Susan S. Han

TL;DR: A meta-analysis of child and adolescent psychotherapy outcome research tested previous findings using a new sample of 150 outcome studies and weighted least squares methods and supported the specificity of treatment effects.

TL;DR: A sequential model is presented, based on these ingredients, of the naturalistic processes underlying sustainability of teachers' program implementation and how this sustainability can be enhanced through provision of teacher training and performance feedback from a classroom consultant.

TL;DR: Three kinds of bridging research are proposed and illustrated: enriching the research data base on treatment effects by practitioners in clinical settings, identifying features of research therapy that account for positive outcomes and applying them to clinical practice, and exporting lab-tested treatments to clinics and assessing their effects with referred youths.

TL;DR: It is found that beneficial therapy effects are associated with three factors which are more common in research therapy than in clinic therapy: the use of behavioral (including cognitive-behavioral) methods, reliance on specific, focused therapy methods, and provision of structure to foster adherence to treatment plans.

TL;DR: A mixed hierarchical linear models analysis indicated that, overall, treatment children's rate of improvement in both internalizing and externalizing problems was significantly greater than that for control participants.