Effectiveness of Universal School-Based Programs to Prevent Violent and Aggressive Behavior

Hahn, Robert A.; Fuqua-Whitley, Dawna; Wethington, Holly; Lowy, Jessica; Crosby, Alex E.; Fullilove, Mindy Thompson; Johnson, Robert L.; Liberman, Akiva; Mościcki, Eve K.; Price, LeShawndra N.; Snyder, Susan; Tuma, Farris; Cory, Stella; Stone, Glenda; Mukhopadhaya, Kaushik; Chattopadhyay, Sajal K.; Dahlberg, Linda L.

doi:10.1016/j.amepre.2007.04.012

Cited by 283 publications

(231 citation statements)

References 69 publications

Supporting

Mentioning

198

Contrasting

Unclassified

Order By: Relevance

“…Promotion school-programs have been found to improve self-esteem (Haney & Durlac, 1998;O'Mara et al, 2006) to prevent mental health problems (Greenberg, Domitrovich, & Bumbarger, 2001), depression (Forness et al, 1998;Merry et al, 2004) and drug use (Faggiano et al 2005), enhance emotion management and self-control (Barrett, 2004;Gansle, 2005;Kusché & Greenberg, 1994), help children resolve interpersonal conflicts (Geller, 1999;Grossman et al, 1997;Kusché & Greenberg, 1994;Shure & Spivack, 1982) and maintain healthy relationships (Beelmann & Lösel, 2006;Englander-Golden et al, 1989) and also reduce violent behavior (Catalano et al, 2002;Hahn et al, 2007;Wilson & Lipsey, 2007;Wilson, Lipsey, & Derzon, 2003).…”

Section: Specifically Sfl (Skills For Life) Ses (Social Emotional Smentioning

confidence: 99%

Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Kourmousi¹,

Salagianni²,

Merakou³

et al. 2017

View full text Add to dashboard Cite

Background: The past few decades have seen a significant growth of research on socio-emotional skills development programs and on mental health education in schools since their key-importance has been well documented. This study presents the evaluation of "Steps for life", an open, question-based, annual, teacher-taught, mental health Greek K-curriculum, designed to improve personal and social skills in young students aged 4 -6. The curriculum uses classroom-appropriate methods such as dialoguing, story-telling, role-playing and diffusion in formal and hidden curriculum, while incorporating a considerable degree of parental involvement. Methods: The study was conducted in Greece during [2009][2010]. The sample consisted of 998 kindergartners, with 518 of them forming the experimental group and 480 the control group. The questionnaire designed for the study consisted of items regarding demographics, of the Behavioural Academic Self-Esteem scale and of 8 more subscales, namely concentration of attention, participation and cooperation in the class, emotions' identification and management, physical and verbal aggressiveness control, victimization control, self-esteem, empathy, friendship skills, and problem solving. Its 96-in total-items examined students' behaviors as exhibited in the school environment and as observed and rated by their teachers. It was administered pre and post intervention to both groups' educators. Results: The results suggest that both groups exhibited significant improvement in all investigated skills. As indicated by the regression analysis however, the intervention students showed significantly higher improvement in all targeted abilities except friendship skills. Conclusions: Our intervention improved more significantly almost all the taught skills, corroborating the findings of other researchers who found that similar approaches can improve

show abstract

Section: Specifically Sfl (Skills For Life) Ses (Social Emotional Smentioning

confidence: 99%

Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Kourmousi¹,

Salagianni²,

Merakou³

et al. 2017

View full text Add to dashboard Cite

show abstract

“…Social and emotional interventions have evolved out of different traditions including education, social work, child psychiatry, public health, psychology, and prevention (Catalano et al 2004;Greenberg et al 2001;Hahn et al 2007;Wilson and Lipsey 2007). The evidence base for these programs has grown steadily since rigorous trials first established their positive impact on behavioral and academic outcomes; there are now several meta-analyses summarizing this body of research (Durlak et al 2011;Sklad et al 2012).…”

mentioning

confidence: 99%

Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality

Wanless

Domitrovich

2015

Prev Sci

View full text Add to dashboard Cite

“…Some recent meta-analyses suggest that universal school-based approaches to preventing aggressive behavior can be effective (Hahn et al 2007;Wilson and Lipsey 2007). Other rigorous studies and meta-analyses have shown significantly positive effects on some outcomes of interest but indeterminate or non-statistically significant effects on other outcomes, no significant effects at all, and even potentially negative effects (e.g., CPPRG 1999; Grossman et al 1997;Flannery et al 2003, Park-Higgerson et al 2008, Merrell et al 2008).…”

Section: Universal School-based Social and Character Development Progmentioning

confidence: 99%

Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children

Allen¹,

Doolittle²

2010

PsycEXTRA Dataset

View full text Add to dashboard Cite

AcknowledgmentsThis report resulted from a collaboration among the scientists who are members of the Social and Character Development Research Consortium (SACD Research Consortium), school district personnel, and curriculum developers. Many school districts, principals, teachers, and school staff members assisted the evaluation by providing records and coordinating site visits for data collection. We appreciate their help and willingness to share critical information with the evaluation team.The authors listed under the SACD Research Consortium represent only part of the research team involved in the project. We would like to thank the research staff at each research team's site, especially each team's site coordinator. These people worked closely with the local schools' staff and the contractors' data collection teams to facilitate the successful collection of the data.We would also like to acknowledge the contribution of the many contract staff members who worked on the data collection and analysis. The authors wish to thank Mathematica Policy Research, Inc. (MPR) staff members Audrey McDonald and Carolyn Miller for their tireless efforts in managing data collection, and Shawn Marsh and Larry Snell for their development and maintenance of the tracking system. We give special thanks to Decision Information Resources, Inc., in particular Douglas Hermond and Carla Prince, for assisting in data collection and the development of coding protocols for analysis. We appreciate the contributions of Marvin Berkowitz and Mindy Bier at the University of Missouri-St. Louis to the evaluation. Finally, we wish to provide thanks to Clotilde Benitez and Ken Carlisle from Friday Systems, which provided support for the SACD working meetings.The SACD Research Consortium would also like to remember Dr. Victor Battistich from the College of Education at the University of Missouri-St. Louis. Dr. Battistich, who passed away on June 20, 2008, served as a consultant to MPR during this project and was a leading researcher in children's social development and school-based programming.The mention of trade names, commercial products, or organizations in the description of the projects, or the reporting of study findings, does not imply endorsement by the U.S. government. This page is intentionally blank. vii Disclosure of Potential Conflicts of InterestThe Social and Character Development (SACD) Research Consortium consists of research teams (principal investigators and co-principal investigators from each grantee site); Institute of Education Sciences (IES) staff; Centers for Disease Control and Prevention (CDC) staff; and the evaluation contractor, Mathematica Policy Research, Inc. (MPR). Except for the three exceptions described in the paragraph below, the grantee research teams, IES staff, CDC staff, and contractor staff from MPR have no interests that could be affected by findings from the evaluation of the intervention programs that are described in this report.Three of the SACD program research teams were led by and/or included perso...

show abstract

Effectiveness of Universal School-Based Programs to Prevent Violent and Aggressive Behavior

Cited by 283 publications

References 69 publications

Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality

Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children

Contact Info

Product

Resources

About