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Integrated models of school‐based prevention: Logic and theory
Author(s) -
Domitrovich Celene E.,
Bradshaw Catherine P.,
Greenberg Mark T.,
Embry Dennis,
Poduska Jeanne M.,
Ialongo Nicholas S.
Publication year - 2010
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20452
Subject(s) - psychology , mathematics education
School‐based prevention programs can positively impact a range of social, emotional, and behavioral 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 synergistic 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 integrated into the PATHS to PAX model. Implications for future research are proposed. © 2009 Wiley Periodicals, Inc.