Enhancing schools' capacity to support children in poverty: An ecological model of school-based mental health services

Elise Cappella; Stacy L. Frazier; Marc S. Atkins; Sonja K. Schoenwald; Charles Glisson

doi:10.1007/s10488-008-0182-y

Enhancing schools' capacity to support children in poverty: An ecological model of school-based mental health services

Elise Cappella, Stacy L. Frazier, Marc S. Atkins, Sonja K. Schoenwald, Charles Glisson

Research output: Contribution to journal › Review article › peer-review

Abstract

School based mental health services for children in poverty can capitalize on schools' inherent capacity to support development and bridge home and neighborhood ecologies. We propose an ecological model informed by public health and organizational theories to refocus school based services in poor communities on the core function of schools to promote learning. We describe how coalescing mental health resources around school goals includes a focus on universal programming, mobilizing indigenous school and community resources, and supporting core teaching technologies. We suggest an iterative research-practice approach to program adaptation and implementation as a means toward advancing science and developing healthy children.

Original language	English (US)
Pages (from-to)	395-409
Number of pages	15
Journal	Administration and Policy in Mental Health and Mental Health Services Research
Volume	35
Issue number	5
DOIs	https://doi.org/10.1007/s10488-008-0182-y
State	Published - Sep 2008

Keywords

Childhood poverty
Ecological models
Indigenous resources
Organizational theory
School based mental health

ASJC Scopus subject areas

Phychiatric Mental Health
Health Policy
Public Health, Environmental and Occupational Health
Psychiatry and Mental health

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10.1007/s10488-008-0182-y

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Enhancing schools' capacity to support children in poverty: An ecological model of school-based mental health services. / Cappella, Elise; Frazier, Stacy L.; Atkins, Marc S. et al.
In: Administration and Policy in Mental Health and Mental Health Services Research, Vol. 35, No. 5, 09.2008, p. 395-409.

Research output: Contribution to journal › Review article › peer-review

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abstract = "School based mental health services for children in poverty can capitalize on schools' inherent capacity to support development and bridge home and neighborhood ecologies. We propose an ecological model informed by public health and organizational theories to refocus school based services in poor communities on the core function of schools to promote learning. We describe how coalescing mental health resources around school goals includes a focus on universal programming, mobilizing indigenous school and community resources, and supporting core teaching technologies. We suggest an iterative research-practice approach to program adaptation and implementation as a means toward advancing science and developing healthy children.",

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author = "Elise Cappella and Frazier, {Stacy L.} and Atkins, {Marc S.} and Schoenwald, {Sonja K.} and Charles Glisson",

note = "Funding Information: Acknowledgments This work was supported in part by National Institute of Mental Health grants R01MH073749, R34MH070637, and R21MH067361. Additional support was provided by the American Psychological Association/Institute of Education Sciences Postdoctoral Education Research Training fellowship under Department of Education, Institute of Education Sciences grant number R305U030004. The manuscript content does not necessarily represent the positions or policies of the funding agencies. The authors gratefully acknowledge the contributions of the children, families, educators, mental health professionals, and researchers who have participated in this work.",

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AU - Schoenwald, Sonja K.

AU - Glisson, Charles

N1 - Funding Information: Acknowledgments This work was supported in part by National Institute of Mental Health grants R01MH073749, R34MH070637, and R21MH067361. Additional support was provided by the American Psychological Association/Institute of Education Sciences Postdoctoral Education Research Training fellowship under Department of Education, Institute of Education Sciences grant number R305U030004. The manuscript content does not necessarily represent the positions or policies of the funding agencies. The authors gratefully acknowledge the contributions of the children, families, educators, mental health professionals, and researchers who have participated in this work.

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AB - School based mental health services for children in poverty can capitalize on schools' inherent capacity to support development and bridge home and neighborhood ecologies. We propose an ecological model informed by public health and organizational theories to refocus school based services in poor communities on the core function of schools to promote learning. We describe how coalescing mental health resources around school goals includes a focus on universal programming, mobilizing indigenous school and community resources, and supporting core teaching technologies. We suggest an iterative research-practice approach to program adaptation and implementation as a means toward advancing science and developing healthy children.

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Enhancing schools' capacity to support children in poverty: An ecological model of school-based mental health services

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Keywords

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