All Stories

  1. Therapeutic alliance in psychosocial interventions for youth internalizing disorders: A systematic review and preliminary meta-analysis.
  2. Feedback mechanisms of change: How problem alerts reported by youth clients and their caregivers impact clinician-reported session content
  3. The Revised Quality Standards: “A Man’s Reach Should Exceed His Grasp” or “A Bridge Too Far”: Which is the Case?
  4. Implementing a Measurement Feedback System: A Tale of Two Sites
  5. Implementing a Measurement Feedback System in Community Mental Health Clinics: A Case Study of Multilevel Barriers and Facilitators
  6. Predicting the gap: perceptual congruence between American principals and their teachers’ ratings of leadership effectiveness
  7. Leadership Coaching and Feedback
  8. A brief intervention affects parents’ attitudes toward using less physical punishment
  9. The Effect of Primary Care Interventions on Children's Media Viewing Habits and Exposure to Violence
  10. The Top Patient Safety Strategies That Can Be Encouraged for Adoption Now
  11. Revolutionary and Evolutionary Technology of Measurement Feedback Systems
  12. Communication Training for Health Care Providers to Improve Military Mental Health Screening
  13. Facing Reality and Jumping the Chasm
  14. A four-year retrospective study of Assertive Community Treatment: Change to more frequent, briefer client contact
  15. Why Can’t Mental Health Services be More Like Modern Baseball?
  16. Development and Psychometric Evaluation of the Youth and Caregiver Service Satisfaction Scale
  17. The Symptoms and Functioning Severity Scale (SFSS): Psychometric Evaluation and Discrepancies Among Youth, Caregiver, and Clinician Ratings Over Time
  18. The Peabody Treatment Progress Battery: History and Methods for Developing a Comprehensive Measurement Battery for Youth Mental Health
  19. The Session Report Form (SRF): Are Clinicians Addressing Concerns Reported by Youth and Caregivers?
  20. The Relationship Between Change in Therapeutic Alliance Ratings and Improvement in Youth Symptom Severity: Whose Ratings Matter the Most?
  21. Person Mobility in the Design and Analysis of Cluster-Randomized Cohort Prevention Trials
  22. Service Satisfaction Scale
  23. The technology of measurement feedback systems.
  24. Integrating Functional Family Therapy and CFS Into a Community-Based Mental Health System
  25. Comprehensive Measurement Battery for Youth Treatment Progress
  26. A Brief Program Improves Counseling of Mothers With Children Who Have Persistent Aggression
  27. Effects of Routine Feedback to Clinicians on Mental Health Outcomes of Youths: Results of a Randomized Trial
  28. Announcement
  29. Advancing the Science of Patient Safety
  30. Effects of Routine Feedback to Clinicians on Youth Mental Health Outcomes: A Randomized Cluster Design
  31. Editors Note
  32. The Effectiveness of Baby Books for Providing Pediatric Anticipatory Guidance to New Mothers
  33. Exploring the Black Box: Measuring Youth Treatment Process and Progress in Usual Care
  34. Introduction to Special Issue
  35. Change What? Identifying Quality Improvement Targets by Investigating Usual Mental Health Care
  36. Transforming Dissatisfaction With Services Into Self-Determination: A Social Psychological Perspective on Community Program Effectiveness
  37. Beyond outcomes monitoring: measurement feedback systems in child and adolescent clinical practice
  38. Preference in Random Assignment: Implications for the Interpretation of Randomized Trials
  39. The Worst of all Possible Program Evaluation Outcomes
  40. Data Preparation and Data Standards: The Devil Is in the Details
  41. Old Wine in New Skins: The Sensitivity of Established Findings to New Methods
  42. Why Don’t We Have Effective Mental Health Services?
  43. A Measurement Feedback System (MFS) Is Necessary to Improve Mental Health Outcomes
  44. The Science of Quality Improvement
  45. A Randomized Effectiveness Trial of a Clinical Informatics Consult Service: Impact on Evidence-based Decision-making and Knowledge Implementation
  46. Improving the Effectiveness of Mental Health Services
  47. Improving the Effectiveness of Mental Health Services
  48. Voluntary or Required Viewing of a Violence Prevention Program in Pediatric Primary Care
  49. Gain Is Not Always Good
  50. Communication Patterns in Medical Encounters for the Treatment of Child Psychosocial Problems: Does Pediatrician–Parent Concordance Matter?
  51. My life as an applied social psychologist
  52. The Death of Treatment as Usual: An Excellent First Step on a Long Road
  53. Meta-analysis of therapeutic relationship variables in youth and family therapy: The evidence for different relationship variables in the child and adolescent treatment outcome literature
  54. Intervening to Improve Communication Between Parents, Teachers, and Primary Care Providers of Children With ADHD or at High Risk for ADHD
  55. A Multimedia Violence Prevention Program Increases Pediatric Residents’ and Childcare Providers’ Knowledge About Responding to Childhood Aggression
  56. Theories Related to Changing Clinician Practice
  57. Impact of Referral Source and Study Applicants’ Preference for Randomly Assigned Service on Research Enrollment, Service Engagement, and Evaluative Outcomes
  58. Client Expectancies About Therapy
  59. A Common Factors Approach to Improving Mental Health Services
  60. A Theoretical Model of Common Process Factors in Youth and Family Therapy
  61. Feedback to clinicians: Theory, research, and practice
  62. AACAP 2001 Research Forum: Challenges and Recommendations Regarding Recruitment and Retention of Participants in Research Investigations
  63. Youth therapeutic alliance in intensive treatment settings
  64. Covariates of Self-Efficacy
  65. Child & Adolescent Psychiatry: The "Clock-Setting" Cure: How Children's Symptoms Might Improve After Ineffective Treatment
  66. Assessing the Impact of Parent and Teacher Agreement on Diagnosing Attention-Deficit Hyperactivity Disorder
  67. Youth Therapeutic Alliance in Intensive Treatment Settings
  68. Telephone Counselling for Adolescent Suicide Prevention: Changes in Suicidality and Mental State from Beginning to End of a Counselling Session
  69. Psychometric Properties of the Vanderbilt ADHD Diagnostic Parent Rating Scale in a Referred Population
  70. The Death of Treatment as Usual: An Excellent First Step on a Long Road
  71. A Conversation with Leonard Bickman
  72. Evaluation of the Ft. Bragg and Stark County Systems of Care for Children and Adolescents
  73. Positive functioning: does it add validity to maladaptive functioning items?
  74. A Conversation with Leonard Bickman
  75. Evaluation of the Ft. Bragg and Stark County Systems of Care for Children and Adolescents
  76. Addressing the Multiple Informant Aspect of the DSM-IV in Diagnosing ADHD
  77. Measuring mental health outcomes with pre-post designs
  78. Looking for the disorder in conduct disorder.
  79. Looking for the disorder in conduct disorder.
  80. The co-occurrence of psychiatric and substance use diagnoses in adolescents in different service systems: Frequency, recognition, cost, and outcomes
  81. Mental Health Outcome Evaluation
  82. Dose Effect in Child Psychotherapy: Outcomes Associated With Negligible Treatment
  83. Summing up program theory
  84. Evaluating Mental Health Services for Children and Adolescents
  85. Child sexual abuse II: treatment
  86. What information do clinicians value for monitoring adolescent client progress and outcomes?
  87. The Fort Bragg continuum of care for children and adolescents: Mental health outcomes over 5 years.
  88. Quality Indicators of Children's Mental Health Services: Do They Predict Improved Client Outcomes?
  89. What information do clinicians value for monitoring adolescent client progress and outcomes?
  90. The Fort Bragg continuum of care for children and adolescents: Mental health outcomes over 5 years.
  91. Meeting the challenges in the delivery of child and adolescent mental health services in the next millennium: The continuous quality improvement approach
  92. AEA, Bold or Timid?
  93. Long-term effects of a system of care on children and adolescents
  94. Award for Distinguished Contributions to Research in Public Policy: Leonard Bickman.
  95. Award for Distinguished Contributions to Research in Public Policy.
  96. Consumer Measurement Systems and Child and Adolescent Mental Health
  97. Dose–effect relationship in children's psychotherapy services.
  98. Practice makes perfect and other myths about mental health services.
  99. Is More Child Therapy Better?
  100. Dose-effect relationship in children's psychotherapy services.
  101. Award for Distinguished Contributions to Research in Public Policy: Leonard Bickman.
  102. AEA, bold or timid?
  103. Two low-cost measures of child and adolescent functioning for services research
  104. An Evaluation of the Yad Vashem Holocaust Museum
  105. Common patterns of service use in children's mental health
  106. Clinical outcome, consumer satisfaction, and ad hoc ratings of improvement in children's mental health.
  107. Clinical outcome, consumer satisfaction, and ad hoc ratings of improvement in children's mental health.
  108. Evaluating evaluation: Where do we go from here?
  109. Delivering effective children's services in the community: Reconsidering the benefits of system interventions
  110. The Caregiver Strain Questionnaire
  111. Interpreting Differential Rates of Service Use: Avoiding Myopia
  112. Children's mental health in a continuum of care: Clinical outcomes at 18 months for the fort bragg demonstration
  113. A Theory-Driven Intervention and Evaluation to Explore Family Caregiver Empowerment
  114. Validating Quality Indicators
  115. Introduction
  116. Presidential Address: Evaluating Evaluation: Where Do We Go From Here?
  117. Caregiver Strain Questionnaire
  118. Clinican reliability and accuracy in judging appropriate level of care.
  119. Resolving issues raised by the Fort Bragg evaluation: New directions for mental health services research.
  120. The effectiveness of a multidisciplinary case management intervention on the employment of SSDI applicants and beneficiaries.
  121. In the literature
  122. Clinican reliability and accuracy in judging appropriate level of care.
  123. Implications for evaluators from the Fort Bragg evaluation
  124. The Fort Bragg experiment
  125. The quality of services in a children’s mental health managed care demonstration
  126. Implications of a children’s mental health managed care demonstration evaluation
  127. Reinterpreting the Fort Bragg Evaluation findings: The message does not change
  128. The evaluation of a children’s mental health managed care demonstration
  129. An Evaluator's Guide To Detecting Attrition Problems
  130. CONTINIUM TO THE EDITOR
  131. Rejoinder to questions about the Fort Bragg Evaluation
  132. The Fort Bragg managed care experiment: Short term impact on psychopathology
  133. School Context, Principal Leadership, and Student Reading Achievement
  134. The application of program theory to the evaluation of a managed mental health care system
  135. Methodological issues in evaluating mental health services
  136. Methodology for evaluating mental health case management
  137. Implications for Evaluators from the Fort Bragg Evaluation 1
  138. A continuum of care: More is not always better.
  139. Who Gets Hospitalized in a Continuum of Care
  140. A continuum of care: More is not always better.
  141. Evaluating Managed Mental Health Services
  142. Description of the Evaluation Sample
  143. Access and the Intake and Assessment Process
  144. Methods
  145. Discussion and Implications
  146. Introduction
  147. Cost Outcomes
  148. The Treatment Process and Service Utilization
  149. Mental Health Outcomes
  150. An optimistic view of evaluation
  151. An Optimistic View of Evaluation
  152. Applied Research Design
  153. Emergency/Disaster Studies
  154. Designing outcome evaluations for children's mental health services: Improving internal validity
  155. Editors' notes
  156. Resource Planning for Applied Research
  157. Evaluation planning for an innovative children's mental health system
  158. A Test of the Consensus and Distinctiveness Attribution Principles in Victims of Disaster1
  159. Tribute to Harold Proshansky (1920-1990)
  160. Psychological impairment in the wake of disaster: The disaster–psychopathology relationship.
  161. Psychological impairment in the wake of disaster: The disaster-psychopathology relationship.
  162. Social support and psychological symptomatology following a natural disaster
  163. Social support and psychological symptomatology following a natural disaster
  164. Editor's notes
  165. Using program theory to describe and measure program quality
  166. The two worlds of evaluation
  167. Intentions for postshelter living in battered women
  168. Distinguished contributions to education and training in psychology: Leonard Bickman and Joseph Grosslight.
  169. Public and private responsibility for mental health services.
  170. Public and private responsibility for mental health services.
  171. Barriers to the use of program theory
  172. Learning About Disasters
  173. Some Failures of Basic Social Psychology
  174. Program personnel: The missing ingredient in describing the program environment
  175. Talking to the Media
  176. Editor's notes
  177. Graduate education in psychology.
  178. The functions of program theory
  179. Improving Established Statewide Programs
  180. Randomized field experiments in education: Implementation lessons
  181. Bystander Intervention in Crimes
  182. The feedback research approach to evaluation: A method to increase evaluation utility
  183. The Evaluation of Prevention Programs
  184. Approaches Towards Social Problems: A Conceptual Model
  185. The Chicago Heart Health Curriculum Program
  186. BYSTANDER REPORTING OF A CRIME:. The Impact of Incentives
  187. Program Evaluation and Social Psychology: Toward the Achievement of Relevancy
  188. An Example of Consumeristic Social Psychology: Bargaining Tough in the New Car Showroom
  189. Interpersonal Influence and the Reporting of a Crime
  190. The Effects of Deception and Level of Obedience on Subjects' Ratings of the Milgram Study
  191. Soft Social Science
  192. Situational Cues and Crime Reporting: Do Signs Make a Difference?1
  193. Crime reporting as a function of bystander encouragement, surveillance, and credibility.
  194. Crime reporting as a function of bystander encouragement, surveillance, and credibility.
  195. Fulfilling the Promise: A Response to Helmreich1
  196. Attitude Toward an Authority and the Reporting of a Crime
  197. Bystander intervention in a Crime: The Effect of a Mass-media Campaign1
  198. Is Revenge Sweet?
  199. An Evaluation of the 1975 APA-SPSSI Program
  200. The Effect of the Physical Attractiveness and Role of the Helper on Help Seeking
  201. Sex and Helping Behavior
  202. The Social Power of a Uniform1
  203. The Social Power of a Uniform1
  204. Book Reviews : Benefits for Continuing Education From Field Research in Social Psychology
  205. Social roles and uniforms: Clothes make the person
  206. Dormitory Density and Helping Behavior
  207. The Effect of Race and Need on Helping Behavior
  208. Social influence and diffusion of responsibility in an emergency
  209. Environmental Attitudes and Actions
  210. Sex and helping
  211. The Effect of Social Status on the Honesty of Others
  212. The effect of another bystander's ability to help on bystander intervention in an emergency
  213. Effect of Different Uniforms on Obedience in Field Situations
  214. Effects of race on the elicitation of helping behavior: The wrong number technique.
  215. Note on the drawing power of crowds of different size.
  216. Bickman, Leonard
  217. Evaluation Research
  218. Impact Assessment
  219. Licensure
  220. Profession Of Evaluation
  221. Profession Of Evaluation
  222. Evaluation Research
  223. Impact Assessment
  224. Licensure
  225. Social Research in Changing Social Conditions
  226. Applied Research Design: A Practical Approach
  227. Large-Scale Evaluations of Children’s Mental Health Services
  228. Randomized Controlled Trials: A Gold Standard With Feet of Clay?
  229. The Evidence for Home and Community-Based Mental Health Services: Half Full or Half Empty or Create Other Glasses?
  230. Evidence-based treatments and common factors in youth psychotherapy.
  231. Four: The Evaluation of the Ft. Bragg and Stark County Systems of Care for Children and Adolescents: An Interview With Len Bickman