Extensive characteristics were studied for girls in elementary and secondary public schools who were recommended for classes for the socially and/or emotionally disturbed. In general, these girls were of normal intelligence, demonstrated a wide range of DSNI-III psychiatric disorders, and had experienced limited intervention through the school and community. Multiple family stressors, especially abuse, were significantly more common in SED girls than in girls evaluated for SED placement but recommended for other educational intervention. Also, significantly more severe global dysfunction was reported by SED girls according to standardized teacher, parent, and clinician instruments. Suggestions for prevention, treatment, and identification of SED girls are discussed.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology