Abstract
ABSTRACT Children are experiencing increased rates of trauma and mental health disorders. Therefore, mental health professionals providing children with therapeutic services require evidence-based interventions to meet their clients’ developmental and emotional needs. Our study investigated children with anger problems (N = 26) change in psychosocial functioning scores who participated in a school-based mental health therapeutic intervention at three Title I elementary schools. We collected the participating children’s psychosocial functioning data from clients’ guardians and teachers before the start of sessions, after five sessions, and following the completion of ten sessions. We offer implications of our findings for clinical mental health professionals working with children with anger problems.
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