26:T453,

The inattentive and/or hyperactive—impulsive behaviors that typify attention-deficit/hyperactivity disorder (ADHD) have been associated with increased stress in parents of children who are so diagnosed and are known to adversely affect the quality of parent—child interactions. Far less is known, however, about the effects of ADHD on interactions between students with the disorder and their teachers and on levels of teacher stress. Using the Index of Teaching Stress, an instrument assessing a teacher's subjective level of stress and frustration in response to teaching and interacting with a particular student, we found that general education elementary school teachers rated students with ADHD as significantly more stressful to teach than their classmates withoutADHD. However, we found that the stress reported by teachers was highly individualized.Students with ADHD who evidenced oppositional/aggressive behavior or severe social impairment were rated as significantly more stressful to teach than students with ADHD who did not evidence these associated difficulties.

27:T408,

This article describes two studies that evaluated training intended to improve the family friendliness of five components of the admissions treatment team process (Introduction, Meeting Management, Case Presentation and Discussion, Service Plans, and Tact and Technicalities) at an inpatient child and adolescent psychiatric hospital. In Study 1, we observed 18 case presentations and found that the ratings on family friendliness were low on Service Plans and Tact and Technicalities. Following three role-play training sessions, we found no statistically significant improvement. In Study 2, we used a multiple-baseline design across treatment team process components and enhanced the family friendliness of each component through mindfulness training. Follow-up observations at monthly intervals for 6 months showed continued high rates of family friendly services. Our study suggests that the mindful delivery of mental health services can produce long-term gains in the family friendliness of admissions treatment teams.

28:T495,

The purpose of this study was to identify risk factors for early pregnancy and outcomes of early parenthood among girls with serious emotional disturbance (SED). Longitudinal data were collected during a 7-year period from 190 female adolescents with SED, ages 9 to 18 at the beginning of the study, and their families. Of the sample, 39% had their first pregnancy by age 18.The results of univariate analyses indicated that among examined risk factors (a) being African American, (b) low family income, (c) dropping out of school, (d) conduct disorder, and (e) substance use disorder were significantly (ps < .05) associated with early pregnancy. However, according to multivariate analysis, only dropping out of school was a significant predictor of early pregnancy.The study also examined outcomes of early parenthood for girls with SED. Girls who had children were more likely (ps < .05) to live in poverty, receive public assistance, and live independently. Dropout status also was examined as an outcome variable,and was a significantly more (p < .05) frequent consequence for girls who had children.

29:T4a3,

Both mental and physical health problems have significant, costly effects on children and on society, particularly through the health-care delivery system. Many years of research show more mental health problems among children with chronic health conditions, but the research is contradictory and inconclusive. This study is the first to examine the physical health status and problems of children with known mental health problems.The study compares Medicaid children with and without serious mental health problems (n = 965) using parent reports of global health status, physical functioning, and general health perceptions. Children with more serious mental health problems were significantly more likely to have chronic health c