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Abstract
The purpose of this article is to present a conceptual framework for advancing mental health science and practice for vulnerable children that is in accord with the Surgeon General's priorities for change. Three elements distinguish the framework presented. It is: (a) population-focused, (b) child-centered, and (c) partnership-based. Empirical research is presented to illustrate an application of the model. The application addresses a nationally recognized risk to child development (i.e., maltreatment) and incorporates a nationally funded protective influence for low-income children (i.e., Head Start). This model provides a framework for child-oriented psychologists, including school psychologists, to respond to the magnitude of challenges facing vulnerable children within educational settings.
Additional information
Notes on contributors
John Fantuzzo
John Fantuzzo, Ph.D. is the Diana Riklis Professor of Psychology in Education in the Policy Research, Evaluation, and Measurement Program at the University of Pennsylvania. Fantuzzo's research focuses on design, implementation, and evaluation of school-and community-based assessment and prevention strategies for young low-income children in high-risk urban environments. Most recently, he has been involved in population-based studies involving city-wide, integrated databases across agencies serving young children.
Christy McWayne
Christine McWayne, M.S.Ed. is currently a doctoral candidate in the Psychology in Education Division in the Graduate School of Education at the University of Pennsylvania.
Rebecca Bulotsky
Rebecca Bulotsky, M.A. is also a doctoral candidate in the Psychology in Education Division in the Graduate School of Education at the University of Pennsylvania.