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is a distinguished professor emeritus at the University of Kansas. His earliest professional experiences were at the Children's Hospital (Southard School) of the Menninger Clinic, where he served as a recreational therapist, teacher, and director of education. During his career at the University of Kansas and the KU Medical Center, he held an academic appointment in the Department of Psychiatry and was a professor of pediatrics, education, and special education. He also held the administrative posts of chairperson of the Department of Special Education, dean of a Graduate Division, dean of the School of Education, and director of education for the University Affiliated Facility interdisciplinary clinical and research programs at the KU Medical Center. In 1968, Dr. Whelan was appointed to an endowed chair, the Ralph L. Smith Distinguished Professor of Child Development, which he held until retirement from the university. From 1972 to 1974, he served as director of the Division of Personnel Preparation in the Bureau of Education for the Handicapped in the Department of Health, Education, and Welfare (now Office of Special Education Programs in the U.S. Department of Education). He was also project director of federal grants that provided support for leadership development in special education. His avocation was varied but supportive of his major efforts in developing effective educational programs for children with mental disorders.When the procedural protections of P.L. 94-142 (1975) became effective, Dr. Whelan became a due process hearing officer and hearing officer trainer. During his time in Washington, D.C., he completed mediator training at the Federal Mediation Service. When mediation was added as an option to address special education disputes, he was approved by the Kansas Supreme Court as a mediator and a mediator trainer in core (e.g., special education disputes) and parent-adolescent disputes. During the early 1980s, he chaired a Kansas State Board of Education committee that changed special education teacher certification regulations

Dr. Carl Smith shares his reflections on a varied career that included many different roles and responsibilities but shared a focus on children with behavior disorders. Dr. Smith also provides insight into where he believes the field is heading and offers his advice to those just entering the field. Perhaps the lasting advice to all is to focus on the importance of what you leave behind.

As the second part of an oral history of education of students with emotional and behavioral disorders, 15 first-generation leaders were asked about the events, policies, and people that have had the most influence on their professional lives and to identify the most positive and most negative influences. Their videotaped responses to these questions were transcribed and analyzed and are reported here together with discussion of several themes that emerged. Among the most cited positive influences were passage of the Education of All Handicapped Children Act (precursor to the Individuals with Disabilities Education Act) in 1975, development and application of behavioral approaches, contributions of talented people, and involvement in professional organizations and activities in the field. The most often identified negative influences were the No Child Left Behind Act of 2002, zero-tolerance policies, inadequate federal definitions of serious emotional disturbance, isolation from other disciplines with potentially relevant knowledge and practices, and resistance to prevention and early intervention approaches.

is one of the nation's foremost leaders in the field of reeducating troubled children and youth. During a career that has spanned more than 50 years, he has created and administered model psycho-educational treatment programs, authored or coauthored seven texts and more than 100 articles, and developed video series about working with troubled youth. He also has served on the faculty of several universities, including American University in Washington, D.C. While on the faculty at American University, he developed and directed Rose School.In addition, Dr. Long has edited or coedited a number of professional journals, including Reclaiming Children and Youth. He is perhaps best known for describing the Conflict Cycle and systematizing and expanding Fritz Redl's Life Space Interview into Life Space Crisis Intervention. In 1988, he founded the Life Space Crisis Intervention (LSCI) Institute to train professionals in effective, strength-based approaches to work with children and youth with emotional and behavior disorders (EBD).Early in his career, Dr. Long was influenced by pioneers in the education of children with EBD, including Fritz Redl, David Wineman, and William Morse, and he has continued to build and elaborate on their psycho-educational perspectives and interventions. Throughout his career, Dr. Long has continued to work directly with troubled children, serving