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Increasing school success through partnership-based family competency training: Experimental study of long-term outcomes.

“…The present study's findings on school success, and earlier evidence on the effectiveness of family-focused interventions improving parenting competency and reducing students risk-related behaviors (Biglan et al, in press), combine with evidence on the effectiveness of school-community-university partnerships to suggest implications for school-based practitioners. Specifically, it suggests that practitioners consider (a) evidence-based, family-focused intervention as part of their programs to enhance social-emotional learning of students and (b) school-community-university partnerships as a mechanism for sustained implementation of those evidence-based interventions, consistent with current recommendations for school reform (see Adelman & Taylor, 2003).…”

“…Finally, our intervention's design is neither multiyear nor multicomponent (e.g., involving teacher classroom instruction and behavior management). Although there are few comprehensive K-12 prevention programs, proponents of social-emotional learning models call for whole-school approaches involving multiyear, coordinated, evidence-based interventions, along with technical assistance for superintendents, principals, teachers, and parents, in order to ensure high fidelity and, ultimately, maximize influences on positive youth development (Adelman & Taylor, 2003; Elias et al, 2001; Greenberg et al, 2003). The observed effects of the very narrow, low-intensity, and short-duration ISFP are all the more noteworthy from this perspective.…”

“…In the context of this ongoing empirical investigation, there is an expanding body of scientific work supporting the important role of social-emotional learning in school success (see Zins, Bloodworth, Weissburg, & Walberg, 2004, for a comprehensive review). For example, Zins and colleagues present compelling evidence of the influence of social-emotional learning in academic performance and learning, describing the need for the integration of social-emotional learning interventions with academic programs (also see Adelman & Taylor, 2000, 2003). From this perspective, they articulate a model of evidence-based, social-emotional programming paths to school success (Zins, Bloodworth, Weissberg, & Walberg, 2004, p. 9).…”

Addressing Core Challenges for the Next Generation of Type 2 Translation Research and Systems: The Translation Science to Population Impact (TSci Impact) Framework

“…Frequently in the U.S., innovative public health programming is developed and initially implemented with seed grants from governments or foundations. However, the dilemma of time-limited grant funding is that innovations often are implemented without a clear plan for generating resources to sustain the innovation (Adelman and Taylor 2003; Farquhar 1978; Hallfors et al 2002; Hallfors and Godette 2002; Mancini and Marek 2004). As noted earlier, the field would benefit from a change in approach whereby practitioner–scientist collaborations work with organizations, service systems, and communities to investigate what structures, strategies, policies, and resources are necessary to create sustainable change.…”

Drogas y educación: una revisión bibliográfica

“…El primero dirigido a la población general, en tanto el segundo se orienta a casos específicos de personas de alto riesgo de caer en el abuso de drogas, o aquellos que ya lo hacen, para evitar que sigan consumiendo drogas de forma abusiva. Es en este sentido, como lo mencionan Taylor & Adelman (2003), que independientemente del ámbito en el cual se aborde la prevención, debe ser comprendida en términos de evitar y/o detener una enfermedad. "La prevención debe ser, como en el caso de otras enfermedades, primaria (evitar la aparición de nuevos casos), secundaria (diagnóstico temprano para dar atención oportuna) y terciaria (tratamiento especializado y reinserción social)" (Velasco, 2005, p. 26).…”