Commentary: Developmental Psychopathology as a Unifying Context for Mental Health and Education Models, Research, and Practice in Schools

Autor/in	Masten, Ann S.
Titel	Commentary: Developmental Psychopathology as a Unifying Context for Mental Health and Education Models, Research, and Practice in Schools
Quelle	In: School Psychology Review, 32 (2003) 2, S.169-173 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Stellungnahme; Prevention; Mental Health; Psychopathology; Child Development; Interdisciplinary Approach; At Risk Students; School Psychology; Developmental Psychology; Personality Traits; Cooperation + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Psychohygiene; Psychopathologie; Kindesentwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulpsychologie; Entwicklungspsychologie; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Co-operation; Kooperation
Abstract	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.) (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10