Second Step

By Karin S. Frey, Miriam K. Hirschstein, Barbara A. Guzzo. 2000

244 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2b944624291c56babaec8578c6bef2b1a2c0abc3

How researchers see this paper

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

In Clinical Psychology

1. H. McGrath
2. R. P. Razza
3. Karin S. Frey
4. S. Leff
5. Thomas J. Power
6. T. Noble
7. Laudan B. Jahromi
8. T. Costigan

In Education

1. H. McGrath
2. R. P. Razza
3. Karin S. Frey
4. Thomas J. Power
5. T. Noble
6. Laudan B. Jahromi
7. Patricia H. Manz
8. K. Kristjánsson

In Social Psychology

1. H. McGrath
2. R. P. Razza
3. Karin S. Frey
4. T. Noble
5. Laudan B. Jahromi
6. Patricia H. Manz

Citations in the corpus

• Executive function and the promotion of social–emotional competence (2006, background): “Another intervention, Second Step, is a violence-prevention program that targets social, emotional, and behavioral problems, and aims to promote social competence through a school-based curriculum focusing on executive function skills (Committee for Children, 1992a,b, 1995; Frey et al., 2000).”
• Changing Adolescents' Attitudes About Relational and Physical Aggression: An Early Evaluation of a School-Based Intervention (2002, background): “A review of research on the Second Step program documents a series of formative and outcome evaluation studies demonstrating its efficacy with students across grades (Frey et al., 2000).”
• Social and Emotional Learning: A Principled Science of Human Development in Context (2019, unknown): “As noted in the review earlier, although SEL has largely developed, especially recently, in the context of carefully controlled interventions (e.g., PATHS: Greenberg, Kusche, Cook, & Quamma, 1995; Second Step: Frey, Hirschstein, & Guzzo, 2000; 4Rs: Jones et al., 2011; CSRP: Raver et al., 2011), the ”
• School-based Aggression Prevention Programs for Young Children: Current Status and Implications for Violence Prevention (2001, background): “Treatment manuals for implementing the program are readily accessible and treatment integrity was monitored during the recent evaluation (see Frey et al., 2000).”
• The positive educational practices framework: A tool for facilitating the work of educational psychologists in promoting pupil wellbeing (2008, background): “Pro-social values Many researchers have identified the importance of teaching of pro-social values as part of wellbeing or ‘anti-bullying’ interventions (e.g. Battistich et al., 2001; Cowie & Olafsson, 2000; Cross et al., 2004; Flannery et al., 2003; Frey et al., 2000).”