This monograph presents an overview of the current status of programs for students with serious emotional disturbances in California and makes recommendations for program improvements. An introductory chapter summarizes important themes including screening, prevention, and early intervention; definitions; eligibility issues; assessment; interagency collaboration; existing resources; professional competence; and family needs. The first section then examines the roles of parents stressing the need for educators to see parents as partners. The second section considers aspects of early intervention and assessment including prevention services in the regular program, early awareness and intervention, and the problem of definitions. A major section examines aspects of educational instruction and services. These include: determining appropriate goals and objectives; determining appropriate placement and related services options; organization and delivery of services, educational interventions; and program evaluation. Section 4 considers community services which augment public school service options including mental health program services and other out-of-home services. The fifth section considers personnel development especially the importance of collaborative consultation training. Recommendations stress the shared responsibility of special education, resolving the definition dilemma, allocating sufficient resources, providing a full continuum of service options, and empowering a single case manager. (Contains 53 references.) (DB)