Building and Sustaining Communities that Prevent Mental Disorders: Lessons from the Field of Special Education

Autor/inn/en	Reinke, Wendy M.; Herman, Keith C.; Tucker, Carolyn M.
Titel	Building and Sustaining Communities that Prevent Mental Disorders: Lessons from the Field of Special Education
Quelle	In: Psychology in the Schools, 43 (2006) 3, S.313-329 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20153
Schlagwörter	Special Education; School Psychologists; Mental Disorders; Behavior Disorders; Prevention; Health Promotion; Behavior Standards; Educational Strategies; Behavior Problems + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Mental illness; Geisteskrankheit; Prävention; Vorbeugung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Lehrstrategie
Abstract	Quietly, at least beyond the awareness of many psychologists, a relatively new technology based on school-wide behavior management strategies has emerged in special education to answer the call to build healthy communities. The success of these strategies in changing the practices of school systems and creating positive school climates may offer insights for school psychologists interested in preventing mental disorders and promoting health on a broader scale. Spreading the influence of school-wide behavior supports to ensure that all schools provide the nurturing environment needed to promote academic and life success for all children is an important and immediate goal. Beyond the school, the challenge will be to implement and evaluate the impact of positive behavior supports in other connected communities. The present article reviews the history and present state of school-wide behavior supports and prevention research, limitations of current practice, and opportunities for integrating school-wide programs with psychological science and practice. (Contains 1 figure and 1 footnote.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10