The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis

References

References marked with an asterisk indicate studies included in the meta-analysis.

Achenbach, T. M., & Edelbrock, C. (1983). Manual for the Child Behavior Checklist and Revised Child Behavior Profile. Burlington: University of Vermont Press.

*Anda, D. (1998). The evaluation of a stress management program for middle school adolescents. Child and Adolescent Social Work Journal, 15, 73–85.

*Ando, M., Asakura, T., Ando, S., & Simons-Morton, B. (2007). A psychoeducational program to prevent aggressive behavior among Japanese early adolescents. Health Education & Behavior 34, 765–76. doi:10.1177/1090198106291965

*Ashdown, D. M., & Bernard, M. E. (2011). Can explicit instruction in Social and Emotional Learning skills Benefit the social-emotional development, well-being, and academic achievement of young children? Early Childhood Education Journal, 39, 397–405. doi:10.1007/s10643-011-0481-x

*Baldry, A. C., & Farrington, D. P. (2004). Evaluation of an intervention program for the reduction of bullying and victimization in schools. Aggressive Behavior, 30, 1–15. doi:10.1002/ab.20000

*Barrett, P., & Turner, C. (2001). Prevention of anxiety symptoms in primary school children: preliminary results from a universal school-based trial. The British Journal of Clinical Psychology, 40, 399–410.

*Barrett, P. M., Farrell, L. J., Ollendick, T. H., & Dadds, M. (2006). Long-term outcomes of an Australian universal prevention trial of anxiety and depression symptoms in children and youth : An evaluation of the Friends program. Journal of Clinical Child & Adolescent Psychology, 35, 403–411.

Beck, A., Steer, A., & Brown, K. (1996). BDI-II Beck Depression Inventory, 2nd^ed. San Antonio: The Psychological Corporation, Harcourt Brace& Company.

Beelmann, A., & Lösel, F. (2006). Child social skills training in developmental crime prevention: effects on antisocial behaviour and social competence. Psychothema, 18, 603-610

*Beets, M. W., Flay, B. R., Vuchinich, S., Snyder, F. J., Acock, A., Li, K.-K., … Durlak, J. (2009). Use of a social and character development program to prevent substance use, violent behaviors, and sexual activity among elementary-school students in Hawaii. American Journal of Public Health, 99, 1438–45. doi:10.2105/AJPH.2008.142919

Berman, P., & McLaughlin, M. (1976). Implementation of educational innovations. The Educational Forum, 40, 345-370.

*Bernard, M. E., & Walton, K. (2008). The effect of You Can Do It ! Education in six schools on student perceptions of well-being , teaching-learning and relationships. Journal of Student Wellbeing, 5, 1-23

*Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J., Greenberg, M. T., … Gill, S. (2008). Promoting academic and social-emotional school readiness: the head start REDI program. Child Development, 79, 1802–17. doi:10.1111/j.1467-8624.2008.01227.x

*Bijstra, J. O., & Jackson, S. (1998). Social skills training with early adolescents: Effects on social skills, well-being, self-esteem and coping. European Journal of Psychology of Education, 13, 569–583. doi:10.1007/BF03173106

Bodenman, G., Cina, A., Ledenmann, T., & Sanders, M. R. (2008). The efficacy of positive parenting program (Triple P) in improving parenting and child behaviour: A comparison with two other treatment conditions. Behaviour Research and Therapy, 46, 411–42.

*Bond, L., Patton, G., Glover, S., Carlin, J. B., Butler, H., Thomas, L., & Bowes, G. (2004). The Gatehouse Project: can a multilevel school intervention affect emotional wellbeing and health risk behaviours? Journal of Epidemiology and Community Health, 58, 997–1003. doi:10.1136/jech.2003.009449

Bonell, C., Fletcher, A., Morton, M., Lorenc, T., & Moore, L. (2012). Realist randomised controlled trials: A new approach to evaluating complex public health interventions. Social Science & Medicine, 45, 2299-2306. doi:10.1016/j.socscimed.2012.08.032

*Bosworth, K. (2000). Preliminary evaluation of a multimedia violence prevention program for adolescents. American Journal of Health Behaviour, 24, 268–280.

*Botvin, G. J., Griffin, K. W., & Nichols, T. D. (2006). Preventing youth violence and delinquency through a universal school-based prevention approach. Prevention Science 7, 403–8. doi:10.1007/s11121-006-0057-y

*Brackett, M. a., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22, 218–224. doi:10.1016/j.lindif.2010.10.002

*Caldarella, P., Christensen, L., Kramer, T. J., & Kronmiller, K. (2009). Promoting Social and Emotional Learning in second grade Students: A study of the Strong Start curriculum. Early Childhood Education Journal, 37, 51–56. doi:10.1007/s10643-009-0321-4

Campbell, M., Fitzpatrick, R., Haines, A., Kinmouth, A., Sandersock, P., Spiegelhalter, D., & Tyrer, P. (2000). Framework for design and evaluation of complex interventions to improve health. British Medical Journal, 321, 694-696.

Castro F.G., Barrera, M., & Martinez, C.R. (2004). The cultural adaptation of prevention interventions: resolving tensions between fidelity and fit. Prevention Science. 5, 41-45.

*Catalano, R. F., Mazza, J. J., Harachi, T. W., Abbott, R. D., Haggerty, K. P., & Fleming, C. B. (2003). Raising healthy children through enhancing social development in elementary school: Results after 1.5 years. Journal of School Psychology, 41, 143–164. doi:10.1016/S0022-4405(03)00031-1

Collaborative for Academic, Social and Emotional Learning. (2002). Guidelines for social and emotional learning: High quality programmes for school and life success. Chicago, IL : CASEL.

Committee for Children (2011). Second Step: A Violence Prevention Curriculum. Seattle, WA: Committee for Children.

*Conduct Problems Prevention Research Group. (1999). Intial impact of the fast track prevention trial for conduct problems: I The high risk sample. Journal of Consulting and Clinical Psychology, 67, 631–647.

Cooke, M., Ford, J., Levine, J., Bourke, C., Newell, L., & Lapidus, G. (2007). The effects of city-wide implementation of "Second Step" on elementary school students' prosocial and aggressive behaviors. The Journal of Primary Prevention. 28, 93–115.

*Cunningham, E. G., Brandon, C. M., & Frydenberg, E. (2002). Enhancing coping resources in early adolescence through a school-based program teaching optimistic thinking skills. Anxiety, Stress & Coping, 15, 369–381. doi:10.1080/1061580021000056528

*Curtis, C., & Norgate, R. (2007). An evaluation of the Promoting Alternative Thinking Strategies curriculum at Key Stage 1. Educational Psychology in Practice, 23, 33–44. doi:10.1080/02667360601154717

Dane, A.V. & Schneider, B.H. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review, 18, 23-45.

Denham, S. A. (2005). Assessing Social-Emotional Development in Children From a Longitudinal Perspective for the National Children’s Study. Columbus, OH: Battelle Memorial Institute.

Department for Education and Skills. (2007). Social and Emotional Aspects of Learning for Secondary Schools (SEAL) Guidance Booklet. London: DfES.

Dersimonian, R., & Laird, N. (1986). Meta-Analysis in clinical trials. Controlled Clinical Trials, 7, 177-188.

Dunn, L.,& Dunn, L.(1997). Peabody Picture Vocabulary Test – Revised. Circle Pines, MN: American Guidance Service.

*Durant, R. H., Barkin, S., & Krowchuk, D. P. (2001). Evaluation of a peaceful conflict resolution and violence prevention curriculum for sixth-grade students. The Journal of Adolescent Health : Official Publication of the Society for Adolescent Medicine, 28, 386–93.

*Durant, R. H., Treiber, F., Getts, A., McCloud, K., Linder, C. W., & Woods, E. R. (1996). Comparison of two violence prevention curricula for middle school adolescents. The Journal of Adolescent Health : Official Publication of the Society for Adolescent Medicine, 19, 111–7. doi:10.1016/1054-139X(96)00030-4

Durlak, J.A. (1998). Why programme implementation is important. Journal of Prevention and Intervention in the Community. 17, 5-18.

Durlak, J., & DuPre, E. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. Journal of Community Psychology. 41, 327–350.

Durlak, J., Weissberg, R., Dymicki, A., Taylor, R., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432.

Dusenbury, L., Brannigan, R., Falco, M. & Hansen, W.B. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings, Health and Education Research. 18, 237-256.

Eisner, M. (2009). No effects in independent prevention trials: can we reject the cynical view? Journal of Experimental Criminology. 5, 163-183.

Elias, M.J., Lantieri, L., Patti, J., Shriver, T.P., Walberg, H. Weissberg, R.P. and Zins, J.E. (2001). No new wars needed. Reclaiming Children and Youth, Spring, 29-32.

Elliott, J., & Kushner, S. (2007). The need for a manifesto for educational programme evaluation. Cambridge Journal of Education, 37, 321-336. doi: 10.1080/03057640701546649

Elliott, D., & Mihalic, S. (2004). Issues in disseminating and replicating effective prevention programmes. Prevention Science, 5, 47-52.

Emshoff, J., (2008), Researchers, practitioners, and funders: Using the framework to get us on the same page. American Journal of Community Psychology, 41, 393-403. doi: 10.1007/s10464-008-9168-x

*Essau, C., Conradt, J., Sasagawa, S., & Ollendick, T. H. (2012). Prevention of anxiety symptoms in children: results from a universal school-based trial. Behavior Therapy, 43, 450–64. doi:10.1016/j.beth.2011.08.003

Evans, J., & Benefield, P. (2001). Systematic reviews of educational research: Does the medical model fit? British Educational Research Journal, 27, 527-541. doi/10.1080/01411920120095717

*Farrell,A. D., & Meyer,A. L. (1997). The effectiveness of a school-based curriculum for reducing violence among urban sixth-grade students. American Journal of Public Health, 87, 979–84.

*Farrell, A. D., Meyer, A. L., & White, K. S. (2001). Evaluation of Responding in Peaceful and Positive Ways ( RIPP ): A school-based prevention program for reducing violence among urban adolescents. Journal of Clinical Child & Adolescent Psychology, 30, 451–463.

*Farrell, A. D., Meyer, A. L., Sullivan, T. N., & Kung, E. M. (2003). Evaluation of the Responding in Peaceful and Positive Ways ( RIPP ) seventh grade violence prevention curriculum. Journal of Child and Family Studies, 12, 101–120.

*Farrell, A. D., Valois, R. F., Meyer, A. L., & Tidwell, R. P. (2003). Impact of the RIPP Violence Prevention Program on rural middle school students. The Journal of Primary Prevention, 24, 143–167.

*Fekkes, M., Pijpers, F. I. M., & Verloove-Vanhorick, S. P. (2006). Effects of antibullying school program on bullying and health complaints. Archives of Pediatrics & Adolescent Medicine, 160, 638–44. doi:10.1001/archpedi.160.6.638

Ferrer-Wreder, L., Adamson, L., Kumpfer, K, & Eichas, K. (2012). Advancing intervention science through effectiveness research: A global persective. Child Youth Care Forum, 41, 109-117. doi: 10.1007/10566-012-9173-y

Ferrer-Wreder, L., Sundell, K., & Mansoory, S. (1012). Tinkering with perfection: Theory development in the intervention cultural adaptation field. Child Youth Care Forum, 41, 149-171. doi: 10.1007/s10566-011-9162-6

*Flannery, D. J., Vazsonyi, A. T., Liau, A. K., Guo, S., Powell, K. E., Atha, H., … Embry, D. (2003). Initial behavior outcomes for the PeaceBuilders universal school-based violence prevention program. Developmental Psychology, 39, 292–308. doi:10.1037/0012-1649.39.2.292

Flay, B.R. (1986). Efficacy and effectiveness trials (and other phases of research) in the development of health promotion programs. Preventive Medicine, 15, 451-474

*Flay, B. R., Allred, C. G., & Ordway, N. (2001). Effects of the Positive Action program on achievement and discipline: two matched-control comparisons. Prevention Science, 2, 71–89.

Flay, B. R., Biglan, A., Boruch, F. R., Castro, G. F., Gottfredson, D., Kellam, K., Moscicki, K. E., Schinke, S., Valentine, C. J., & Ji, P. (2005). Standards of evidence: Criteria for efficacy, effectiveness and dissemintation. Prevention Science, 6, 151-175. doi: 10.1007/s11121-005-5553-y

Forman, S., Shapiro, E. Codding, R. & Gonzales, J. (2013). Implementation science and school psychology. School Psychology Quarterly, 28, 77-100.

*Frey, K. S., Nolen, S. B., Van Schoiack Edstrom, L., & Hirschstein, M. K. (2005). Effects of a school-based social–emotional competence program: Linking children’s goals, attributions, and behavior. Journal of Applied Developmental Psychology, 26, 171–200. doi:10.1016/j.appdev.2004.12.002

*Garaigordobil, M., & Echebarria, A. (1995). Assessment of a peer-helping game program on children’s development. Journal of Research in Childhood Education, 10, 63–69.

*Gillham, J. E., Reivich, K. J., Freres, D. R., Chaplin, T. M., Shatté, A. J., Samuels, B., … Seligman, M. E. P. (2007). School-based prevention of depressive symptoms: A randomized controlled study of the effectiveness and specificity of the Penn Resiliency Program. Journal of Consulting and Clinical Psychology, 75, 9–19. doi:10.1037/0022-006X.75.1.9

Goodman, R. (2001). Psychometric properties of the strengths and difficulties questionnaire. Journal of the American Academy of Child Adolescent Psychiatry, 40, 1337–1345

*Goossens, F., Gooren, E., Orobio de Castro, B., Overveld, K., Buijs, G., Monshouwer, K., … Paulussen, T. (2012). Implementation of PATHS through Dutch municipal health services : A quasi-experiment International Journal of Conflict and Violence, 6, 234–248.

Graetz, B., Littlefield, L., Trinder, M., Dobia, B., Souter, M., Champion, C., Cummins, R. (2008). KidsMatter: A Population Health Model to Support Student Mental Health and Well-being in Primary Schools. The International Journal of Mental Health Promotion, 10, 13–20.

Greenberg, M. T. (2010). School-based prevention: Current status and future challenges. Effective Education. 2, 27–52.

Greenberg, M. T., Domitrovich, C. E., Graczyk, P. A. & Zins, J. E. (2005). The study of implementation in school-based preventive interventions: Theory, practice and research. Washington, DC: Department of Health and Human Services.

Greenberg, M., & Kusché, C. (2002). Promoting Alternative Thinking Strategies (PATHS), blueprints for violence prevention. Boulder: Center for the Study and Prevention of Violence, University of Colorado.

*Greenberg, M. T., Kusche, C., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117. doi:10.1017/S0954579400006374

Greenberg, M., Weissberg, R., O’Brien, M., Zins, J., Fredericks, L., Resnik, H., and Elias, M. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist. 58, 466–474.

Gresham, F., & Elliot, S. (1990). Social Skills Rating System. Circle Pines: American Guidance Service.

*Gueldner, B., & Merrell, K. (2011). Evaluation of a Social-Emotional Learning program in conjunction With the wxploratory application of performance feedback incorporating motivational interviewing techniques. Journal of Educational and Psychological Consultation, 21, 1–27. doi:10.1080/10474412.2010.522876

Gupta, S. (2011). Intention-to-treat concept: A review. Perspectives in Clinical Research, 2, 109-112.

*Haines, J., Neumark-Sztainer, D., Perry, C. L., Hannan, P. J., & Levine, M. P. (2006). V.I.K. (Very Important Kids): a school-based program designed to reduce teasing and unhealthy weight-control behaviors. Health Education Research, 21, 884–95. doi:10.1093/her/cyl123

Hansen, W., Pankratz, M., Dusenbury, L., Giles, S., Bishop, D., Albritton, J., Albritton, L., & Strack, J. (2013). Styles of adaptation: The impact of frequency and valence of adaptation on preventing substance use. Health Education, 113, 345-363. doi: http://dx.doi.org/10.1108/09654281311329268

*Harlacher, J. E., & Merrell, K. W. (2010). Social and Emotional Learning as a universal level of student support: Evaluating the follow-up effect of strong Kids on social and emotional outcomes. Journal of Applied School Psychology, 26, 212–229. doi:10.1080/15377903.2010.495903

Hallfors, D. & Godette, D. (2002). Will the ‘Principles of Effectiveness’ improve prevention practice? Early findings from a diffusion study. Health Education Research. 17, 461-470.

*Harrington, N., Giles, S., Hoyle, R., Feeney, G., & Yungbluth, S. (2001). Evaluation of the All Stars character education and problem behavior prevention program: effects on mediator and outcome variables for middle school students. Health Education and Behaviour, 28, 533–546.

Hawe, P., Shiell, A., Riley, T. (2004). Complex interventions: How “out of control” cana radonised control trial be? British Medical Journal, 238, 1561-1563. doi: http://dx.doi.org/10.1136/bmj.328.7455.1561

Hedges, L. & Olkin, I. (1985). Statistical Methods for meta-analysis. New York: Academic Press.

Hedges, L., & Pigott, T. (2005). The power of statistical tests in meta-analysis. Psychological Methods, 6, 203-217.

*Hennessey, B. (2007). Promoting social competence in school-aged children: The effects of the open circle program. Journal of School Psychology, 45, 349–360. doi:10.1016/j.jsp.2006.11.007

Henningham, H. (2013). Transporting an evidence-based programme to Jamacian preschools: Cluster randomised controlled trial. Paper presented at the 21^st society for prevention research conference, San Francisco.

Higgins, J., & Green, S. (2008). Cochrane Handbook for Systematic Reviews of Interventions. Chichester, UK: John Wiley & Sons.

Higgins, J., Thompson, S., Deeks, J., & Altman, D. (2003). Measuring inconsistency in meta-analyses. BMJ 327, 557–60. doi:10.1136/bmj.327.7414.557

*Holen, S., Waaktaar, T., & Health, A. M. (2012). The effectiveness of a universal school- based programme on coping and mental health : a randomised control study of Zippy’s Friends. Educational Psychology, 32, 657–677.

*Holsen, I., Smith, B. H., & Frey, K. S. (2008). Outcomes of the social competence program Second Step in Norwegian elementary schools. School Psychology International, 29, 71–88. doi:10.1177/0143034307088504

*Horowitz, J. L., Garber, J., Ciesla, J., Young, J. F., & Mufson, L. (2007). Prevention of depressive symptoms in adolescents: a randomized trial of cognitive-behavioral and interpersonal prevention programs. Journal of Consulting and Clinical Psychology, 75, 693–706. doi:10.1037/0022-006X.75.5.693

*Ialongo, N., Poduska, J., Werthamer, L., & Kellam, S. (2001). The distal impact of two first-grade preventive interventions on conduct problems and disorder in early adolescence. Journal of Emotional and Behavioral Disorders, 9, 146–160.

Jinks, J., & Morgan, V. (1999). Children’s perceived academic self-efficacy: An inventory scale. The Clearing House: A Journal of Educational Research, Controversy, and Practices, 72, 224-230.

*Jones, S. M., Brown, J. L., Hoglund, W. L. G., & Aber, J. L. (2010). A school-randomized clinical trial of an integrated social-emotional learning and literacy intervention: impacts after 1 school year. Journal of Consulting and Clinical Psychology, 78, 829–42. doi:10.1037/a0021383

*Karasimopoulou, S., Derri, V., & Zervoudaki, E. (2012). Children’s perceptions about their health-related quality of life: effects of a health education-social skills program. Health Education Research, 27, 780–93. doi:10.1093/her/cys089

*Kimber, B., Sandell, R., & Bremberg, S. (2008). Social and emotional training in Swedish schools for the promotion of mental health: an effectiveness study of 5 years of intervention. Health Education Research, 23, 931–40. doi:10.1093/her/cyn040

Kontopantelis, E., & Reeves D. (2009). MetaEasy: A meta-analysis add-in for Microsoft Excel. Journal of Statistical Software,30, 1-25.

Kumpfer, K., Alvarado, R., Smith, P., & Bellamy, N. (2002). Cultural sensitivity and adaptation in family-based prevention interventions. Prevention Science, 3, 241- 246. doi: 10.1023/A:1019902902119

Kumpfer, K. L., Magalhães, C. & Xie, J. (2012). Cultural adaptations of evidence-based family interventions to strengthen families and improve children's developmental outcomes. European Journal of Developmental Psychology, 9, 104-116.

*Lau, N., & Hue, M. (2011). Preliminary outcomes of a mindfulness-based programme for Hong Kong adolescents in schools : well-being, stress and depressive symptoms. International Journal of Children’s Spirituality, 16, 315–330.

*Leadbeater, B., Hoglund, W., & Woods, T. (2003). Changing contexts? The effects of a primary prevention program on classroom levels of peer relational and physical victimization. Journal of Community Psychology, 31, 397–418. doi:10.1002/jcop.10057

*Leming, J. S. (2000). Tell Me a Story : An evaluation education programme. Journal of Moral Education, 29, 413–427. doi:10.1080/03057240020015029

Lendrum, A., Humphrey, N. & Greenberg, M.T. (in press). Implementing for success in school-based mental health promotion: The role of quality in resolving the tension between fidelity and adaptation. In Shute, R. & Slee, P. (Eds.). Mental health and wellbeing through schools: The way forward. Hove: Routledge

Lendrum, A., & Wigelsworth, M. (2013). The evaluation of school-based social and emotional learning interventions: Current issues and future directions. Psychology of Education Review, 37, 70-74.

*Linares, L. O., Rosbruch, N., Stern, M. B., Edwards, M. E., Walker, G., Abikoff, H. B., & Alvir, J. M. J. (2005). Developing cognitive-social-emotional competencies to enhance academic learning. Psychology in the Schools, 42, 405–417. doi:10.1002/pits.20066

Little, M., Berry, V., Morpeth, L., Blower, S., Axford, N., Taylor, R., Bywater, T., Lehtonen, M., & Tobin, K. (2012). The impact of three evidence-based programmes delivered in public systems in Birmingham, UK. International Journal of Conflict and Violence, 6, 260-272.

Lowry-Webster, H. M., Barrett, P. M., & Dadds, M. R. (2001). A universal prevention trial of anxiety and depressive symptomatology in childhood: Preliminary data from an Australian study. Behaviour Change, 18, 36–50. doi:10.1375/bech.18.1.36