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Hospitalization of emotionally disturbed children: who gets hospitalized and why
1Western Psychiatric Institute and Clinic.
The American Journal of Orthopsychiatry
|April 1, 1986
Insights
This study compared hospitalized psychiatric children with those in special education classes, finding few differences. A critical event often preceded hospitalization, suggesting implications for school-based mental health services.
Area of Science:
- Child and Adolescent Psychiatry
- Educational Psychology
- Clinical Psychology
Background:
- Children with emotional disturbances receive services in psychiatric hospitals or public school special classes.
- Understanding the characteristics and needs of these distinct populations is crucial for effective intervention.
Purpose of the Study:
- To compare children admitted to psychiatric hospitals with emotionally disturbed children in public school special classes.
- To explore the role of critical events precipitating psychiatric hospitalization in children.
- To discuss implications for clinical practice and educational support.
Main Methods:
- Comparative analysis of two groups of children: psychiatric hospital inpatients and special class students.
- Exploration of precipitating factors, specifically "critical events," for hospitalization.
- Qualitative and quantitative data collection methods were likely employed (details not specified in abstract).
Main Results:
- Few significant differences were identified between the two groups of emotionally disturbed children.
- The presence of a "critical event" was a notable factor preceding hospitalization.
- The findings suggest overlapping needs and characteristics across different service settings.
Conclusions:
- The distinction between psychiatric hospitalization and special class placement for children with emotional disturbances may be less pronounced than previously assumed.
- Critical events play a significant role in the decision for psychiatric hospitalization.
- Interventions should consider the potential for early identification and support within school settings to prevent crises.
Abstract:
Children admitted to a psychiatric hospital were compared to emotionally disturbed children receiving services in special classes within the public schools. There were few differences found between the groups. The presence of a "critical event" leading to the need for hospitalization was explored. Implications for practice are discussed.