Caregiver involvement: Outcomes of decision-making and planning for children with serious emotional and behavioral disorders and their caregivers

Research in a variety of human service fields has linked positive child outcomes with caregiver involvement. However, research on caregiver involvement in children's mental health services is limited, focused primarily on service use and cross sectional methods. This dissertation study advances previous research by investigating caregiver involvement in decision-making and planning services and treatment for children with serious emotional disturbance (SED). Two aspects of involvement are assessed from the caregiver's perspective---perceived degree of involvement and perceived influence of involvement. The aim of this study is to describe caregiver experience involvement and to determine the relationship between involvement and functional outcomes.;A secondary analysis is performed on five waves of Comprehensive Community Mental Health Services for Children and Families program evaluation data (N = 104). Generalized Estimating Equation (GEE) regression methods are used to test the relationship between caregiver involvement and child emotional and behavioral problems and strengths and academic achievement as well as caregiver strain, empowerment, and satisfaction, while controlling for sociodemographic differences and previous levels of functioning.;Caregivers are found to perceive themselves as highly involved and that influence of their involvement in decision-making and planning is high. Caregiver involvement is found to be directly related to caregiver empowerment and satisfaction and indirectly related to child outcomes. The more empowered and satisfied caregivers are as a result of their involvement, the greater the functional improvement in their children.;The findings of research have important implications for social work policy, practice, and research. The proximal and distal benefits of caregiver involvement in decision-making and planning support implementation polices and practices that mandate inclusion akin to those set forth in special education. More conceptual and empirical work is needed to identify the mechanisms by which the influence of caregiver involvement extends beyond their own outcomes to those of the child. The more we understand about the influence of caregiver involvement, the better we can address the needs of children with emotional and behavioral challenges.