Building Full-Service Schools: Lessons Learned in the Development of Interagency Collaboratives

Authors

Thomas J. McMahon, Yale School of Medicine
Nadia L. Ward, Yale School of Medicine
Marsha Kline Pruett, Yale School of MedicineFollow
Larry Davidson, Yale School of Medicine
Ezra E.H. Griffith, Yale School of Medicine

Document Type

Article

Publication Date

1-1-2013

Publication Title

Implementation of Prevention Programs: A Special Issue of the Journal of Educational and Psychological Consultation

Abstract

Although the history of clinical-school-eommunity collaboration can be traced back to the end of the 19th century, the full-service school movement represents a new era in the quest for more effective ways to deliver human services to children. As awareness that school systems alone cannot address the social problems affecting millions of children, the concept of full-service schools has been embraced as a potential solution to service delivery problems affecting children living in high-risk environments. Built on shared commitment to positive child development, full-service schools represent an effort to make human service systems partners in the educational process, while simultaneously making school systems partners in the delivery of human services (Adelman & Taylor, 1999; Dryfoos, 1994a, 1995/1997/1998; Morrill, 1992).

Volume

11

Issue

1

First Page

65

Last Page

92

DOI

10.4324/9781315046266-4

Comments

Archived as published. Open access article.

Recommended Citation

McMahon, Thomas J.; Ward, Nadia L.; Pruett, Marsha Kline; Davidson, Larry; and Griffith, Ezra E.H., "Building Full-Service Schools: Lessons Learned in the Development of Interagency Collaboratives" (2013). School for Social Work: Faculty Publications, Smith College, Northampton, MA.
https://scholarworks.smith.edu/ssw_facpubs/67