65:. Others have been developed to foster positive youth development and academic performance. While each of these programs focuses on distinct issues and outcomes, research suggests that in adolescent-focused initiatives, many utilize the same practice elements, including communication skills, problem solving, insight building, and assertiveness training. These results suggest that certain core skills may be critical to seemingly disparate desired outcomes, which may have implications for clinical decision making as well as policy. A meta-analysis of 213 school-based prevention programs promoting social and emotional learning (SEL) looked at outcomes in six different domains: social and emotional skills, attitudes toward self and others, positive social behaviors, conduct problems, emotional distress, and academic performance. Findings suggested that SEL programs had positive effects across all six domains, demonstrating the broad impact of universal school-based prevention programs
91:
coordinators; encouraging support and cooperation from school administrators, community members and principals; motivating and gaining the support and enthusiasm of teachers; training which will provide knowledge, skills, and desire to continue further; retraining a few years after to reinforce knowledge and continue the commitment of the teacher or school; and gathering feedback to provide instructors with how to improve their skills.
44:
programs are offered to the general population, while selective prevention programs are intended for groups identified as at risk for developing a problem. This differentiates them from intervention or treatment programs, which are intended for individuals who already have a problem or meet criteria
82:, research shows that programs are often poorly implemented, resulting in low fidelity and weak outcomes. Additionally, some prevention programs may not be a good fit with the local context and may require tailoring. Finally, schools may struggle to sustain programs due to limited resources.
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While there are significant challenges to implementing evidence-based prevention programs into school settings, there are strategies to increase the success of introducing and sustaining such programs. These strategies include assigning highly committed individuals as project directors or
35:
issue. The Report of the
Surgeon General’s Conference on Children’s Mental Health stated the importance of fostering a solid emotional foundation in children in order to facilitate learning. However, children and families face significant barriers to accessing and receiving
77:
initiatives have not been widely implemented. Schools may be unaware of the evidence base, reflecting the gap between research and practice. Schools that are aware of effective programs may lack funding necessary to implement the program. Should schools receive funding for
406:
Boustani, Maya M.; Frazier, Stacy L.; Becker, Kimberly D.; Bechor, Michele; Dinizulu, Sonya M.; Hedemann, Erin R.; Ogle, Robert R.; Pasalich, Dave S. (2014-02-07). "Common
Elements of Adolescent Prevention Programs: Minimizing Burden While Maximizing Reach".
450:
Durlak, Joseph A.; Weissberg, Roger P.; Dymnicki, Allison B.; Taylor, Rebecca D.; Schellinger, Kriston B. (2011-01-01). "The Impact of
Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions".
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Catalano, Richard F.; Berglund, M. Lisa; Ryan, Jean A. M.; Lonczak, Heather S.; Hawkins, J. David (2004-01-01). "Positive Youth
Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs".
546:
Fagan, Abigail A.; Mihalic, Sharon (2003). "Strategies for
Enhancing the Adoption of School-Based Prevention Programs: Lessons Learned from the Blueprints for Violence Prevention Replications of the Life Skills Training Program".
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should be considered when designing programs. Having more structure in the program and implementation process - from training to materials to supervision - may also be beneficial and lead to sustainment.
295:
Tobler, Nancy S.; Roona, Michael R.; Ochshorn, Peter; Marshall, Diana G.; Streke, Andrei V.; Stackpole, Kimberly M. (2000). "School-Based
Adolescent Drug Prevention Programs: 1998 Meta-Analysis".
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31:, yet up to 80% of those in need do not receive mental health services. Preventing mental health problems and promoting healthy behavior among youth has become a critical
260:
Lösel, Friedrich; Beelmann, Andreas (2003-05-01). "Effects of Child Skills
Training in Preventing Antisocial Behavior: A Systematic Review of Randomized Evaluations".
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Evans, Caroline B.R.; Fraser, Mark W.; Cotter, Katie L. (2014). "The effectiveness of school-based bullying prevention programs: A systematic review".
179:
132:"Service Utilization for Lifetime Mental Disorders in U.S. Adolescents: Results of the National Comorbidity Survey–Adolescent Supplement (NCS-A)"
130:; He, Jian-ping; Burstein, Marcy; Swendsen, Joel; Avenevoli, Shelli; Case, Brady; Georgiades, Katholiki; Heaton, Leanne; Swanson, Sonja (2011).
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Gottfredson, Denise C.; Gottfredson, Gary D. (2002-02-01). "Quality of School-Based
Prevention Programs: Results from a National Survey".
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Gottfredson, Denise C.; Gottfredson, Gary D. (2002-02-01). "Quality of School-Based
Prevention Programs: Results from a National Survey".
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are initiatives implemented into school settings that aim to increase children's academic success and reduce high-risk problem behaviors.
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Gottfredson, D; Gottfredson, G (2002). "Quality of School-Based
Prevention Programs: Results from a National Survey".
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Pentz, Mary Ann (2014). "Integrating Mindfuldness into School-Based Substance Use and Other Prevention Programs".
180:"The Study of Implementation in School-Based Preventive Interventions: Theory, Research, and Practice (Volume 3)"
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53:
A number of school-based programs have been developed to target specific outcomes, including problems such as
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Zenzen, Wanda; Kridli, Suha (July 2009). "Integrative Review of School-Based Childhood Obesity Prevention".
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Foster, Susan; Rollefson, Mary; Doksum, Teresa; Noonan, Denise; Robinson, Gail; Teich, Judith (2004-11-30).
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While 59% of schools in the U.S. report having programs that foster children’s social and emotional needs,
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331:"NIDA Study Shows School-Based Prevention Program Reduces Problem Behaviors in Fifth-Graders by Half"
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Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities
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40:. As a result, schools have been identified as ideal avenues through which to reach youth. Universal
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Properly implemented programs are likelier to have good outcomes, which may incentivize
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575:"Benefits and Costs of Prevention and Early Intervention Programs for Youth"
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Journal of the American Academy of Child & Adolescent Psychiatry
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Journal of the American Academy of Child & Adolescent Psychiatry
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The Annals of the American Academy of Political and Social Science
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The Annals of the American Academy of Political and Social Science
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to allocate more funding to these initiatives. Including explicit
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School Mental Health Services in the United States, 2002-2003
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207:"Parent Management Training: Evidence, Outcomes, and Issues"
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195:U.S. Public Health Service, 2000, p. 3
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27:An estimated 20-40% of youth have a
393:Psychology and Educational Practice
335:National Institutes of Health (NIH)
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717:Journal of Pediatric Health Care
465:10.1111/j.1467-8624.2010.01564.x
224:10.1097/00004583-199710000-00016
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205:KAZDIN, ALAN E. (Oct 1997).
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667:10.1177/002242780203900101
605:10.1177/002242780203900101
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148:10.1016/j.jaac.2010.10.006
640:10.1016/j.avb.2014.07.004
421:10.1007/s10488-014-0541-9
128:Merikangas, Kathleen Ries
86:Implementation strategies
682:Substance Use and Misuse
370:10.1177/0002716203260102
274:10.1177/0002716202250793
391:"Learning influences".
309:10.1023/A:1021314704811
100:cost-benefit analysis
29:psychiatric disorder
63:antisocial behavior
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453:Child Development
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341:2016-11-21
114:References
69:Challenges
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