Abstract

Looking at the issue of child mental health and drawing on theory and methods from anthropology and cognitive linguistics, this study explores the role of cultural models in science translation. In-depth interviews with members of the American public reveal the cultural assumptions that Americans employ in thinking about child mental health, which differ dramatically from the ways scientists explain this topic. The study finds that public understandings of causation shape perceptions of effective solutions on this issue. Findings suggest strategies to translate the science of child mental health and encourage productive thinking of policy solutions to this issue.