The Role of Affect and Social Relationships in Health Behavior and School Health Curriculum and Instruction

Elias, Maurice J.

doi:10.1111/j.1746-1561.1990.tb05429.x

Cited by 7 publications

(6 citation statements)

References 21 publications

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“…It should be recognized that the standard SPS treatment did not use videotapes; while this is not relevant to comparisons of directed and discovery conditions to one another and subgroup comparisons therein, it raises a caveat in concluding that the coherent frameworks of the other formats were responsible for the somewhat greater degree of transfer of learning shown. Nevertheless, there is a growing consensus that a lack of clear cognitive frameworks for learners to perceive and use is a significant impediment to generalization of a wide array of school-based prevention and social competence promotion programs (Elias, 1990a;Weissberg et al, 1989). This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Discussionmentioning

confidence: 99%

“…The proliferation of social decision making and problem solving-related programs must be balanced by clear guidelines as to their proper use. Information must be gathered on where social decision making and problem solving fits into school programs, in what instructional forms, and with what populations, thereby allowing prudent targeting of scarce resources (Elias 1990a; Weissberg, Caplan, & Sivo, 1989). The present study was designed to investigate the relative impact of three instructional methods for conveying social decision making and problem solving to third and fourth grade children in a public school setting.…”

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confidence: 99%

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A comparison of instructional methods for delivering a preventive social competence/social decision making program to at risk, average, and competent students.

Elias¹,

Allen²

1991

School Psychology Quarterly

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Compared three different methods for teaching social decision making and problem solving skills to elementary school children: a standard social problem solving curriculum, a discovery learning condition, and a directed learning approach. Gains on specific indices of problem solving were noted for all treatment conditions, but generalization to affective and behavioral indices 3 months after the end of the intervention was greater for the discovery and directed conditions. The interaction of instructional method by initial adjustment level of children-at-risk, average, and competent-showed broad-based benefits of the social problem solving programs, especially to at-risk students. The discussion highlights the implication of the findings for the delivery of school-based preventive social competence/social decision making programs.Psychologists planning preventive interventions with children show an increasing preference for social-cognitive problem solving methods (Denham & Almeida, 1987;Durlak, 1983). Social decision making and problem solving have been documented to be central to the interpersonal and emotional adjustment of children and adolescents (Benard, Fafoglia, & Perone, 1987;Elias, 1990b;Michelson, Sugai, Wood, & Kazdin, 1983). Many behavioral and emotional difficulties can be conceptualized as deficiencies in component skills of social decision making and problem solving. These include problems with defining appropriate goals, lack of alternative thinking, poor formulation and implementation of plans, and failures to modify plans in light of experiential feedback (Kendall & Hollon, 1981; Rutter, 1987).We would like to acknowledge the support and assistance of many colleagues, particularly

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

A comparison of instructional methods for delivering a preventive social competence/social decision making program to at risk, average, and competent students.

Elias¹,

Allen²

1991

School Psychology Quarterly

Self Cite

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“…He concluded that there is a set of "mechanisms" which serve a protective function to individuals even when they are in circumstances that most would find to be harmful. These mechanisms combine with the skills in Bronowski, processes defined by Waters and Sroufe (1983), Associates (1986), Ford (1982), emerging work in the field of practical intelligence (Gardner, 1991;Sternberg, Okagaki, & Jackson, 1990), affect (Elias, 1990a), and a long tradition of findings in preventive mental health (Commission on the Prevention of Mental-Emotional Disabilities, 1986;Elias & Clabby, 1992;Hawkins, Catalano, & Associates, 1992;Price et al, 1988) to suggest what Elias (1990b) refers to as an outline of "protective factors. "…”

Section: A Long-term Adaptation Perspectivementioning

confidence: 96%

Primary prevention as health and social competence promotion

Elias

1995

J Primary Prevent

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Primary prevention continues to be shackled by an implicit "magic bullet" perspective and an inoculationist mentality. The proliferation of short-term, uncoordinated programs co-exists with data showing that large segments of our teenage-and-younger population are exposed to conditions that are likely to harm their psychosocial growth. The status of primary prevention in the schools is shown pictorially as a jumbled confusion. An argument is made that coordination of interventions, centered around the goal of promotion of health and social competence, is necessary to achieve more successful primary prevention. Skills comprising social competence as life skills for adaptation to diverse environments are outlined. A representation of schools with programming organized by a shared prevention/promotion skills/set of strategies is provided. Primary prevention is discussed as emergent from the promotion of health and social competence; the latter are ends in themselves, reflecting children's inalienable, developmental "rights". Persons concerned with primary prevention-and therefore with the education and the socialization of children-are called upon to examine their efforts and determine the extent to which they are addressing focal skills and doing so in a coherent, developmental, and cross-culturally sensitive manner, accompanied by the commitment of resources, time, and focused professional development activity guided by the tenets of knowledge in the primary prevention field.

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“…Magazines, television and radio programs, and books devoted to health and fitness abound (Alonzo, 1993;Cash & Green, 1986;Glassner, 1989). In addition, health educators have begun to target children and adolescents for health promotion programs in an effort to prevent future chronic disease in the population (Elias, 1990;Garrison et al,1996;Miller, Thomson, & Holcomb, 1988;Perry et al, 1988;Prokhorov et al, 1993). Adolescents may thus be exposed to health messages through general health promotion programs, the media, and school education programs.…”

Section: Evidence For Cultural Messages Of Healthmentioning

confidence: 99%

Desire for thinness and desire for health in eighteen and nineteen-year-old females

Andis¹

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and time in serving on my committee. Although he was not on my research committee, Dr. Zafar Nomani still gave graciously of his time and knowledge in statistical analysis. Dr. Nomani has been an unfailing source of support and encouragement to me during my years in the Family and Consumer Sciences nutrition program, and I have enjoyed his personal anecdotes as much as his scientific expertise. The greatest pleasure I have had during my tenure as a student has been the experience of learning from and working with Dr. Mary Head, my major professor. Dr. Head's standards of excellence, her superb teaching, her professional and personal support, and her warmth have impressed, inspired, and sustained me greatly. I offer her a heartfelt thanks for a wonderfully satisfying academic experience. iii

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The Role of Affect and Social Relationships in Health Behavior and School Health Curriculum and Instruction

Cited by 7 publications

References 21 publications

A comparison of instructional methods for delivering a preventive social competence/social decision making program to at risk, average, and competent students.

A comparison of instructional methods for delivering a preventive social competence/social decision making program to at risk, average, and competent students.

Primary prevention as health and social competence promotion

Desire for thinness and desire for health in eighteen and nineteen-year-old females

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