School-Linked Prevention
- 1 September 2002
- journal article
- research article
- Published by SAGE Publications in The Counseling Psychologist
- Vol. 30 (5) , 726-748
- https://doi.org/10.1177/0011000002305004
Abstract
Principles drawn from contemporary developmental-contextualism are presented as a framework for guiding the design, implementation, and evaluation of school-linked prevention programs that are consistent with an emerging body of research specifying best practices in prevention. Two school-linked preventive interventions, the Gardner Extended Services School (GESS) and Supporting Teachers Supporting Students, are described and discussed according to developmental principles. Roles of counseling psychologists in each intervention are also discussed. Implications of the theory and science of school-linked prevention and the two program examples for training of counseling psychologists are described.Keywords
This publication has 28 references indexed in Scilit:
- A Conceptual Framework for Counseling Psychologists in SchoolsThe Counseling Psychologist, 2002
- Prevention and Counseling PsychologyThe Counseling Psychologist, 2000
- Two pathways to prevention.American Psychologist, 2000
- Children in low-income, urban settings: Interventions to promote mental health and well-being.American Psychologist, 1998
- Interprofessional Collaboration for Children and Families:The Counseling Psychologist, 1997
- Building the Capacity of Youth and Families through University-Community CollaborationsJournal of Adolescent Research, 1995
- Future Training Requirements for Counseling PsychologistsThe Counseling Psychologist, 1994
- Working with ChildrenThe Counseling Psychologist, 1994
- School-based interventions with depressed minority adolescentsTRADITION- A JOURNAL OF ORTHODOX JEWISH THOUGHT, 1994
- Problems and help seeking in high-risk adolescent patients of health clinicsJournal of Adolescent Health, 1988