Abstract
The purpose of this article is to present a conceptual framework for advancing mental health science and practice for vulnerable children that is in accord with the Surgeon General's priorities for change. Three elements distinguish the framework presented. It is: (a) population-focused, (b) child-centered, and (c) partnership-based. Empirical research is presented to illustrate an application of the model. The application addresses a nationally recognized risk to child development (i.e., maltreatment) and incorporates a nationally funded protective influence for low-income children (i.e., Head Start). This model provides a framework for child-oriented psychologists, including school psychologists, to respond to the magnitude of challenges facing vulnerable children within educational settings.
| Original language | English |
|---|---|
| Pages (from-to) | 17-37 |
| Number of pages | 21 |
| Journal | School Psychology Review |
| Volume | 32 |
| Issue number | 1 |
| State | Published - Jan 1 2003 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Psychology(all)
- Developmental and Educational Psychology
Cite this
Forging strategic partnerships to advance mental health science and practice for vulnerable children. / Fantuzzo, John; McWayne, Christy; Shearer, Rebecca.
In: School Psychology Review, Vol. 32, No. 1, 01.01.2003, p. 17-37.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Forging strategic partnerships to advance mental health science and practice for vulnerable children
AU - Fantuzzo, John
AU - McWayne, Christy
AU - Shearer, Rebecca
PY - 2003/1/1
Y1 - 2003/1/1
N2 - The purpose of this article is to present a conceptual framework for advancing mental health science and practice for vulnerable children that is in accord with the Surgeon General's priorities for change. Three elements distinguish the framework presented. It is: (a) population-focused, (b) child-centered, and (c) partnership-based. Empirical research is presented to illustrate an application of the model. The application addresses a nationally recognized risk to child development (i.e., maltreatment) and incorporates a nationally funded protective influence for low-income children (i.e., Head Start). This model provides a framework for child-oriented psychologists, including school psychologists, to respond to the magnitude of challenges facing vulnerable children within educational settings.
AB - The purpose of this article is to present a conceptual framework for advancing mental health science and practice for vulnerable children that is in accord with the Surgeon General's priorities for change. Three elements distinguish the framework presented. It is: (a) population-focused, (b) child-centered, and (c) partnership-based. Empirical research is presented to illustrate an application of the model. The application addresses a nationally recognized risk to child development (i.e., maltreatment) and incorporates a nationally funded protective influence for low-income children (i.e., Head Start). This model provides a framework for child-oriented psychologists, including school psychologists, to respond to the magnitude of challenges facing vulnerable children within educational settings.
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UR - http://www.scopus.com/inward/citedby.url?scp=0037512365&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0037512365
VL - 32
SP - 17
EP - 37
JO - School Psychology Review
JF - School Psychology Review
SN - 0279-6015
IS - 1
ER -