Journal ArticleDOI
Primary Prevention Mental Health Programs for Children and Adolescents: A Meta‐Analytic Review
Joseph A. Durlak,Anne M. Wells +1 more
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Meta-analysis was used to review 177 primary prevention programs designed to prevent behavioral and social problems in children and adolescents and found most categories of programs had the dual benefit of significantly reducing problems and significantly increasing competencies.Abstract:
Used meta-analysis to review 177 primary prevention programs designed to prevent behavioral and social problems in children and adolescents. Findings provide empirical support for further research and practice in primary prevention. Most categories of programs produced outcomes similar to or higher in magnitude than those obtained by many other established preventive and treatment interventions in the social sciences and medicine. Programs modifying the school environment, individually focused mental health promotion efforts, and attempts to help children negotiate stressful transitions yield significant mean effects ranging from 0.24 to 0.93. In practical terms, the average participant in a primary prevention program surpasses the performance of between 59% to 82% of those in a control group, and outcomes reflect an 8% to 46% difference in success rates favoring prevention groups. Most categories of programs had the dual benefit of significantly reducing problems and significantly increasing competencies. Priorities for future research include clearer specification of intervention procedures and program goals, assessment of program implementation, more follow-up studies, and determining how characteristics of the intervention and participants relate to different outcomes.read more
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The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions
Joseph A. Durlak,Roger P. Weissberg,Allison B. Dymnicki,Rebecca D. Taylor,Kriston B. Schellinger +4 more
TL;DR: Findings from a meta-analysis of 213 school-based, universal social and emotional learning programs involving 270,034 kindergarten through high school students suggest that 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.
Journal ArticleDOI
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes:
TL;DR: In this article, the authors propose a model of the prosocial classroom that highlights the importance of teachers' social and emotional competence (SEC) and wellbeing in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social learning program implementation.
Journal ArticleDOI
Mental health of young people: a global public-health challenge
TL;DR: This work proposes a population-based, youth focused model, explicitly integrating mental health with other youth health and welfare expertise, and challenges to addressing mental- health needs include the shortage of mental-health professionals, the fairly low capacity and motivation of non-specialist health workers, and the stigma associated with mental disorder.
Journal Article
Mental health of young people : a global public-health challenge. Commentary
TL;DR: The authors proposed a population-based, youth focused model, explicitly integrating mental health with other youth health and welfare expertise to address young people's mental-health needs, which is crucial if they are to fulfil their potential and contribute fully to the development of their communities.
Journal ArticleDOI
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning.
Mark T. Greenberg,Roger P. Weissberg,Mary Utne O'Brien,Joseph E. Zins,Linda Fredericks,Hank Resnik,Maurice J. Elias +6 more
TL;DR: Widespread implementation of beneficial prevention programming requires further development of research-based, comprehensive school reform models that improve social, health, and academic outcomes and systematic monitoring and evaluation to guide school improvement.
References
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