All Stories

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