The Prevention of Mental Disorders in School-Aged Children: Current State of the Field

By Mark T. Greenberg, C. Domitrovich, Brian K Bumbarger. 2001

872 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d1bbb248c65918fbba04665b1d924462a05b60df

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Citations in the corpus

The Role of Teachers’ Psychological Experiences and Perceptions of Curriculum Supports on the Implementation of a Social and Emotional Learning Curriculum (2009, unknown): “In an effort to maximize implementation quality of evidence-based programs in schools, researchers have developed models of school-based implementation that identify the factors that may facilitate or undermine the implementation process (Greenberg et al., 2001; Han & Weiss, 2005; Ozer, 2006).”
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? (2005, background): “…school-based interventions that prescribe certain desired teacher – child interactions can succeed in ameliorating some risks (Catalano et al., 2003; Greenberg et al., 2001; Ialongo et al., 1999; Walker, Stiller, Severson, Feil, & Golly, 1998), there is little available evidence on whether…”
Relationships Between Cognitive Strategies of Adolescents and Depressive Symptomatology Across Different Types of Life Event (2003, background): “One of the conclusions of a recent review study concerning the prevention of mental disorders in school-aged children was that it is best to direct preventive interventions at risk and protective factors rather than to categorical problem behaviors (Greenberg et al., 2001).”
Social and Emotional Learning in the Classroom: Evaluation of Strong Kids and Strong Teens on Students' Social-Emotional Knowledge and Symptoms (2008, background): “However, over 70% of the students in American schools who would benefit from mental health interventions are not provided with appropriate services (Greenberg et al., 2001, 2003).”
What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. (2015, methodology): “Overall, the results from the family-based interventions are in line with previous systematic reviews which have reported that engagement with and support for families and communities is more effective than prevention interventions which focus only on young people’s behaviour (Browne et al., 2004; G”
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. (2003, background): “Greenberg et al. (2001) asserted that meaningful progress has been made with school and family preventive intervention research.”
Effects of a school-based social-emotional competence program: Linking children's goals, attributions, and behavior (2005, background): “For a relatively low cost, universal programs such as the Second Step program may strengthen the resilience of bat-riskQ children without stigmatizing individuals (Greenberg et al., 2001).”