School-Based Prevention of Problem Behaviors: A Meta-Analysis

By David B. Wilson, D. Gottfredson, Stacy S. Najaka. 2001

605 citations recorded by the source corpus.

Subfields: Applied Psychology, Developmental and Educational Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/23ab1b665cc70a572461d94acea7813dea0b2681

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Psychology

1. Mark T. Greenberg
2. C. Ferguson
3. T. Jones
4. J. Durlak
5. Christopher T. Lowenkamp
6. R. Weissberg
7. Edward J. Latessa

In Developmental and Educational Psychology

1. K. Merrell
2. C. Emery
3. Molly Pachan
4. Mark T. Greenberg
5. C. Ferguson
6. H. Walberg
7. T. Jones
8. J. Durlak

In General Health Professions

1. Alexander M. Holsinger
2. Edward J. Latessa
3. Christopher T. Lowenkamp
4. Mark T. Greenberg
5. R. Weissberg
6. K. Merrell
7. C. Emery
8. M. O’Brien

Citations in the corpus

• Why do evaluation researchers in crime and justice choose non-experimental methods? (2005, background): “... emphasis on program effectiveness can be seen in systematic reviews of programs (most notably, Sherman et al.’s 1997 report to congress), the increased use of meta-analyses to draw more parsimonious conclusions from the plethora of evaluation research (see, e.g., Andrews et al. 1990; Cox et al. ”
• Social and Emotional Learning (2020, background): “• By providing students with good decision-making and refusal skills, SEL instruction encourages students to participate in behaviors that support their positive development (e.g., Linares et al., 2005; Wilson et al., 2001).”
• The Scientific Base Linking Social and Emotional Learning to School Success (2007, background): “For example, negative effects on dropout, nonattendance, and several conduct problems are associated with counseling, social work, and other therapeutic preventive interventions ( Wilson, Gottfredson, & Najaka, 2001 ).”
• Social and Emotional Learning in the Classroom: Evaluation of Strong Kids and Strong Teens on Students' Social-Emotional Knowledge and Symptoms (2008, background): “Empirical evidence to date supports the notion that school-based SEL programs may be effective in reducing emotional and behavioral problems and enhancing children’s social and emotional competence, as well as showing a strong corollary impact on academic achievement (e.g., Wilson, Gottfredson, & N”
• INCREASING THE EFFECTIVENESS OF CORRECTIONAL PROGRAMMING THROUGH THE RISK PRINCIPLE: IDENTIFYING OFFENDERS FOR RESIDENTIAL PLACEMENT* (2005, methodology): “The first meta-analysis by Wilson et al. (2001) reviewed the findings of 165 studies of school-based intervention programs for reducing conduct problems.”
• The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students: Findings from Three Scientific Reviews. Technical Report. (2008, background): “For example, Wilson et al. (2001) examined results from 165 studies of school-based prevention practices and their effects 0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 Previous ReviewsCurrent Review Academic performance Emotional distress Conduct problems Positive social behavior Positive attitudes SEL…”