Measured Effects of Primary Prevention Strategies

Baker, Stanley B.; Swisher, John D.; Nadenichek, Peggy E.; Popowicz, Cynthia Lausberg

doi:10.1111/j.2164-4918.1984.tb00255.x

Cited by 32 publications

(17 citation statements)

References 29 publications

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“…For example, the two that focused on primary prevention programs indicated that participation in primary prevention programs is helpful to students (Baker, Swisher, Nadenichek, & Popowicz, 1984;Sprinthall, 1981). In one of those, Baker Electronic Journal: To print this article select pages 44-58.…”

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confidence: 99%

A Review of School Counseling Outcome Research: Implications for Practice

Whiston¹,

Sexton

1998

Jour of Counseling & Develop

155

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In this review, the authors summarize school counseling outcome research published between 1988 and 1995. Gysbers and Henderson's (1994) comprehensive developmental guidance model served as the organizing model through which the status of empirical literature regarding school counseling is examined. Results indicated that research focused more on remediation activities as compared to preventive interventions. This review found tentative suppor t for career planning, group counseling, social skill training activities, and peer counseling. Practical implications and future research direction are drawn from these conclusions.

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confidence: 99%

A Review of School Counseling Outcome Research: Implications for Practice

Whiston¹,

Sexton

1998

Jour of Counseling & Develop

155

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“…Many managed-care companies currently pay for annual well-care visits, vaccinations, and other services in support of preventive medicine, but they do not support the provision of preventive mental health care. There is extensive evidence indicating that mental health professions can ward off adjustment difficulties in children by replicating the clinical procedures that have been used in model prevention programs (Baker & Shaw, 1987;Baker, Swisher, Nadenichek, & Popowicz, 1984;Greenberg, Domitrovich, & Bumbarger, 2001). We must convince Congress that preventing schoolwide bullying, school drop out, or teenage parenthood is as important as preventing the flu and that our nation has a responsibility for promoting the holistic well-being of its people through an expansion of compensated mental health services, including preventive mental health services (Kiselica, 2001b).…”

Section: The Mental Health Professions Must Lobby For Policies That Cmentioning

confidence: 99%

When Duty Calls

Kiselica

2004

The Counseling Psychologist

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In reaction to the pioneering model of social justice education in counseling psychology described by Goodman, Liang, Helms, Latta, Sparks, and Weintraub, several implications of social justice work for policy, education, and practice in the mental health professions are suggested. Specifically, it is recommended that mental health scientists and practitioners (a) lobby for policies that compensate practitioners for social justice work and primary prevention, (b) serve communities by participating in interdisciplinary social justice programs, (c) advocate for promotion and tenure policies that recognize and reward high-quality scholarship whose purpose it to serve communities, (d) identify the trade-offs that occur when social justice work becomes an emphasis in a curriculum, (e) be models of vulnerability to students and colleagues, (f) advocate for clients who are too overwhelmed to advocate for themselves, (g) embrace traditional and nontraditional approaches to helping, and (h) balance confrontation with engagement when challenging unjust systems and practices.

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“…(p. xiv) Critics of get-tough disciplinary practices also point to the availability of potentially more effective alternative interventions, such as peermediation (Carruthers, 1996;Johnson and Johnson, 1996;Kamps and Tankersley, 1996). Baker, Swisher, Nadenichek and Popowicz (1984) conducted a review of the literature on the various types of childcentered aggression primary prevention intervention programs. In their review they found the overall effect size associated with communication skills training was large (.93).…”

Section: Journal Of Social Service Researchmentioning

confidence: 99%

Disciplinary Practices and Perceptions of School Safety

Farmer

1999

Journal of Social Service Research

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This study of a sample of 4,044 eighth grade students taken from the National Educational Longitudinal Study of 1988 (NELS:88) was designed to examine the contribution that zero-tolerance disciplinary policies, school climate, parents' and teachers' perceptions of disciplinary climate make to students' perceptions of the school's disciplinary climate. Additionally, this study examined whether school location (i.e., urban and suburban) and school type (i.e., public and private) are associated with differences in disciplinary practices, perceptions of school discipline and school climate. Zero-tolerance disciplinary policies were found to be both directly and indirectly associated with students' perceptions of fewer discipline problems. Additionally, private schools can be characterized as having: tougher discipline policies; less teacher concern about school discipline; more student concern about school discipline; and more positive perceptions of school climate among administrators and parents than their public school counterparts. Implications for social work practice are discussed. [Article copies available for a fee from The Haworth Document Delivery

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Measured Effects of Primary Prevention Strategies

Abstract: A meta‐analysis of 40 primary prevention studies provided an encouraging assessment of past efforts and clear challenges for the future.

Cited by 32 publications

References 29 publications

A Review of School Counseling Outcome Research: Implications for Practice

A Review of School Counseling Outcome Research: Implications for Practice

When Duty Calls

Disciplinary Practices and Perceptions of School Safety

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