NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ823390
Record Type: Journal
Publication Date: 2003
Pages: 5
Abstractor: ERIC
Reference Count: 17
ISSN: ISSN-0279-6015
Commentary: Developmental Psychopathology as a Unifying Context for Mental Health and Education Models, Research, and Practice in Schools
Masten, Ann S.
School Psychology Review, v32 n2 p169-173 2003
A persuasive case is presented by Ringeisen, Henderson, and Hoagwood (2003) for the significance of school contexts in child development and the potential for improving child mental health and achievement through more sophisticated, integrative, multilevel, and multidisciplinary models of how schools and children change. This perspective reflects a transformation taking place in models of psychopathology in children and what to do about it, with implications for research, policy, treatment, and prevention efforts involving schools. This article underscores three fundamental tenets of developmental psychopathology with relevance to school-based practices and research: (1) children are living systems whose lives reflect complex interactions with other systems, including schools, which in turn are embedded in larger systems; (2) understanding positive adaptation and development is important for preventing and treating problems, particularly among children at risk for psychopathology; and (3) more complex approaches are required in order for interventions or research to accommodate the embedded multi-system realities of children's lives, and these approaches require collaborations at a much earlier and deeper level. (Contains 1 figure.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A