School-Based Adolescent Drug Prevention Programs: 1998 Meta-Analysis

By N. Tobler, Michael Roona, Peter Ochshorn, Diana Marshall, Andrei Streke, Kimberly M. Stackpole. Journal of Primary Prevention, 2000

850 citations recorded by the source corpus.

Subfields: Clinical Psychology, General Health Professions, Safety Research

View Paper: https://www.semanticscholar.org/paper/7dd144f601ab400a8dd729b4dcace0a2874c904c

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Citations in the corpus

Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. (2015, background): “, 2004), antisocial and aggressive behavior (Lösel & Beelman, 2003; Wilson & Lipsey, 2007), depressive symptoms (Horowitz & Garber, 2006), drug use (Tobler et al., 2000), mental health (Durlak & Wells, 1997; Greenberg, Domitrovich, & Bumbarger, 2001), problem behaviors (Wilson, Gottfredson, & Najaka”
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. (2003, background): “Tobler et al. (2000) examined results from 207 universal prevention programs published between 1978 and 1998.”
Social and Emotional Learning: Promoting the Development of All Students (2007, background): “…of substance abuse and interpersonal violence and to the promotion of mental health, positive youth development, and academic achievement (e.g., Catalano, Berglund, Ryan, Lonczak, & Hawkins, 2002; Durlak & Wells, 1997; Gottfredson & Wilson, 2003; Tobler et al., 2000; Zins, Weissberg et al., 2004).”
A meta-analytic review of obesity prevention programs for children and adolescents: the skinny on interventions that work. (2006, background): “07; Hwang, Yeagley, & Petosa, 2004), substance abuse (r .05; Tobler et al., 2000), HIV (r .”
Affective Determinants of Health Behavior (2018, background): “However, the danger of nonintended effects should not be underestimated (Krank et al., 2010), and effects of general school-based prevention efforts in the substance use area are often small at best (Tobler et al., 2000).”
Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. (2017, background): “In these programs, interpersonal competence often includes “resistance skills” which help students avoid peer pressure to engage in risky behavior and its inclusion is important for program effectiveness (Tobler et al., 2000).”
The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. (2011, background): “…with several other reviews that conclude that more successful youth programs are interactive in nature, use coaching and role playing, and employ a set of structured activities to guide youth toward achievement of speciﬁc goals (DuBois, Holloway, Valentine, & Cooper, 2002; Tobler et al., 2000).”