Abstract
The central tenet of this article is that theory plays an essential role in the development and evaluation of interventions for children's psychosocial problems. Recent efforts to identify efficacious treatments have paid insufficient attention to the role of psychological theory in intervention development, evaluation, and application. Six principles of developmental psychopathology (defined as a broad framework that incorporates diverse theoretical principles and orientations) are applied to the development, evaluation, and application of interventions for the prevention and treatment of dysfunction in children and adolescents. Specific benefits of incorporating theoretical and empirical findings from developmental psychopathology in school consultation research and practice are delineated. A view of empiricism as equivalent to science and a distrust of theory as a basis for intervention research and practice will hinder the development of a science of treating children.
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