Promoting Children's Health

Integrating School, Family, and Community

Thomas J. Power, George J. DuPaul, Edward S. Shapiro, and Anne E. Kazak

March 21, 2003
ISBN 9781572308558
Price: $54.00
262 Pages
Size: 6" x 9"

This book presents a framework for systematically addressing the health needs of children by integrating health, mental health, and educational systems of care. From leading scientist-practitioners, the volume is grounded in cutting-edge research as well as public policy mandates on health promotion and prevention for at-risk students. Strategies are delineated for developing and evaluating evidence-based programs targeting a variety of goals, including successfully integrating children with health problems into school, bolstering adherence to health interventions, and planning and monitoring pharmacological interventions. Multidisciplinary approaches to prevention are also discussed in detail. The book's concluding section provides guidelines for preparing professionals for health-related careers.

“This book effectively focuses attention on responding to children's health needs in a manner that is at once functional, pragmatic, and scientifically based. The case descriptions, presentations of intervention and prevention strategies, and sections on research and evaluation reflect the wealth of experience and expertise of this group of distinguished authors. The volume will be of interest to applied and academic psychologists, healthcare practitioners, public health officers, educators, and health promotion professionals. I recommend it for courses in school and clinical psychology, community health, and prevention. Importantly, the authors take a very comprehensive and integrative view of health: readers will find discussions of physical health linked with mental health and social development, family relationships, school functioning and achievement, and peer relationships. Power et al. should be commended for this contribution to children's well-being.”

—Robert C. Pianta, PhD, Curry Programs in Clinical and School Psychology, University of Virginia

“This unique volume will fill a special niche within pediatric healthcare, psychology, and education. The authors make a resounding case for creating integrated strategies to address children's health, educational, and mental health needs, and provide effective models for doing so. Reviewed is the state of the art in research on integrated systems, healthcare planning, and community-based models of healthcare delivery. This book will be a welcome addition to the armamentarium of faculty teaching courses in pediatric healthcare, school psychology, childcare, social work, family services, and education, and will be most useful as an undergraduate- or graduate-level text.”

—Kimberly Hoagwood, PhD, Department of Child Psychiatry, Columbia University

“This richly documented book is an exceptional resource for a range of professionals interested in improving children's lives through integration of resources. Power et al. draw on their diverse professional backgrounds to substantively address complex questions of how health care and educational reform can and should be developed. Outlined is a framework for creating more effective, efficient, and humane prevention and intervention approaches via interconnected systems of care in pediatric and school settings. Demonstrating both interdisciplinary and cross-specialty interactions, this approach provides a model for conceptual and applied efforts on the part of clinicians, researchers, and policymakers. The book will serve as a useful text in undergraduate- and graduate-level courses in clinical, developmental, pediatric, school, and educational psychology; in specialty seminars in prevention/promotion and children's mental and physical health; and in interdisciplinary courses offered by programs in social work, psychiatry, pediatrics, and allied health fields.”

—Michael C. Roberts, PhD, ABPP, Clinical Child Psychology Program, University of Kansas

Table of Contents

I. Understanding the Context

1. Linking Systems of Care to Promote Health: Justification and Need

2. Addressing Healthcare Issues across Settings

II. Developing Intervention Strategies

3. Designing Interventions: Integrating Assessment Paradigms

4. Integrating Children with Health Problems into School

5. Promoting Intervention Adherence: Linking Systems to Promote Collaborative Management

6. Managing and Evaluating Pharmacological Interventions

III. Developing Prevention Strategies

7. Developing Selective and Indicated Prevention Programs

8. Developing Universal Prevention Programs

9. Evaluating Programs of Prevention

IV. Planning for the Future

10. Preparing Psychologists to Integrate Systems of Care

11. Forming Partnerships to Integrate Research and Practice

About the Authors

Thomas J. Power, PhD, Associate Professor of School Psychology in Pediatrics at the University of Pennsylvania School of Medicine, is Program Director of the Center for Management of ADHD and Community Schools Program at the Children's Hospital of Philadelphia. He has coauthored numerous journal articles and several books, including Homework Success for Children with ADHD.

George J. DuPaul, PhD, is Professor of School Psychology at Lehigh University. He is a Fellow of Divisions 16 (School Psychology), 53 (Clinical Child and Adolescent Psychology), and 54 (Pediatric Psychology) of the American Psychological Association (APA) and is past president of the Society for the Study of School Psychology. He is a recipient of the APA Division 16 Senior Scientist Award and was named to the Children and Adults with ADHD Hall of Fame. Dr. DuPaul's primary research interests are school-based assessment and treatment of disruptive behavior disorders, pediatric school psychology, and assessment and treatment of college students with ADHD. His publications include over 190 journal articles and book chapters on assessment and treatment of ADHD, as well as the coauthored ADHD in the Schools, Third Edition, and ADHD Rating Scale–5 for Children and Adolescents.

Edward S. Shapiro, PhD, until his death in 2016, was Director of the Center for Promoting Research to Practice and Professor in the School Psychology Program at Lehigh University. Best known for his work in curriculum-based assessment and nonstandardized methods of assessing academic skills problems, Dr. Shapiro was author or coauthor of numerous books. He also developed the widely used BOSS (Behavioral Observation of Students in Schools) software system and presented papers, chaired symposia, and delivered invited addresses at conferences around the world. Dr. Shapiro's contributions to the field of school psychology have been recognized with the Outstanding Contributions to Training Award from Trainers of School Psychologists, the Distinguished Contribution to School Psychology Award from the Pennsylvania Psychological Association, the Eleanor and Joseph Lipsch Research Award from Lehigh University, and the Senior Scientist Award from the Division of School Psychology of the American Psychological Association, among other honors.

Anne E. Kazak, PhD, ABPP, is Director of the Department of Psychology at the Children's Hospital of Philadelphia and Professor and Director of Psychology Research in the Department of Pediatrics at the University of Pennsylvania. Her research focuses on interventions to enhance adaptive functioning and reduce child and family distress associated with serious pediatric illnesses.


School psychologists and counselors, child clinical psychologists, and university trainers in these areas.

Serves as a text in advanced undergraduate- and graduate-level courses in pediatric school psychology, child clinical psychology, and child health promotion.

Course Use

Serves as a text in advanced undergraduate- and graduate-level courses in pediatric school psychology, child clinical psychology, and child health promotion.