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Relatively little attention has been devoted to the social validation of potentially effective autism interventions. Thus, it is often difficult to identify and implement evidence-based practices, and programming is often inadequate. The authors identified autism intervention components with reported effectiveness for school settings. The results of a social validation survey completed by parents, teachers, and administrators indicate strong, consistent support for program components falling within five functional areas: (a) individualized programming, (b) data collection, (c) the use of empirically-based strategies, (d) active collaboration, and (e) a focus on long-term outcomes. These socially validated interventions can be used to evaluate existing autism curricula and develop training for professionals, parents, and students in order to improve public school autism programs.

This study is a process evaluation of the school component of the adolescent sexual health programme MEMA kwa Vijana (MkV), which was implemented in 62 primary schools in rural Mwanza, Tanzania from 1999 to 2001. The MkV curriculum was a teacher-led and peer-assisted programme based on the Social Learning Theory. Process evaluation included observation of training sessions, monitoring and supervision, annual surveys of implementers, group discussions and 158 person-weeks of participant observation. Most teachers taught curriculum content well, but sometimes had difficulty adopting new teaching styles. Peer educators performed scripted dramas well, but were limited as informal educators and behavioural models. The intervention appeared successful in addressing some cognitions, e.g. knowledge of risks and benefits of behaviours, but not others, e.g. perceived susceptibility to risk. MkV shared the characteristics of other African school-based programmes found to be successful, and similarly found significant improvements in self-reported behaviour in surveys. However, a substantial proportion of MkV survey self-reports were inconsistent, there was no consistent impact on biological markers and extensive process evaluation found little impact on several key theoretical determinants of behaviour. Improvements in self-reported survey data alone may provide only a very limited—and perhaps invalid—indication of adolescent sexual health programme success.

The purpose of this article is to share results of an exploratory qualitative research study designed to shed light on experiences of an interdisciplinary group of elementary school staff and graduate students in a school-based services project. A researcher conducted 20 interviews with staff and graduate students who represented the fields of education, nursing, and social work. Data revealed two primary themes-the importance and complexity of collaboration and differences between schools' adoption of project-and three secondary themes-need for increased nurse practitioner capacity, need for more parent involvement, and confusion over role and purpose. Building on these data, the authors provide an argument for and implications of school social workers as uniquely qualified to develop, lead, and facilitate interdisciplinary, community-university collaboration to increase meaningful family involvement and support children's success in schools through school-linked services.

African adolescents are at high risk of poor sexual health. School-based interventions could reach many adolescents in a sustainable and replicable way, if enrolment, funding and infrastructure are adequate. This study examined pupils', recent school leavers', parents' and teachers' views and experiences of rural Tanzanian primary schools, focusing on the implications for potential sexual health programmes. From 1999 to 2002, participant observation was conducted in nine villages for 158 person-weeks. Half of Year 7 pupils were 15–17 years old, and few went on to secondary school, suggesting that primary schools may be a good venue for such programmes. However, serious challenges include low enrolment and attendance rates, limited teacher training, little access to teaching resources and official and unofficial practices that may alienate pupils and their parents, e.g. corporal punishment, pupils being made to do unpaid work, forced pregnancy examinations, and some teachers' alcohol or sexual abuse. At a national level, improved teacher training and supervision are critical, as well as policies that better prevent, identify and correct undesired practices. At a programme level, intervention developers need to simplify the subject matter, introduce alternative teaching methods, help improve teacher–pupil and teacher–community relationships, and closely supervise and appropriately respond to undesired practices.

In order to meet the challenging needs and behaviors of children with Serious Emotional Disorders (SED), a school and community based Intensive Mental Health Program (IMHP) was developed and evaluated. We describe the conceptual framework, treatment principles, and model for service delivery for psychological and educational interventions under the umbrella of the IMHP. The program illustrates a model of comprehensive services for children with SED.

We provide information about consumer and provider perceptions using a mixed-model pilot study within the Intensive Mental Health Project (IMHP), a school-based treatment service for children with SED and their families. Caregiver, youth, and provider questionnaires developed for this project elicited quantitative and qualitative information on treatment satisfaction, therapeutic alliance, and active involvement in treatment. Caregivers and children overall had positive perceptions of the services they received through IMHP. Providers reported very good working relationships with most children and families. Consumers also provided constructive comments about how to improve services. Our results add support to the importance of therapeutic alliance and collaboration, which are guiding principles of the IMHP.

We describe cases from the clinical records in the Intensive Mental Health Program to illustrate the diverse presenting problems, intervention strategies, therapeutic process, and outcomes for children receiving services in this school-based, community-oriented treatment model. Cases reflect varying degrees of treatment response and potential factors that influence the fluctuating levels of emotional disturbance and impaired functioning in the home, school, and community.

Purpose - The purpose of this paper is to show that the \"Back on Track\" program is designed to support students with a chronic illness (usually cancer) to maintain contact with their school and peers whilst undergoing treatment, to promote socio-emotional wellbeing and to facilitate the ease of return to school when they are well. An evaluation of the program occurred in its first year.Design methodology approach - A clarificative evaluation approach was used. This involved collecting data about the elements of the program design and implementation to understand and make explicit the logic of the program. It comprised three stages: documenting the program design; gathering stakeholder feedback about the experiences in the program; and reviewing the program logic of the design and implementation approaches.Findings - The program (\"Back on Track\") actively engaged teachers, parents, students and Program staff in negotiating strategies to keep the students (patients) connected with their school and peers whilst undergoing hospital-based treatment for their chronic condition, in this case cancer, and when recovering at home before a full return to school. Difficulties emerged with the use of Information Communication Technologies (ICTs) as one of the key program components in keeping the students connected. There were also differences in views between the Program staff, schoolteachers and some of the students and their parents about the ongoing role of the Program once students had returned to school.Originality value - The paper indicates what is needed to enhance the implementation and success of programs such as \"Back on Track\" for this group of young people who have significant chronic illnesses, which necessitate prolonged absences from school and separation from peers.

Much has been written about the role of supervising or mentor teachers and the importance of their work in supporting the pre-service teacher. Comparatively little has been written about the school-based coordinator and the potentially significant role they play in preparing future teachers. Unrecognised, under-valued, and poorly paid might best describe the experience of many school-based coordinators. A qualitative research study investigated the impact of according status and recognition to ten school-based coordinators in a project that aimed to enhance the effectiveness of beginning teachers by improving the quality of their practicum experience. School-based coordinators, renamed Practicum Liaison Teacher (PLTs), were supported in their work and given considerable autonomy in devising the content and structure of the practicum provided for a group of pre-service teachers. PLTs, after two years in the enhanced role, report both satisfaction with and enjoyment of the job.

Linking schools and human services has become an important part of the school reform movement in the United States. This article reviews current school reform efforts designed to link human services with public schools. Contemporary school reforms aimed at linking schools and human services are placed in a historical context that begins with the reforms initiated by the progressive educators. Administrative and policy issues that serve as an impetus for the current resurgence of interest in linking human services and school programs are highlighted. Five alternative approaches for linking public schools and human services are discussed. Suggestions are offered concerning level of commitment, planning, training, leadership patterns, resources, funding, and change necessary for public schools to pursue each of the approaches. Six core areas of expertise that social workers provide for successfully linking public schools and human services are summarized.