TY - JOUR
T1 - Integrated models of school-based prevention
T2 - Logic and theory
AU - Domitrovich, Celene E.
AU - Bradshaw, Catherine P.
AU - Greenberg, Mark T.
AU - Embry, Dennis
AU - Poduska, Jeanne M.
AU - Ialongo, Nicholas S.
PY - 2010/1
Y1 - 2010/1
N2 - School-based prevention programs can positively impact a range of social, emotional, and behav-ioral outcomes. Yet the current climate of accountability pressures schools to restrict activities that are not perceived as part of the core curriculum. Building on models from public health and prevention science, we describe an integrated approach to school-based prevention. These models leverage the most effective structural and content components of social-emotional and behavioral health prevention interventions. Integrated interventions are expected to have additive and syner-gistic effects that result in greater impacts on multiple student outcomes. Integrated programs are also expected to be more efficient to deliver, easier to implement with high quality and integrity, and more sustainable.We provide a detailed example of the process through which the PAX-Good Behavior Game and the Promoting Alternative Thinking Strategies (PATHS) curriculum were in-tegrated into the PATHS to PAX model. Implications for future research are proposed.
AB - School-based prevention programs can positively impact a range of social, emotional, and behav-ioral outcomes. Yet the current climate of accountability pressures schools to restrict activities that are not perceived as part of the core curriculum. Building on models from public health and prevention science, we describe an integrated approach to school-based prevention. These models leverage the most effective structural and content components of social-emotional and behavioral health prevention interventions. Integrated interventions are expected to have additive and syner-gistic effects that result in greater impacts on multiple student outcomes. Integrated programs are also expected to be more efficient to deliver, easier to implement with high quality and integrity, and more sustainable.We provide a detailed example of the process through which the PAX-Good Behavior Game and the Promoting Alternative Thinking Strategies (PATHS) curriculum were in-tegrated into the PATHS to PAX model. Implications for future research are proposed.
UR - http://www.scopus.com/inward/record.url?scp=77955645242&partnerID=8YFLogxK
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U2 - 10.1002/pits.20452
DO - 10.1002/pits.20452
M3 - Article
C2 - 27182089
AN - SCOPUS:77955645242
SN - 0033-3085
VL - 47
SP - 71
EP - 88
JO - Psychology in the Schools
JF - Psychology in the Schools
IS - 1
ER -
