Implementation, Sustainability, and Scaling Up of Social-Emotional and Academic Innovations in Public Schools

Elias, Maurice J.; Zins, Joseph E.; Graczyk, Patricia A.; Weissberg, Roger P.

doi:10.1080/02796015.2003.12086200

Cited by 353 publications

(125 citation statements)

References 27 publications

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“…Validated programs were sometimes successful and sometimes not (Gager and Elias, 1997). The most important variable for success was the conditions surrounding implementation, including consistent support from school principals (Elias et al, 2003). Schools can play a significant role in addressing youth violence and negative behavior (Worthen, 2007), and therefore an important consideration is how much time and effort schools invest in the program (Stevens et al, 2000).…”

Section: Discussionmentioning

confidence: 99%

“…Although school-based anti-bullying programs include multiple strategies focusing on promoting children’s health and social competence, their impact on bullying is less than clear (Merrell and Isava, 2008; Vreeman and Carroll, 2007). However, successful, sustained, high-quality implementation of school-based anti-bullying programs is a high priority for educators and others who work in schools (Elias et al, 2003). The more unfamiliar the aspects of an anti-bullying program are, the harder it is to share information with those who work in schools.…”

Section: Introductionmentioning

confidence: 99%

“…The more unfamiliar the aspects of an anti-bullying program are, the harder it is to share information with those who work in schools. Studies that have addressed complex school-based programs have determined that management issues are seriously underestimated (Elias et al, 2003) and that simple programs are easier to manage and sustain. Therefore, an effort to simplify complex anti-bullying programs is needed.…”

Section: Introductionmentioning

confidence: 99%

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A meta-analysis of the effect of school-based anti-bullying programs

Lee¹,

Kim

2013

J Child Health Care

128

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Bullying is a serious public health problem, and many studies have examined the effect of school-based anti-bullying programs. However, these programs and those outcomes are complex, broad, and diverse. Research is needed into the optimal strategies for these comprehensive programs, which consider both the effectiveness and cost of programs. We performed a meta-analysis of 13 studies using the Comprehensive Meta-Analysis software package to calculate effect size (ES) and the Q statistic. We conducted subgroup analyses to examine the differences based on student grade level, program duration, and program strategy. The pooled ES calculation indicated that school-based anti-bullying programs have a small to moderate effect on victimization. The results of the Q test indicated significant heterogeneity across studies of victimization (Q = 39.625; I (2) = 69.7%; p < .001). Studies involving training in emotional control (p < .01), peer counseling (p < .05), or the establishment of a school policy on bullying (p < .05) showed significantly larger ESs on victimization than did studies that did not involve these strategies. Effective school-based anti-bullying programs should include training in emotional control, peer counseling, and the establishment of a school policy on bullying.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A meta-analysis of the effect of school-based anti-bullying programs

Lee¹,

Kim

2013

J Child Health Care

128

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“…However, additional comprehensive studies are needed to evaluate not only teacher fidelity but also child outcomes when the responsibility for program implementation is contained within the school system. Furthermore, sustainability tends to be considered the degree to which a program is successfully maintained for at least 2 years after the initial training and implementation year (Bumbarger & Perkins, 2008; Elias, Zins, Graczyk, & Weissberg, 2003). Therefore, it is crucial to continue evaluation after research staff have withdrawn for more than 1 year to determine what programs are truly feasible and worthwhile.…”

Section: Prevention Programsmentioning

confidence: 99%

Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers

et al. 2015

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Effectiveness studies of preschool social–emotional programs are needed in low-income, diverse populations to help promote the well-being of at-risk children. Following an initial program efficacy study 2 years prior, 248 culturally diverse Head Start preschool children participated in the current effectiveness trial and received either the Emotion-Based Prevention Program (EBP) or the I Can Problem Solve (ICPS) intervention. Pre- and postdata collection included direct child assessment, teacher report, parent interview, and independent observations. Teachers implementing the EBP intervention demonstrated good and consistent fidelity to the program. Overall, children in EBP classrooms gained more emotion knowledge and displayed greater decreases in negative emotion expressions and internalizing behaviors across the implementation period as compared to children in ICPS classrooms. In addition, cumulative risk, parental depressive symptoms, and classroom climate significantly moderated treatment effects. For children experiencing more stress or less support, EBP produced more successful outcomes than did ICPS. These results provide evidence of EBP sustainability and program effectiveness, as did previous findings that demonstrated EBP improvements in emotion knowledge, regulation skills, and behavior problems replicated under unsupervised program conditions.

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“…Public Health Service, 2000). In many cases, willingly or unwillingly, the school has become the de facto mental health service provider for children with SED (Elias, Zins, Graczyk, & Weissberg, 2003;Quinn & McDougal, 1998). However, few school districts have the personnel or financial resources to provide mental health services in a comprehensive manner, often leading to fragmented, incomplete, or inconsistent services for highly vulnerable, psychologically needy children.…”

mentioning

confidence: 99%

Intensive Mental Health Services for Children with Serious Emotional Disturbances through a School-based, Community-oriented Program

Vernberg

Roberts

Randall

et al. 2006

Clin Child Psychol Psychiatry

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Treating children with severe, early onset emotional and behavioral disturbances remains a daunting task for mental health and education systems. This article describes key principles, features, and outcomes for the school-based Intensive Mental Health Program (IMHP), a program designed specifically to provide comprehensive evidence-based, ecologically sensitive, and individualized services for this difficult-to-treat population. Although the IMHP is a relatively new model, preliminary studies of outcomes and treatment processes give initial evidence that most children improve notably in their role performance, behavior, and emotional adjustment over the course of treatment. With increasing demands for effective, affordable school-based mental health services, the IMHP offers a developing but promising prototype for services geared to meet the unique needs of children with complex disturbances of emotions and behavior.

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Implementation, Sustainability, and Scaling Up of Social-Emotional and Academic Innovations in Public Schools

Cited by 353 publications

References 27 publications

A meta-analysis of the effect of school-based anti-bullying programs

A meta-analysis of the effect of school-based anti-bullying programs

Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers

Intensive Mental Health Services for Children with Serious Emotional Disturbances through a School-based, Community-oriented Program

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