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

We report the dynamic anatomical sequence of human cortical gray matter development between the age of 4–21 years using quantitative four-dimensional maps and time-lapse sequences. Thirteen healthy children for whom anatomic brain MRI scans were obtained every 2 years, for 8–10 years, were studied. By using models of the cortical surface and sulcal landmarks and a statistical model for gray matter density, human cortical development could be visualized across the age range in a spatiotemporally detailed time-lapse sequence. The resulting time-lapse “movies” reveal that (i) higher-order association cortices mature only after lower-order somatosensory and visual cortices, the functions of which they integrate, are developed, and (ii) phylogenetically older brain areas mature earlier than newer ones. Direct comparison with normal cortical development may help understanding of some neurodevelopmental disorders such as childhood-onset schizophrenia or autism.

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Dynamic mapping of human cortical development during childhood through early adulthood

SALLIS, J. F., J. J. PROCHASKA, and W. C. TAYLOR. A review of correlates of physical activity of children and adolescents. Med. Sci. Sports Exerc., Vol. 32, No. 5, pp. 963‐975, 2000. Background: Understanding the factors that influence physical activity can aid the design of more effective interventions. Previous reviews of correlates of youth physical activity have produced conflicting results. Methods: A comprehensive review of correlates of physical activity was conducted, and semiquantitative results were summarized separately for children (ages 3‐12) and adolescents (ages 13‐18). The 108 studies evaluated 40 variables for children and 48 variables for adolescents. Results: About 60% of all reported associations with physical activity were statistically significant. Variables that were consistently associated with children’s physical activity were sex (male), parental overweight status, physical activity preferences, intention to be active, perceived barriers (inverse), previous physical activity, healthy diet, program/facility access, and time spent outdoors. Variables that were consistently associated with adolescents’ physical activity were sex (male), ethnicity (white), age (inverse), perceived activity competence, intentions, depression (inverse), previous physical activity, community sports, sensation seeking, sedentary after school and on weekends (inverse), parent support, support from others, sibling physical activity, direct help from parents, and opportunities to exercise. Conclusion: These consistently related variables should be confirmed in prospective

A review of correlates of physical activity of children and adolescents.

This document details the procedures and recommendations of the Goals and Metrics Committee of the Strategic Planning Task Force of the American Heart Association, which developed the 2020 Impact Goals for the organization. The committee was charged with defining a new concept, cardiovascular health, and determining the metrics needed to monitor it over time. Ideal cardiovascular health, a concept well supported in the literature, is defined by the presence of both ideal health behaviors (nonsmoking, body mass index 25 kg/m 2 , physical activity at goal levels, and pursuit of a diet consistent with current guideline recommendations) and ideal health factors (untreated total cholesterol 200 mg/dL, untreated blood pressure 120/80 mm Hg, and fasting blood glucose 100 mg/dL). Appropriate levels for children are also provided. With the use of levels that span the entire range of the same metrics, cardiovascular health status for the whole population is defined as poor, intermediate, or ideal. These metrics will be monitored to determine the changing prevalence of cardiovascular health status and define achievement of the Impact Goal. In addition, the committee recommends goals for further reductions in cardiovascular disease and stroke mortality. Thus, the committee recommends the following Impact Goals: "By 2020, to improve the cardiovascular health of all Americans by 20% while reducing deaths from cardiovascular diseases and stroke by 20%." These goals will require new strategic directions for the American Heart Association in its research, clinical, public health, and advocacy programs for cardiovascular health promotion and disease prevention in the next decade and beyond. (Circulation. 2010;121:586-613.)

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Defining and Setting National Goals for Cardiovascular Health Promotion and Disease Reduction The American Heart Association’s Strategic Impact Goal Through 2020 and Beyond

25. Multiple Imputation for Nonresponse in Surveys. By D. B. Rubin. ISBN 0 471 08705 X. Wiley, Chichester, 1987. 258 pp. £30.25.

Multiple Imputation for Nonresponse in Surveys

Two studies investigated the psychometricproperties of the Brief MultidimensionalStudents' Life Satisfaction Scale (MSLSS: Huebner, 1994). In Study 1, 221 middle schoolstudents completed the Brief MultidimensionalStudents' Life Satisfaction Scale (BMSLSS),Multidimensional Students' Life SatisfactionScale, Students' Life Satisfaction Scale (SLSS:Huebner, 1991a), Positive and Negative AffectSchedule-Children's Version (Laurent et al.,1999), Children's Social Desirability Scale(Crandall et al., 1965), and a one-item globallife satisfaction rating (GLLS). Students alsorated the importance of the BMSLSS five lifesatisfaction domains (Family, Friends, School,Self, Living Environment). The results revealedacceptable internal consistency reliability,criterion-related validity, and constructvalidity for the BMSLSS Total score forresearch purposes. Furthermore, evidence ofconvergent and discriminant validity for theBMSLSS domain scores was also obtained throughmultitrait-multimethod analyses. Finally, theresults failed to provide strong support forthe usefulness of importance scores inpredicting overall life satisfaction;unweighted BMSLSS scores were highly related toglobal life satisfaction (GLLS) scores. InStudy 2, 46 high school students completed theBMSLSS and MSLSS to test the generalizabilityof the convergent and discriminant validityfindings with older adolescents. The findingsrevealed stronger evidence of validity withthis age group. Overall, the findings offered preliminary support for the reliability andvalidity of the BMSLSS, suggesting that it canserve as a useful alternative to the longerMSLSS in studies with adolescents in whichbrevity is an important consideration.

Preliminary Validation of the Brief Multidimensional Students' Life Satisfaction Scale (BMSLSS)

Situated within a positive psychology perspective, this study explored linkages between adolescent students’ positive subjective well-being and their levels of engagement in schooling. Specifically, using structural equation modeling techniques, we evaluated the nature and directionality of longitudinal relationships between life satisfaction and student engagement variables. It was hypothesized that adolescents’ life satisfaction and student engagement variables would show bidirectional relationships. To test this hypothesis, 779 students (53% female, 62% Caucasian) in a Southeastern US middle school completed a measure of global life satisfaction and measures of cognitive, emotional, and behavioral engagement at two time points, 5 months apart. A statistically significant bidirectional relationship between life satisfaction and cognitive engagement was found; however, non-significant relationships were found between life satisfaction and emotional and behavioral student engagement. The findings provide important evidence of the role of early adolescents’ life satisfaction in their engagement in schooling during the important transition grades between elementary and high school. The findings also help extend the positive psychology perspective to the relatively neglected context of education.

Life Satisfaction and Student Engagement in Adolescents

OBJECTIVES. We sought to analyze the frequency and correlates of suicidal behaviors in a community sample of adolescents. METHODS. Information concerning suicidal thoughts and acts, aggressive behaviors, substance use and physical recklessness were collected with the 70-item self-report Youth Risk Behavior Survey from a statewide sample of 3764 South Carolina public high school students. RESULTS. Seventy-five percent of students reported no suicidal behaviors, 11% reported serious suicidal thoughts, 6.4% reported specific suicidal plans, 5.9% reported attempts not requiring medical care, and 1.6% reported attempts requiring medical care. All types of suicidal behaviors occurred more frequently in females than males. Odds ratios for aggressive behaviors and cigarette use were elevated across all categories of suicide behaviors, increasing in magnitude with severity of reported suicidal behavior. Substance use was associated with some but not all categories of suicidal behaviors. The relationships were most pronounced with the use of potentially more dangerous drugs. CONCLUSIONS. The results suggest that suicidal behaviors are not infrequent occurrences among adolescents and that they often coexist with other high-risk behaviors. Interventions designed to reduce suicidal behaviors should simultaneously address coexisting high-risk behaviors. Language: en

Robert F. Valois

Papers

Preliminary Validation of the Brief Multidimensional Students' Life Satisfaction Scale (BMSLSS)

Life Satisfaction and Student Engagement in Adolescents

Aggression, Substance Use, and Suicidal Behaviors in High School Students.

Severe Dating Violence and Quality of Life Among South Carolina High School Students

Relationship between perceived life satisfaction and adolescents’ substance abuse