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Direct linkYanchen Zhang; Clay Cook; Lindsay Fallon; Catherine Corbin; Mark Ehrhart; Eric Brown; Jill Locke; Aaron Lyon – Grantee Submission, 2022
Emerging literature has highlighted the importance of discerning general and strategic organizational context (OC) factors (e.g., leadership and climate) and their interaction effect on individual implementation behaviors (e.g., attitudes toward evidence-based practices; EBPs) in youth mental healthcare. This study aimed to examine how leadership…
Descriptors: Youth, Mental Health Programs, School Activities, Prevention
Lia E. Sandilos; Sabina R. Neugebauer; James C. DiPerna; Susan C. Hart; Pui-Wa Lei – Grantee Submission, 2023
Social-emotional learning interventions are intended to improve classroom dynamics and have the potential to enhance the well-being of students and their teachers. Using data drawn from an effectiveness trial of the Social Skills Improvement System SEL Edition Classwide Intervention Program (SSIS SEL CIP; Elliott & Gresham, 2017), the present…
Descriptors: Social Emotional Learning, School Activities, Elementary School Teachers, Well Being
Celene E. Domitrovich; Catherine P. Bradshaw; Mark T. Greenberg; Dennis Embry; Jeanne M. Poduska; Nicholas S. Ialongo – Grantee Submission, 2010
School-based prevention programs can positively impact a range of social, emotional, and behavioral outcomes. Yet the current climate of accountability pressures schools to restrict activities that are not perceived as part of the core curriculum. Building on models from public health and prevention science, we describe an integrated approach to…
Descriptors: Models, Prevention, School Activities, Integrated Activities
