A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factors necessary for strong program impact and sustainability. Widespread implementation of beneficial prevention programming requires further development of research-based, comprehensive school reform models that improve social, health, and academic outcomes; educational policies that demand accountability for fostering children's full development; professional development that prepares and supports educators to implement programs effectively; and systematic monitoring and evaluation to guide school improvement.

Two challenges for researchers of school-based action are to identify effective approaches to prevent problem behaviors and promote positive youth development and to support the widespread implementation and sustainability of evidence-based preschool through high school practice. In this article, the authors describe integrated social, emotional, and academic education as a useful framework for conceptualizing school-based positive youth development programming. We then review findings from selected exemplary studies and research syntheses to support this perspective. We conclude with guidelines for implementing integrated social, emotional, and academic learning programs.

Most theorists assume that the passage of time will have a very different impact on passionate versus companionate love. Passionate love is said to decline fairly quickly, while companionate love is thought to remain fairly stable (or actually increase) over time.This hypothesis was tested in two studies. In Study 1, we interviewed 53 newlywed couples soon after their marriages and again one year later, when presumably (for some) the "honeymoon was over." In Study 2, we interviewed a random sample of 240 older women, ranging in age from 50-82, who had been married varying lengths of time. (The median length of marriage was 33 years.) We asked about their passionate and companionate love for their partners and their partner's love for them.In Study 1, it was found that although newlywed men and women loved with equal passion, women tended to love their partners more companionately than they were loved in return. (This is in accord with previous research with dating couples.) The results for people married many years were more complex.Finally, we turned to the question with which we are most concerned: What impact does time have on love? In both Study 1 and Study 2, time did have a corrosive effect on lovebut to our surprise it appeared to have an equally detrimental effect on both passionate and companionate love. In almost all cultures, people distinguish between passionate and companionate love (Fehr, 1988;Fischer, Shaver, & Carnochan, 1990; Hatfield, Rapson, & Martel, 2007). KeywordsPassionate love (sometimes called "romantic love," "obsessive love," "infatuation," "lovesickness," or "being-in-love") is a powerful emotional state. It has been defined as:A state of intense longing for union with another. Passionate love is a complex functional whole including appraisals or appreciations, subjective feelings, expressions, patterned physiological processes, action tendencies, and instrumental behaviors. Reciprocated love (union with the other) is associated with fulfillment and ecstasy. Unrequited love (separation) is associated with feelings of emptiness, anxiety, and despair (Hatfield & Rapson, 1993, p. 5).Companionate love is a far less intense emotion. It combines feelings of attachment, commitment, and intimacy. It has been defined as: "The affection and tenderness we feel for those with whom our lives are deeply entwined" (Hatfield & Rapson, 1993, p. 9).Scholars have argued that when ordinary people are asked what they mean by "love" they seem to distinguish "being in love" from "loving" (Myers & Berscheid, 1997).Passionate love is generally associated with passion, sexual desire, excitement, and a variety of other intense emotions-such as yearning, jealousy, anxiety, and so forth (see Aron, Fisher, and Strong, 2006;Sternberg, 1997). Companionate love is typified by attachment, trust, intimacy, closeness, and commitment Fehr, 1988;Hendrick & Hendrick, 1989;Mikulincer & Goodman, 2006; Sternberg & Weis, 2007). (For a comprehensive summary of the nature of love, see Aron, Fisher, & Strong, 2006;Sternbe...

We monitored trends in HIV risk behaviors and seroconversion among out-of-treatment injection drug users (IDUs) receiving street-based outreach intervention. Beginning in 1988, 641 HIV-seronegative IDUs were recruited by targeted sampling methods to reflect broader IDU populations and were followed for 4 years (1988-1992). All were active injectors not in treatment when recruited. Cohort members were targets of HIV-prevention outreach. The intervention was guided by the Indigenous Leader Outreach Model: Exaddicts deliver HIV-prevention services targeting IDU social networks in community settings. Primary outcome measures were HIV seroconversion and HIV risk behaviors. Observed incidence of HIV infection decreased, from 8.4 to 2.4 per 100 person-years. Prevalence of drug risk behaviors also decreased, from 100 to 14%. Seroconversion was associated with injection risk behavior [risk ratio (RR) = 9.8]. Sex risk behavior also decreased, but less dramatically, from 71 to 45%. Out-of-treatment IDUs in Chicago have reduced their rates of new HIV infection by reducing their injection risk behavior. New infections were strongly associated with injection risk behavior but not with sex risk behavior.

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If learning is a social process, then youngsters need more than academic instruction. The authors describe a method for helping youth to develop caring and concern for others, establish positive relationships, and make responsible decisions.

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