The propensity score is the probability of treatment assignment conditional on observed baseline characteristics. The propensity score allows one to design and analyze an observational (nonrandomized) study so that it mimics some of the particular characteristics of a randomized controlled trial. In particular, the propensity score is a balancing score: conditional on the propensity score, the distribution of observed baseline covariates will be similar between treated and untreated subjects. I describe 4 different propensity score methods: matching on the propensity score, stratification on the propensity score, inverse probability of treatment weighting using the propensity score, and covariate adjustment using the propensity score. I describe balance diagnostics for examining whether the propensity score model has been adequately specified. Furthermore, I discuss differences between regression-based methods and propensity score-based methods for the analysis of observational data. I describe different causal average treatment effects and their relationship with propensity score analyses.

https://www.tandfonline.com/doi/pdf/10.1080/00273171.2011.568786

An Introduction to Propensity Score Methods for Reducing the Effects of Confounding in Observational Studies

This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.

http://explorefhp.com/wp-content/uploads/2013/03/Durlak-Weissberg-Child-Development-Meta-Analysis.pdf

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions

A vital step in the development of an equal partnership for minorities in the academic, social, and economic life of the United States involves moving away from assumptions of the linear model of cultural acquisition. In this article we review the literature on the psychological impact of being bicultural. Assimilation, acculturation, alternation, multicultural, and fusion models that have been used to describe the psychological processes, social experiences, and individual challenges and obstacles of being bicultural are reviewed and summarized for their contributions and implications for investigations of the psychological impact of biculturalism. Emphasis is given to the alternation model, which posits that an individual is able to gain competence within 2 cultures without losing his or her cultural identity or having to choose one culture over the other. Finally, a hypothetical model outlining the dimensions of bicultural competence is presented.

Psychological impact of biculturalism: Evidence and theory.

There is emerging agreement that sustainability challenges require new ways of knowledge production and decision-making. One key aspect of sustainability science, therefore, is the involvement of actors from outside academia into the research process in order to integrate the best available knowledge, reconcile values and preferences, as well as create ownership for problems and solution options. Transdisciplinary, community-based, interactive, or participatory research approaches are often suggested as appropriate means to meet both the requirements posed by real-world problems as well as the goals of sustainability science as a transformational scientific field. Dispersed literature on these approaches and a variety of empirical projects applying them make it difficult for interested researchers and practitioners to review and become familiar with key components and design principles of how to do transdisciplinary sustainability research. Starting from a conceptual model of an ideal–typical transdisciplinary research process, this article synthesizes and structures such a set of principles from various strands of the literature and empirical experiences. We then elaborate on them, looking at challenges and some coping strategies as experienced in transdisciplinary sustainability projects in Europe, North America, South America, Africa, and Asia. The article concludes with future research needed in order to further enhance the practice of transdisciplinary sustainability research.

/pdf/transdisciplinary-research-in-sustainability-science-4wi0tfk5i7.pdf

Transdisciplinary research in sustainability science: practice, principles, and challenges

This meta-analytic review of 148 studies on child and adolescent direct and indirect aggression examined the magnitude of gender differences, intercorrelations between forms, and associations with maladjustment. Results confirmed prior findings of gender differences (favoring boys) in direct aggression and trivial gender differences in indirect aggression. Results also indicated a substantial intercorrelation (r = .76) between these forms. Despite this high intercorrelation, the 2 forms showed unique associations with maladjustment: Direct aggression is more strongly related to externalizing problems, poor peer relations, and low prosocial behavior, and indirect aggression is related to internalizing problems and higher prosocial behavior. Moderation of these effect sizes by method of assessment, age, gender, and several additional variables were systematically investigated.

/pdf/direct-and-indirect-aggression-during-childhood-and-3e5s5b36dw.pdf

Direct and Indirect Aggression During Childhood and Adolescence: A Meta-Analytic Review of Gender Differences, Intercorrelations, and Relations to Maladjustment

Promoting social competence and preventing childhood aggression: A framework for applying social information processing theory in intervention research

Conceptualized by social work deans and actualized with the support of major social work organizations, the American Academy of Social Work and Social Welfare was established in 2009. This article describes the historical context and creation of the Academy, whose objectives include recognizing outstanding social work scholars and practitioners; informing social policy by serving as a signal scientific source of information for the social work profession and agencies seeking information; promoting the examination of social policy and the application of research to the design and development of more effective public policies, social welfare programs, and social work practice; and celebrating excellence in research, education, and practice. The Academy’s 72 members have been selected using the methods of the National Academy of Science. The Academy’s first substantive effort is the Grand Challenges of Social Work Initiative, designed to help transform social work science, education, and practice around visi...

/pdf/the-american-academy-of-social-work-and-social-welfare-277bvnh4w0.pdf

The American Academy of Social Work and Social Welfare: History and Grand Challenges

The author reviewed recent research on the way aggressive children think about social opportunities and solve social problems. On the basis of this literature, the author distills implications for refining family preservation services with antisocial, aggressive children and their families. Special emphasis is focused on the role that cognitive problem solving plays in the social development of delinquent youth.

Cognitive Problem Solving and Aggressive Behavior Among Children

2. Intervention Research in Social Work: A Basis for Evidence-Based Practice and Practice Guidelines

This paper utilizes a resilience perspective and a review of research to identify societal, community, family, and individual factors related to the after-school period that place many children at increased risk for poor developmental and behavioral outcomes. We define and discuss the importance of four key dimensions of children's after-school experiences: safety, developmental appropriateness, cultural relevance, and stability. We recommend that families and practitioners collaborate and include children in the decision making to create after-school care that is individualized. Whenever possible, after-school settings should include opportunities for both enhancing academic achievement and having fun. While emphasizing that all children need appropriate after-school environments, we discuss the importance of assessment and of plan development and monitoring when working with youths at risk for aggressive behavior, impaired relationships with peers and adults, and poor performance in school.

Mark W. Fraser

Papers

Promoting social competence and preventing childhood aggression: A framework for applying social information processing theory in intervention research

The American Academy of Social Work and Social Welfare: History and Grand Challenges

Cognitive Problem Solving and Aggressive Behavior Among Children

2. Intervention Research in Social Work: A Basis for Evidence-Based Practice and Practice Guidelines

After-school care for children: A resilience-based approach