Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning.

Greenberg, Mark T.; Weissberg, Roger P.; O’Brien, Mary Utne; Zins, Joseph E.; Fredericks, Linda; Resnik, Hank; Elias, Maurice J.

doi:10.1037/0003-066x.58.6-7.466

Cited by 1,546 publications

(1,097 citation statements)

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“…Regression analyses demonstrated that most of these effects were unique (additive), rather than duplicative. This suggests that interventions aimed at promoting ethnic, parent, peer, and school resources might enhance psychological adjustment, with a multipronged program likely to be more efficacious than one that seeks to bolster just one of the resources (Greenberg et al, 2003).…”

Section: Discussionmentioning

confidence: 99%

The Role of Psychosocial Resources in the Adjustment of Migrant Adolescents

Farahani

Bradley

2018

Journal of Pacific Rim Psychology

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A dolescents who immigrate face particular adjustment challenges. This study investigated (a) levels of wellbeing and depression in migrant adolescents and their Australian native counterparts, (b) associations between adjustment and four psychosocial resources, and (c) moderating effects of country of birth on the relationships between these resources and adjustment indices. The sample (N = 327) included students born in Australia, English-speaking countries other than Australia, and non-Englishspeaking countries. Students born outside of Australia in English-speaking countries reported highest mean levels of wellbeing and ethnic identity. Ethnic identity did not have the expected protective effects on migrant adolescent adjustment. In contrast, a sense of school membership affected Australian-born adolescents more positively than it did their overseas-born peers. The results raise questions regarding sources of support and connectedness that might particularly help migrant adolescents.

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Section: Discussionmentioning

confidence: 99%

The Role of Psychosocial Resources in the Adjustment of Migrant Adolescents

Farahani

Bradley

2018

Journal of Pacific Rim Psychology

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“…Currently, the social and emotional learning (SEL; Durlak et al 2011;Greenberg et al 2003) theoretical framework emphasizes the importance of building emotional and interpersonal capacities and developing prosocial behavior as a core element in school-based intervention programs. Among several SEL programs, however, the term prosocial is used in a broader perspective because it refers also to positive or competent social behavior.…”

Section: The Promotion Of Prosocial Behaviors In School Settingsmentioning

confidence: 99%

Why and How to Promote Adolescents’ Prosocial Behaviors: Direct, Mediated and Moderated Effects of the CEPIDEA School-Based Program

Caprara

Kanacri

Zuffianò

et al. 2015

J Youth Adolescence

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We thank you again very much for the promptness of your response and the consideration of our paper for publication.We are really grateful to you for your last corrections. We incorporated all of them in this current version.We would like to express our gratitude to you for this remarkable editorial process. Maria GerbinoAffiliation: Department of Psychology, Sapienza, Università di Roma.Maria Genrbino is a researcher at the Department of Psychology of Sapienza Università di Roma. Maria Gerbino's research interest focus on emotion-related regulation. She is particularly interested in studying social-emotional competences and maladjustment. She also focuses on parenting and peer relations in her work. Problems in Adolescence (Italian acronym CEPIDEA). The CEPIDEA curriculum was incorporated into routine educational practices and included five major components that reflect the personal determinants of prosocial behavior during adolescence. The present study assessed 151 students (48.7% female; M age = 12.4) of the intervention school and 140 students (51.2% female; M age = 13.0) of the control school at three points. A multigroup latent curve analysis revealed that the intervention group, compared with the control group, showed an increase in prosocial behavior, interpersonal self-efficacy beliefs, and agreeableness along with a decrease in physical aggression above and beyond the normative developmental trend of the these variables. Participants of the intervention also obtained higher grades than the control group at the end of middle school. Moderation effects for prosocial behavior and agreeableness evidenced that those who benefited most from the intervention were those adolescents with lower normative development of prosocial behavior, low initial level of agreeableness, and high initial level of physical aggression. The results also showed that the increase of prosocial behaviors mediated the decline of verbal aggression in adolescents who had attended the intervention. Author Affiliation and Research InterestsThese findings suggest that interventions aimed at promoting prosocial behaviors while having the potential to support positive outcomes may also counteract or redirect negative trajectories of functioning.

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“…Finally, involvement of workers can create space for them to voice their dissatisfaction, if any. Review of literature shows that universal programs can benefi t low-risk as well as high-risk persons (9) and longterm, multi-year and multi-component programs can produce long-term benefi ts (6) . According to the Offi ce of Juvenile Justice and Delinquency Prevention (32) , " identifying programs that have been proven effective is essential to preventing juvenile violence and delinquency " (p.i) and three criteria for " model " violence prevention programs are set.…”

Section: Discussionmentioning

confidence: 99%

“…In a highly developed city like Hong Kong, adolescents are prone to risks like drugs abuse, alcohol and tobacco uses, Internet addiction and school violence (5) . Western countries such as the USA have years of experience in implementing large-scale preventive programs to address adolescents ' developmental problems like the Life Skill Training Program (6) . However, on the contrary, social service agencies in Hong Kong usually focus on remedial interventions rather than preventive measures when handling youth problems.…”

Section: Introductionmentioning

confidence: 99%

Program implementers’ evaluation of Project P.A.T.H.S. in Hong Kong: a study based on different cohorts

Shek¹,

Tsui

2012

International Journal of Adolescent Medicine and Health

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A total of 216 schools participated in the Tier 1 Program (Secondary 1, 2 and 3 levels) of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the 2008/09 school year. Based on the subjective outcome evaluation fi ndings collected from students and instructors in each grade, the program implementers wrote down fi ve conclusions in their reports. Utilizing secondary data analysis, the conclusions in the reports were further analyzed. Results showed that most of the conclusions concerning perceptions of the program, instructors and effectiveness of the program were positive in nature. There were also conclusions indicating diffi culties encountered and recommendations for improvement. The result of the present study is consistent with previous studies using the same method as well as using other evaluation means for the same grades. The fi ndings suggest that the Tier 1 Program is well received by the stakeholders and the program is effective in promoting the holistic development of adolescents.Keywords: integrative research; Project P.A.T.H.S.; secondary data analysis; subjective outcome evaluation. IntroductionAdolescence is a critical period of human development in which individuals explore risks and opportunities. Early adolescence (i.e., Secondary 1 to Secondary 3 students in the Hong Kong context) is the stage when adolescents experience physical changes of puberty, cognitive maturation, rapid expansion of social circle, higher levels of social expectations, and gradual detachment from the family. Issues such as friendship, confl icts with peers, and love affairs heavily affect their development. Shek et al. (1 -4) highlighted the characteristics of adolescents ranging from Secondary 1 to Secondary 3 in the Hong Kong community. Secondary 1 students encountered many problems when entering secondary school, but their older counterparts fared no better. Secondary 3 students showed poorer psychological well-being and adaptation skills. They perceived family functioning to be poorer and parental control to be looser. Adolescents experience more stress as they advance in age. In a highly developed city like Hong Kong, adolescents are prone to risks like drugs abuse, alcohol and tobacco uses, Internet addiction and school violence (5) . Western countries such as the USA have years of experience in implementing large-scale preventive programs to address adolescents ' developmental problems like the Life Skill Training Program (6) . However, on the contrary, social service agencies in Hong Kong usually focus on remedial interventions rather than preventive measures when handling youth problems. Shek and Yu (7) reviewed youth programs in Asia in the past two decades and could only identify 11 preventive or positive youth development programs in Hong Kong. Obviously, Hong Kong is immature in neither developing large-scale preventive programs nor evaluating programs in a systematic way. As such, there is a great service need to develop evidence-based preventive and positive yo...

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Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning.

Cited by 1,546 publications

References 45 publications

The Role of Psychosocial Resources in the Adjustment of Migrant Adolescents

The Role of Psychosocial Resources in the Adjustment of Migrant Adolescents

Why and How to Promote Adolescents’ Prosocial Behaviors: Direct, Mediated and Moderated Effects of the CEPIDEA School-Based Program

Program implementers’ evaluation of Project P.A.T.H.S. in Hong Kong: a study based on different cohorts

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