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Promoting successful transitions from day school to regular school environments for youths with serious emotional disorders
- Authors:
- WALTER Uta M., PETR Christopher G.
- Journal article citation:
- Children and Schools, 26(3), July 2004, pp.175-180.
- Publisher:
- Oxford University Press
Describes the Transitional Research by Accessing Individual Needs (TRAIN) Program, a 3-year demonstration project to promote successful transitions (timely returning to less-restrictive neighbourhood school settings) at a therapeutic day school serving multiple school districts near an urban area in the US Midwest. Results suggested those who successfully made the transition differed from unsuccessful ones not in terms of behavioural functioning but of the quality of the relationships established among parents, students, and neighbourhood and day schools. Concludes that improvement of individual functioning is a necessary but not sufficient factor for success. Early planning and actions promoting positive connections are also important. School social workers bring particular expertise to aid transition.
Lessons from the research on paraprofessionals for attendant care in children's mental health
- Authors:
- WALTER Uta M., PETR Christopher G.
- Journal article citation:
- Community Mental Health Journal, 42(5), October 2006, pp.459-475.
- Publisher:
- Springer
This article summarizes literature about paraprofessionals who assist children or families in the areas of mental health, education, or early childhood education, and focuses on three main questions: How effective are paraprofessionals?; what are the common and appropriate roles and responsibilities of paraprofessionals?; and what qualifications, training, and supervision are needed for paraprofessionals? Implications are inferred for a burgeoning new form of paraprofessional services: attendant care in community based mental health services for children. Lessons from existing literature can help mental health administrators and clinical supervisors at state and local levels to select, train, supervise, and evaluate attendant care workers.
Gendered differences: postmodern feminist perspectives and young women identified as emotionally disturbed
- Authors:
- WALTER Uta M., PETERSON Jean
- Journal article citation:
- Families in Society, 83(5/6), September 2002, pp.596-603.
- Publisher:
- The Alliance for Children and Families
Uses feminist and post-modern re-visions of developmental theories to deconstruct the current research and clinical practices with female adolescents and shows how these re-visions can inform our thinking about adolescent girls identified as having emotional or behavioural disabilities.
Best practices in wraparound: a multidimensional view of the evidence
- Authors:
- WALTER Uta M., PETR Christopher G.
- Journal article citation:
- Social Work: A journal of the National Association of Social Workers (NASW), 56(1), January 2011, pp.73-80.
- Publisher:
- Oxford University Press
Wraparound is a value-guided, widely used service planning process and philosophy of care originally developed for children with serious emotional disturbance and their families. Wraparound centres on individualising a combination of services around a given youth. The wraparound process is directed by a team consisting of the family, service providers, and key members of the family’s social support network. This article presents a systematic review of the effectiveness of current wraparound practices from three perspectives: the research perspective; the professional perspective; and the perspectives of various other consumers. A search was done of several databases for relevant articles published between 1998 and 2008. A value-criteria analysis assessed the evidence of the current best practices with respect to the values of wraparound and those held in social work and in child and family mental health. The findings contextualise the limited empirical support for wraparound within a social work value frame, suggesting areas of improvement for the implementation of the wraparound model. A broader ecological frame for wraparound highlights the need to include more natural supports on teams, to ensure backing from higher level administrators, and to emphasise client self-determination. Youths and families should be afforded leadership roles on teams and be supported by parent advocates. To extend the empowerment idea of wraparound beyond the individual case level, a clear commitment to social justice by working toward systems changes must be added.