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ERIC Number: EJ823381
Record Type: Journal
Publication Date: 2003
Pages: 4
Abstractor: ERIC
Reference Count: 10
ISSN: ISSN-0279-6015
Commentary: Addressing the Gap Between Science and Practice in Children's Mental Health
Walker, Hill M.
School Psychology Review, v32 n1 p44-47 2003
The article by Fantuzzo, McWayne, and Bulotsky (2003), presenting their conceptualization of a paradigm for conducting applied research in children's mental health, is an intriguing fusion of key principles and recommendations. Their model comes close to meeting the profile of a new research paradigm in children's mental health. The author believes that it makes an important contribution to children's mental health in terms of the interface it presents between scientific research and the practical realities of involving teachers, peers, and parents as natural helpers--resource persons in the scaling up of effective intervention approaches. In introducing the conceptual framework for their model, the author commends Fantuzzo and his colleagues for identifying the core values that define their approach and providing a context for the work to be presented (i.e., child-centered, partnership-based, and population-focused). The author also commends them for their clear and detailed explication of these values in relation to applied interventions and social agents who deliver them. These values provide a foundational justification for the development of mental health services to address outcomes that are highly valued by parents and educators alike, such as self-regulation, friendship making, academic achievement, literacy, and the prevention of such toxins as bullying, interpersonal violence, relational aggression, and sexual harassment that are now rampant in many schools.
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: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A