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Day Treatment for Children with Emotional Disorders

Volume 2 Models Across the Country

  • Book
  • © 1991

Overview

Editors:
  1. Gordon K. Farley

    1. University of Colorado Health Sciences Center, Denver, USA

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  2. Sara Goodman Zimet

    1. University of Colorado Health Sciences Center, Denver, USA

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    You can also search for this editor in PubMed   Google Scholar

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-xviii
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  2. How to Start a Treatment Program

    1. Front Matter

      Pages 1-3
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    2. Building a Statewide Program of Mental Health and Special Education Services for Children and Youth

      • William W. Swan, Mary M. Wood, Joan A. Jordan
      Pages 5-31

    3. Start-Up of a Day Treatment Program in a University Medical Center

      • Laurel J. Riser, David B. Pruitt
      Pages 33-42

    4. Architectural Considerations in Planning a Day Treatment Center

      • Victor Hornbein
      Pages 43-60

  3. Program Models

    1. Front Matter

      Pages 61-64
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    2. Developmental Rehabilitation Perspectives in the Day Treatment of Children with Serious Emotional Disorders

      • Gaston E. Blom
      Pages 65-84

    3. Child and Adolescent Day Treatment

      • Laurel J. Riser, David B. Pruitt
      Pages 85-96

    4. A Behavioral Model of Day Treatment

      • Robert D. Lyman, Steven Prentice-Dunn
      Pages 97-116

    5. The Application of Psychodynamic Principles to Day Treatment

      • C. Janet Newman
      Pages 117-138

    6. Day Treatment for Disturbed Children from Socially and Economically Disadvantaged Homes

      • Stewart Gabel, Mark Finn, Robert Catenaccio
      Pages 139-152

    7. An Afterschool Day Treatment Program

      • Ellie F. Sternquist
      Pages 153-170

  5. Back Matter

    Pages 221-230
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Keywords

About this book

The life span of day treatment for children in the United States is relatively short, covering a period of about 50 years. Although the first 20 years saw little growth in the number of centers operating around the country, the concept of day treatment was recognized by the Joint Commission on Mental Illness and Health in 1961 as the most significant treatment innovation of this century. Enthusiasm for this treatment modality gained impetus from growing dissatisfaction among many mental health care providers who had no choice but to place children in a highly restrictive hospital environment. Day treat­ ment did not carry the stigma associated with inpatient placement. The children could now remain with their own families and within their own communities. The parents could be actively included in their child's treatment. This new modality avoided the short- and long-term negative effects of institutionalization, and there was a fa­ vorable cost discrepancy between day and inpatient mental health services. In more recent years, there has been growing evidence of the efficacy of day treatment as an intensive therapeutic environment for children and their parents. Despite these advantages, day treatment has continued to be underutilized in favor of inpatient treatment by both the psychiatric community and third-party payers. Only recently is it being acknowledged by some insurers as a therapeutically sound and financially advantageous alternative to inpatient services. Conse­ quently, it is showing signs of intense growth nationally.

Editors and Affiliations

  • University of Colorado Health Sciences Center, Denver, USA

    Gordon K. Farley, Sara Goodman Zimet

Bibliographic Information

  • Book Title: Day Treatment for Children with Emotional Disorders

  • Book Subtitle: Volume 2 Models Across the Country

  • Editors: Gordon K. Farley, Sara Goodman Zimet

  • DOI: https://doi.org/10.1007/978-1-4615-6796-7

  • Publisher: Springer New York, NY

  • eBook Packages: Springer Book Archive

  • Copyright Information: Plenum Press, New York 1991

  • Hardcover ISBN: 978-0-306-43744-1Due: 30 June 1991

  • Softcover ISBN: 978-1-4615-6798-1Published: 02 April 2012

  • eBook ISBN: 978-1-4615-6796-7Published: 11 November 2013

  • Edition Number: 1

  • Number of Pages: XVIII, 248

  • Number of Illustrations: 3 b/w illustrations

  • Topics: Child and School Psychology, Clinical Psychology, Cognitive Psychology, Psychiatry

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