Preventing Problems, Promoting Development, Encouraging Engagement: Competing Priorities or Inseparable Goals?.

By K. Pittman, Merita A. Irby, Joel Tolman, N. Yohalem, T. Ferber. 2003

274 citations recorded by the source corpus.

How researchers see this paper

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

Youth engagement in high schools: Developing a multidimensional, critical approach to improving engagement for all students (2009, background): “Reversing this historic trend means expanding the focus of school reform from solely improving academic achievement to improving the general engagement of young people in their schooling, in the classroom, and in their overall development (Newmann 1992; Pittman et al. 2003; Rose 2004).”
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. (2003, background): “Problem-prevention efforts for young people are most beneficial when they are coordinated with explicit attempts to enhance their competence, connections to others, and contributions to their community (Eccles & Appleton, 2002; Pittman et al., 2001).”
Principles for Youth Development (2004, background): “The distinction among services, supports, and opportunities (Pittman et al., 2002) helps illustrate how a positive orientation and universality are consistent with the need for access to individualized treatment.”
Best Practice Guidelines on Prevention Practice, Research, Training, and Social Advocacy for Psychologists (2007, background): “Knowing how to participate and succeed in school, work, and leisure are critical factors that determine access to future opportunities (Pittman et al., 2001).”