Context Matters: Schools and the “Research to Practice Gap” in Children's Mental Health

By Heather Ringeisen, K. Henderson, K. Hoagwood. 2003

295 citations recorded by the source corpus.

Subfields: Clinical Psychology, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c7fefa86ee7fd0719a8d4a5f9e34bbc1965b6fd1

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In Clinical Psychology

In General Health Professions

In Social Psychology

Citations in the corpus

Advancing School Mental Health Promotion Globally (2008, background): “…infrastructure support that usually does not exist, may engender clinician resistance, and are often in need of some degree of modification for application in a particular school site (Grasczyk et al, 2003; Kutash et al, 2006; Evans & Weist, 2004; Flaspohler et al, 2006; Ringeisen et al, 2003).”
LGB and Questioning Students in Schools: The Moderating Effects of Homophobic Bullying and School Climate on Negative Outcomes (2009, background): “School contextual factors have been linked to children’s mental health, achievement, self-concept, and a child’s ability to form social relationships (Baker et al. 2001; Ringeisen et al. 2003 ).”
Supporting Children's Mental Health in Schools: Teacher Perceptions of Needs, Roles, and Barriers. (2011, background): “A critical factor affecting how individuals within the school successfully use a new program is the type of professional training and support that is available (Ringeisen et al., 2003).”
Effects of an outdoor education intervention on the mental health of schoolchildren (2012, methodology): “was formulated according to the contextual needs of the school system (Ringeisen et al., 2003) by providing training for the teachers.”
Teachers’ Knowledge of Evidence-Based Interventions and Available School Resources for Children with Emotional and Behavioral Problems (2011, background): “It is clear that the research to practice gap in the area of supporting children’s mental health in schools is significant ( Ringeisen et al. 2003; Walker 2004) and may be particularly pronounced when evaluating general education teachers’ knowledge and skills in supporting children with behavioral”