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



Yüklə 120,02 Kb.
səhifə4/4
tarix08.08.2018
ölçüsü120,02 Kb.
#61073
1   2   3   4

Luborsky, L., Diguer, L., Seligman, D., Rosenthal, R., Krause, E., Johnson, S., et al. (1999). The researcher’s own therapy allegiances: a “wild card” in comparisons of treatment efficacy. Clinical Psychology: Science and Practice, 6, 95-106

*Malti, T., Ribeaud, D., & Eisner, M. (2012). Effectiveness of a universal school-based social competence program : The Role of child characteristics and economic factors. International Journal of Conflict and Violence, 6, 249–259.

*McClowry, S. G., Snow, D. L., & Tamis-LeMonda, C. S. (2005). An evaluation of the effects of INSIGHTS on the behavior of inner city primary school children. The Journal of Primary Prevention, 26, 567–84. doi:10.1007/s10935-005-0015-7

*McClowry, S. G., Snow, D. L., Tamis-Lemonda, C. S., & Rodriguez, E. T. (2010). Testing the efficacy of INSIGHTS on student disruptive behavior, classroom management, and student competence in inner city primary grades. School Mental Health, 2, 23–35. doi:10.1007/s12310-009-9023-8

Melendez-Torres, G., Bonell, C., & Thomas, J. (2015). Emergent approaches to the meta-analysis of multiple heterogeneous complex interventions. BMC Research Methodology, 15, 47. doi: 10.1186/s12874-015-0040-z

*Mendelson, T., Greenberg, M. T., Dariotis, J. K., Gould, L. F., Rhoades, B. L., & Leaf, P. J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38, 985–94. doi:10.1007/s10802-010-9418-x

*Merry, S., Wild, C. J., Bir, J., & Cunliffe, R. (2004). A Randomized placebo-controlled trial of a school-based depression prevention program. Journal of the American Academy of Children and Adolescent Psychiatry, 43, 538-547. doi:10.1097/01.chi.0000117063.63530.68

*Meyer, G., Roberto, A. J., Boster, F. J., & Roberto, H. L. (2004). Assessing the Get Real about violence curriculum : Process and outcome evaluation results and implications. Health Communication, 16, 451–474.

*Mikami, A. Y., Boucher, M., & Humphreys, K. (2005). Prevention of peer rejection through a classroom-level intervention in middle school. The Journal of Primary Prevention, 26, 5–23. doi:10.1007/s10935-004-0988-7

*Mishara, B. L., & Ystgaard, M. (2006). Effectiveness of a mental health promotion program to improve coping skills in young children: Zippy’s Friends. Early Childhood Research Quarterly, 21, 110–123. doi:10.1016/j.ecresq.2006.01.002

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. International Journal of Surgery, 8, 226-241.doi: 10.1016/j.ijsu.2010.02.007

*Multisite, T., & Prevention, V. (2009). The ecological effects of universal and selective violence prevention programs for middle school students: a randomized trial. Journal of Consulting and Clinical Psychology, 77, 526–42. doi:10.1037/a0014395

*Munoz, M., & Vanderhaar, J. (2006). Literacy-embedded character education in a large urban district: Effects of the child development project on elementary school students and teachers. Journal of Research in Character Education, 4, 47–64.

*Orpinas, P., Kelder, S., Frankowski, R., Murray, N., Zhang, Q., & McAlister, A. (2000). Outcome evaluation of a multi-component violence-prevention program for middle schools: the Students for Peace project. Health Education Research, 15, 45–58.

Oxman, A., & Guyatt, G. (1992). A consumer’s guide to subgroup analyses. Annals of Internal Medicine, 116, 78-84.

*Patton, G. C., Bond, L., Carlin, J. B., Thomas, L., Butler, H., Glover, S., … Bowes, G. (2006). Promoting social inclusion in schools: a group-randomized trial of effects on student health risk behavior and well-being. American Journal of Public Health, 96, 1582–7. doi:10.2105/AJPH.2004.047399

Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students. Chicago: CASEL.

Perlis, R. H., Perlis, C. S., Wu, Y., Hwang, C., Joseph, M., & Nierenberg, A. A. (2005). Industry sponsorship and financial conflict of interest in the reporting of clinical trials in psychiatry. American Journal of Psychiatry, 162, 1957–1960.

*Petermann, F., & Natzke, H. (2008). Preliminary results of a comprehensive approach to prevent antisocial behaviour in preschool and primary school pupils in Luxembourg. School Psychology International, 29, 606–626. doi:10.1177/0143034308099204

Petrosino, A., & Soydan, H. (2005). The impact of program developers as evaluators on criminal recidivism: Results from meta-analyses of experimental and quasi-experimental research. Journal of Experimental Criminology, 1, 435-450.

*Pickens, J. (2009). Socio-emotional programme promotes positive behaviour in preschoolers. Child Care in Practice, 15, 261–278. doi:10.1080/13575270903149323

*Raimundo, & Marques-Pinto. (2013). The effects of a social-emotional e-learning program on elementary school children: The role of pupil characteristics. Psychology in the Schools, 50, 165-180. Doi: 10.1002/pits.21667.

Rescicow, K., Soler, R., Braithwaite, R., Ahluwalia, J., & Butler, J. (2000). Cultural sensitivity in substance use prevention. Journal of Community Psychology, 28, 271-290.

*Riggs, N. R., Greenberg, M. T., Kusché, C., & Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: effects of the PATHS Curriculum. Prevention Science, 7, 91–102. doi:10.1007/s11121-005-0022-1

Ringwalt, C.L., Ennett, S., Johnson, R., Rohrbach, L.A., Simons-Rudolph, A., Vincus, A. & Thorne, J. (2003).  Factors associated with fidelity to substance use prevention curriculum guides in the nation’s middle schools. Health Education Behavior, 30, 375-391.

*Roberts, L. (2004). Theory development and evaluation of project WIN: A violence reduction program for early adolescents. The Journal of Early Adolescence, 24, 460–483. doi:10.1177/0272431604268547

*Sanz de Acedo Lizarraga, M. L., Ugarte, M. D., Cardelle-Elawar, M., Iriarte, M. D., & Sanz de Acedo Baquedano, M. T. (2003). Enhancement of self-regulation, assertiveness, and empathy. Learning and Instruction, 13, 423–439. doi:10.1016/S0959-4752(02)00026-9

*Sawyer, M. G., MacMullin, C., Graetz, B., Said, J., Clark, J. J., & Baghurst, P. (1997). Social skills training for primary school children: a 1-year follow-up study. Journal of Paediatrics and Child Health, 33, 378–83.

*Schoiack-Edstrom, Frey, & Beland. (2008). Changing adolsecents’ attitudes about relational and physical aggression: An early evaluation of a school-based intervention. School Psychology Review, 31, 201-216.

*Schonert-Reichl, K. a., & Lawlor, M. S. (2010). The Effects of a mindfulness-based education program on pre- and early Adolescents’ well-being and social and emotional competence. Mindfulness, 1, 137–151. doi:10.1007/s12671-010-0011-8

*Schonert-Reichl, K., Smith, V., Zaidman-Zait, A., & Hertzman, C. (2011). Promoting children’s prosocial behaviors in school: Impact of the “Roots of Empathy” program on the social and emotional competence of school-aged children. School Mental Health, 4, 1–21. doi:10.1007/s12310-011-9064-7

*Seifer, R., Gouley, K., Miller, A. L., & Zakriski, A. (2010). Early education & development implementation of the PATHS curriculum in an urban elementary school. Early Education and Development, 15, 471-486. Doi: 10.1207/s15566935eed1504_6

Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33, 906-916.

*Shochet, I. M., Dadds, M. R., Holland, D., Whitefield, K., Harnett, P. H.., & Osgarby, S. M. (2001). The efficacy of a universal school-based program to prevent adolescent depression. Journal of Clinical Child & Adolescent Psychology, 30, 303–315.

Sklad, M., Diekstra, R., Ritter, M., & Ben, J. (2012). Effectiveness of school‐based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and. Psychology in the Schools, 49, 892–909. doi:10.1002/pits



Social and Character Development Research Consortium (2010). Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children (NCER 2011-2001). Washington, DC: U.S. Government Printing Office.

*Solomon, D., Battistich, V., Watson, M., & Lewis, C. (2000). A six-district study of educational change : direct and mediated effects of the child development project. Social Psychology of Education, 4, 3–51.

*Sørlie, M., & Ogden, T. (2007). Immediate Impacts of PALS: A school‐wide multi‐level programme targeting behaviour problems in elementary school. Scandinavian Journal of Educational Research, 51, 471–492. doi:10.1080/00313830701576581

*Spence, S. H., Sheffield, J. K., & Donovan, C. L. (2003). Preventing adolescent depression: An evaluation of the Problem Solving For Life program. Journal of Consulting and Clinical Psychology, 71, 3–13. doi:10.1037/0022-006X.71.1.3

Spoth, R., Greenberg, M., Bierman, K., & Redmond, C. (2004). PROSPER community-university partnership model for public education systems: Capacity-building for evidence-based, competence-building prevention. Prevention Science, 5, 31-39.

Stallard, P., Taylor, G., Anderson, R., Daniels, H., Simpson, N., Phillips, R., & Skryabina, E. (2014). The prevention of anxiety in children through school-based interventions: study protocol for a 24-month follow-up of the PACES project. Trials, 15, 77. doi:10.1186/1745-6215-15-77

*Stevahn, L., Johnson, D. W., Johnson, R. T., Green, K., & Laginski, A. M. (1997). Effects on high school students of conflict resolution training integrated into English literature. The Journal of Social Psychology, 137, 302–315. doi:10.1080/00224549709595442

*Stevahn, L., Johnson, D. W., Johnson, R. T., & Real, D. (1996). The impact of a cooperative or individualistic context on the effectiveness of conflict resolution training. American Educational Research Journal, 33, 801–823.

*Stevahn, L., Johnson, D. W., Roger, T., & Schultz, R. (2002). Effects of conflict Resolution training integrated Into a high school social studies curriculum. The Journal of Social Psychology, 142, 305–331.

*Stoolmiller, M., Eddy, J. M., Reid, J. B., & Social, O. (2000). Detecting and describing preventive intervention effects in a universal school-based randomized trial targeting delinquent and violent behavior pre score. Journal of Consulting and Clinical Psychology, 68, 296–306.

St.Pierre, T.L., Osgood, D.W., Mincemoyer, C.C., Kaltreider, D.L. & Kauh, T.J. (2005). Results of an independent evaluation of Project ALERT delivered in schools by cooperative extension. Prevention Science, 6, 305-317.

*Taub, J. (2001). Evaluation of the Second Step violence prevention program at a rural elementary School. School Psychology Review, 31, 186–200.

*Teglasi, H., & Rothman, L. (2001). STORIES: A classroom-based program to reduce aggressive behavior. Journal of School Psychology, 39, 71–94. doi:10.1016/S0022-4405(00)00060-1

Ttofi, M.M., Farrington, D. & Baldry, A.C. (2008). Effectiveness of Programmes to Reduce School Bullying: A systematic review of school bullying programmes. Stockholm: Swedish National Council for Crime Prevention.

*Twemlow, S., Fonagy, P., Sacco, F., Gies, M., Evans, R., & Ewbank, R. (2001). Creating a peaceful school learning environment: A controlled study of an elementary school intervention to reduce violence. American Journal of Psychiatry, 158, 808–810.

Webster-Stratton, C. (2011). The Incredible Years: Parents, Teachers, and Children’s Training Series. Seattle: Incredible Years Inc.

Weare, K. (2010). Mental health and social and emotional learning: Evidence, principles, tensions, balances. Advances in School Mental Health Promotion, 3, 5–17.

Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: what does the evidence say? Health Promotion International, 26, 29-69. doi: 10.1093/heapro/dar075.

Wehby, J., Maggin, D., Partin, T., & Robertson, R. (2011). The impact of working alliance, social validity, and teacher burnout on implementation fidelity of the Good Behaviour Game. School Mental Health, 4, 22-33

*Wigelsworth, M., Humphrey, N., & Lendrum, A. (2011). A national evaluation of the impact of the secondary Social and Emotional Aspects of Learning (SEAL) programme. Educational Psychology, 1, 213–238.

Wiggins M., Bonnell C., Sawtell M., Austerberry H., Burchett H., Allen E. & Strange V. (2009). Health outcomes of youth development programmes in England: prospective matched comparison study. British Medical Journal, 339, 2543.

Wilson, S. J., & Lipsey, M. W. (2007). School-Based Interventions for Aggressive and Disruptive Behavior. Update of a Meta-Analysis. American Journal of Preventative Medicine, 3, 130–143.

*Witt, C., Becker, M., Bandelin, K., Soellner, R., Ph, D., & Willich, S. N. (2005). Qigong for Schoolchildren : A Pilot Study. The Journal of Alternative and Complementary Medicine, 11, 41–47.

Wolf, M. (1978). Social validity: The case for subjective measurement. Journal of Applied Behaviour Analysis, 11, 203-214.



Zins, J., Bloodworth, M., Weissberg, R., & Walberg, H. (2007). The Scientific Base Linking Social and Emotional Learning to School Success. Journal of Educational and Psychological Consultation, 17, 191-210.

1 1995 denotes the release of Daniel Goleman’s book “Emotional Intelligence”, which marked the mainstream acceptance of SEL related competencies and associated interventions under the current rubric.


Yüklə 120,02 Kb.

Dostları ilə paylaş:
1   2   3   4




Verilənlər bazası müəlliflik hüququ ilə müdafiə olunur ©www.genderi.org 2024
rəhbərliyinə müraciət

    Ana səhifə