School‐based prevention: current status and future challenges

By Mark T. Greenberg. 2010

224 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/0c09b16b3795040daaf0b6bb65ea9f2b82853de0

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Citations in the corpus

Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients (2015, background): “Various frameworks for conceptualizing intervention fidelity have emerged in the last decade (O’Donnell, 2008) primarily in response to the call to better understand the implementation process and intervention effectiveness (Greenberg, 2010).”
Measurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational Purposes (2015, background): “Performance tasks may be helpful (Blair & Diamond, 2008; Greenberg, 2010).”
Efficacy of the Responsive Classroom Approach (2014, background): “…work on SEL interventions describes the need for randomized controlled trials that examine the impact of SEL interventions on achievement outcomes, attend to issues of fidelity of implementation, and consider the moderators of intervention effectiveness (Durlak et al., 2011; Greenberg, 2010).”
Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon (2019, background): “1007/978-981-10-3394-0 Greenberg, M. T. (2010). School-based prevention: Current status and”
Universal Interventions: Fully Exploring Their Impacts and Potential to Produce Population-Level Impacts (2017, background): “…(b) are positively framed and provided independent of risk status, and therefore nonstigmatizing, and (c) may reduce or prevent multiple behavior problems that are predicted by shared or common risk factors (Greenberg, 2010; Hale, Fitzgerald-Yau, & Viner, 2014; Kellam, Koretz, & Mo scicki, 1999).”
Promoting Children’s Prosocial Behaviors in School: Impact of the “Roots of Empathy” Program on the Social and Emotional Competence of School-Aged Children (2012, background): “Indeed, as noted by Greenberg (2010) ‘‘quality of implementation has a significant impact on outcome, with higher quality implementation related to a greater effect size’’ (p. 31).”
Social and emotional aspects of learning (2011, background): “…having high-quality assessment information, regular staff development opportunities, and positive relations with families and the community (e.g., Greenberg, 2010); indeed, staff training and family support have already been identified as potentially significant in the NICE reviews referred to…”
Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment (2014, background): “…having high-quality assessment information, regular staff development opportunities, and positive relations with families and the community (e.g., Greenberg, 2010); indeed, staff training and family support have already been identified as potentially significant in the NICE reviews referred to…”
The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis (2016, background): “There is an emerging consensus that the role of the school should include supporting children’s emotional education and development (Greenberg, 2010; Weare, 2010).”