High Risk Children in Schools
offers a way for psychologists and educators to see and talk about the growing population of "at-risk" children—those likely to fail at formal schooling—while helping to redefine the relationship between schools and families.
Using systems theory and developmental psychology, the authors present a new framework for the study and education of children who are at-risk. This framework—the Contextual Systems Model—creates a dialogue between the child and schooling through which meaning, goals, and experiences are shared and accepted.