Integrated Models of School-Based Prevention: Logic and Theory

Autor/inn/en	Domitrovich, Celene E.; Bradshaw, Catherine P.; Greenberg, Mark T.; Embry, Dennis; Poduska, Jeanne M.; Ialongo, Nicholas S.
Titel	Integrated Models of School-Based Prevention: Logic and Theory
Quelle	In: Psychology in the Schools, 47 (2010) 1, S.71-88 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
Schlagwörter	Prevention; Public Health; Integrity; Models; Outcomes of Education; Intervention; Mental Disorders; Academic Achievement; Evaluation; Epidemiology; Behavior Problems; Environmental Influences; Risk; Socialization; Cues; Problem Solving + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Gesundheitswesen; Integrität; Analogiemodell; Lernleistung; Schulerfolg; Mental illness; Geisteskrankheit; Schulleistung; Evaluierung; Epidemiologie; Environmental influence; Umwelteinfluss; Risiko; Socialisation; Sozialisation; Stichwort; Problemlösen
Abstract	School-based prevention programs can positively impact a range of social, emotional, and behavioral outcomes. Yet the current climate of accountability pressures schools to restrict activities that are not perceived as part of the core curriculum. Building on models from public health and prevention science, we describe an integrated approach to school-based prevention. These models leverage the most effective structural and content components of social-emotional and behavioral health prevention interventions. Integrated interventions are expected to have additive and synergistic effects that result in greater impacts on multiple student outcomes. Integrated programs are also expected to be more efficient to deliver, easier to implement with high quality and integrity, and more sustainable. We provide a detailed example of the process through which the PAX-Good Behavior Game and the Promoting Alternative Thinking Strategies (PATHS) curriculum were integrated into the PATHS to PAX model. Implications for future research are proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10