Men and Women of the Corporation

This report builds on a highly valued predecessor, the 1994 Institute of Medicine (IOM) report entitled Reducing Risks for Mental Disorders: Frontiers for Preventive Intervention Research. That report provided the basis for understanding prevention science, elucidating its then-existing research base, and contemplating where it should go in the future. This report documents that an increasing number of mental, emotional, and behavioral problems in young people are in fact preventable. The proverbial ounce of prevention will indeed be worth a pound of cure: effectively applying the evidence-based prevention interventions at hand could potentially save billions of dollars in associated costs by avoiding or tempering these disorders in many individuals. Furthermore, devoting significantly greater resources to research on even more effective prevention and promotion efforts, and then reliably implementing the findings of such research, could substantially diminish the human and economic toll.

Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities

Quasi-experimentation - design and analysis issues for field settings - cook,td, campbell,dt

As an alternative to traditional juvenile courts, juvenile drug courts attempt to provide substance abuse treatment, sanctions, and incentives to rehabilitate nonviolent drug-involved youth, empower families to support them in this process, and prevent recidivism. The Office of Juvenile Justice and Delinquency Prevention (OJJDP) sponsored a multisite study of juvenile drug courts to examine the ability of these courts to reduce recidivism and improve youth’s social functioning, and to determine whether these programs use evidence-based practices in their treatment services. This bulletin provides an overview of the findings.

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Office of Juvenile Justice and Delinquency Prevention

Person-centered education is a counseling-originated, educational psychology model, overripe for meta-analysis, that posits that positive teacher-student relationships are associated with optimal, holistic learning. It includes classical, humanistic education and today’s constructivist learner-centered model. The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment. Variables coded included 9 independent and 18 dependent variables and 39 moderators. The results showed that correlations had wide variation. Mean correlations (r= .31) were above average compared with other educational innovations for cognitive and especially affective and behavioral outcomes. Methodological and sample features accounted for some of the variability.

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Learner-Centered Teacher-Student Relationships Are Effective: A Meta-Analysis

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Preventing Crime: What Works, What Doesn't, What's Promising. Research in Brief. National Institute of Justice.

In 1996, a Federal law required the U.S. Attorney General to provide Congress with an independent review of the Many crime prevention programs work. Others don’t. Most programs have not yet been evaluated with enough scientific evidence to draw conclusions. Enough evidence is available, however, to create provisional lists of what works, what doesn’t, and what’s promising. Those lists will grow more quickly if the Nation invests more resources in scientific evaluations to hold all crime prevention programs accountable for their results. Issues and Findings

Doris L. MacKenzie

Papers

Preventing Crime: What Works, What Doesn't, What's Promising. Research in Brief. National Institute of Justice.

Preventing Crime: What Works, What Doesn't, What's Promising