Promoting Children's Mental Health: Reform Through Interdisciplinary and Community Partnerships

Abstract

Reforms that have been undertaken in the mental health system have significant implications for psychologists working in and with schools. This article introduces the special series in School Psychology Review on “Emerging models for promoting children's mental health: Linking systems for prevention and intervention.” This article describes existing problems with the mental health system and priorities that have been identified as targets for change. Specific implications for psychologists and public health advocates whose work relates to the schools are discussed. Also, the purposes and structure of the special series are described.

Additional information

Notes on contributors

Thomas J. Power

Thomas J. Power received his Ph.D. in Psychology in Education from the University of Pennsylvania in 1984 and is Associate Professor of School Psychology in Pediatrics at University of Pennsylvania School of Medicine. His research interests include assessment and intervention for children with ADHD, family-school collaboration, and prevention/health promotion. He is Associate Editor of School Psychology Review.