Why psychologists need to base treatment recommendations on scientific evidence: methodologies for intervening with disruptive adolescents

This book evaluates research seeking to clarify if the professional practice of educational/school psychologists is evidence-based when recommending interventions for disruptive adolescents who are diagnosed as seriously emotionally disturbed. All aspects of the literature search confirmed that the current research on effective treatments for seriously emotionally disturbed adolescents is extremely limited. Many conclusions can be drawn from this research. There are indications that in the future fewer opportunities will exist in public authority educational settings for professionals to do therapeutic work with disruptive adolescents. Important goals for policy makers working in government or school districts are presented, as is a blueprint for change and improvement. It is concluded that researchers and practitioners can contribute by supporting both a scientist-practitioner and a practitioner scientist model. Building upon the evidence-based movement, there is a need for a new movement to promote cooperation, collaborative work and enhance linkages among professionals and agencies providing services.