ADOLESCENT SCHOOLBOYS IN SED CLASSES - IMPLICATIONS FOR CHILD-PSYCHIATRY

Objective: The primary purpose of this study was to determine basic ps ychosocial characteristics for adolescent socially and emotionally dis turbed (SED) boys. Method: Boys aged 12 to 16 years who were recommend ed for SED placement were compared with same-aged boys recommended for other educational intervention. The main measures were the Kiddie SAD S-E interview and Achenbach's parent Child Behavior Checklist and Teac her Report Form scales. Results: The adolescent SED boys were found to have normal intelligence, high rates of family stressors, predominant ly DSM-III externalizing disorders, serious dysfunction according to c hecklist ratings by both teachers and parents, and little current comm unity mental health intervention. They were significantly different fr om the comparison group on several variables: lower socioeconomic stat us, more abuse experience, greater diagnostic comorbidity, higher Axis V clinician ratings, and higher teacher ratings on externalizing scal es. Conclusions: Findings are similar to those for other age-gender gr oups of SED students. One implication is the need for more private chi ld psychiatrists to become involved in the collaborative treatment of this complex and seriously ill group of special education students. Co nsequently, a second implication is to increase the experience of chil d psychiatry trainees in dealing with the many consultative needs of S ED students and staff.