Little is known about the academic processing speed (i.e., rapid automatic naming and academic fluency) of children and adolescents with emotional and behavioral disorders (EBD) served in public school settings. A cross-sectional design was used to investigate the (a) percentage of K-12 students with EBD served in public school settings with…

The current study explored how body dissatisfaction and challenges associated with the transition to university predicted symptoms of binge eating. Participants were 101 female full-time first-year university students (M=18.3 years of age; SD=0.50) who completed a background questionnaire and a web-based daily checklist assessing binge eating.…

To discover what patterns of syndromic profiles may commonly exist among children, the data for the most recent revision of the Bristol Social Adjustment Guides are reanalyzed. The syndrome scores for all 2,527 five to fifteen-year-old regular school children in the standardization sample were grouped into similar profile patterns by hierarchical…

This paper describes an innovative intervention model for promoting mental health and positive social adjustment for youth with emotional or behavioral disorders (EBD) in San Diego. More specifically, it highlights a unique partnership between several program divisions within the San Diego Unified School District (SDUSD), namely, the Mental Health…

The case histories of nine autistic children, eight boys and one girl, selected from a total of 96 so diagnosed at The John Hopkins Hospital prior to 1953, are presented in some detail and discussed. (Author)

How principals can be most effective in dealing with and serving emotionally disturbed or socially maladjusted pupils, while recognizing the demands and interests of teachers and parents at the same time, is considered. Much of the success in moving ahead to serve disturbed children with new formats is said to depend upon the principal and how he…

The article discusses some implications of the Warnock Report (which analyzes the numerous aspects of special education in Great Britain) for the education of maladjusted children. (DLS)

Involved in a study to identify long range predictors of social adjustment were 536 aggressive-disruptive children who were originally evaluated in third or sixth grade and whose social adjustment was measured 6 or 9 years later. (CL)

Several controversies surround differentiation between socially maladjusted and seriously emotionally disturbed. Central to controversy is interpretation of social maladjustment as restricted to include socialized aggressive and adjudicated delinquents or broadened to include Conduct Disorders, Oppositional Defiant Disorder, and antisocial…

Selected normal children were paired in a buddy relationship with emotionally disturbed or socially maladjusted children (termed emotionally handicapped) from a special class during a summer outdoor, eight-week nature study program. Purposes were to facilitate social interaction and improve the social relationships of the emotionally handicapped…

Three models of intentional therapeutic communities for troubled youth are described: psychiatric communities, communities with a spiritual orientation, and collectives inspired by A. Makarenko. Applications of the Makarenko model with adolescents having problems of substance abuse and serious social maladjustment in Sweden, Norway, and Denmark…

Classroom teachers and school mental health specialists must be better equipped to determine which students who practice deviant behavior are behaviorally disordered and which students are experiencing faulty social perception. (Author/PHR)

Investigated prevalence of social maladjustment among students in two rural/suburban school systems. Results from 249 elementary and secondary school teachers indicated that the percentage of students reported as exhibiting characteristics of social maladjustment was sufficiently high to indicate that services beyond special education may be…

Former students (34) of a residential school for students with emotional-behavioural difficulties, and their parents, were interviewed to determine their perceptions about the educational and social adjustment of the students. Following reintegration into mainstream schools, or work, the majority of the former students were reported as coping at…