intake into system of care services. The results from the latent variable quadratic growth models indicated that children who are served by systems of care displayed significant improvements in clinical and functional outcomes over time, with the greatest improvement occurring in the first six months. Children's behavioral and emotional strengths, caregiver strain, sex, age, and race significantly predicted differences in instantaneous growth, as well as rates of deceleration, for clinical and functional outcomes. Clinical implications, limitations of the study, and directions for future research are discussed. / text

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目的　本研究嚐試探討無望感與未來思考及情緒困擾間的關係，旨在驗證MacLeod的未來思考研究，以及區分病例組與對照組的敏感性。 研究對象　非病人樣本，主要為大學生以及部分社會人士，共123名；病人樣本則為台北巿立萬芳醫院的門診病患，共49名。 研究方法　非病人樣本採用隨機取樣，病人樣本採用隨機立意取樣之病例對照研究設計。 研究材料　包括「貝克無望感量表」、「貝克焦慮量表」、「貝克憂鬱量表第二版」、「語意歷程作業」、「語文流暢作業」、與「未來思考作業」共六項。 研究結果　本研究結果符合MacLeod先前的研究結果為，即(1)無望感與正向未來思考的減少有關；與(2)憂鬱與正向未來思考的減少，及負向未來思考的增加有關。不符合MacLeod的研究果為：焦慮與未來思考的關係不顯著。另外，以「正向未來思考」及「負向未來思考」來區分病人與非病人就目前的樣本而言，是不具有敏感性的。 結論　對於臨床工作而言，須注意正向未來思考減少對個案的影響，並進一步的給予適宜的處置，以預防疾病的再發。 關鍵字　無望感、正向未來思考、負向未來思考、情緒困擾

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