Skip to main content
SpringerLink
Log in

Prevention in Action

  • Chapter
  • First Online:
Preventive Mental Health at School

  • 2891 Accesses

Abstract

One of the most urgent issues for schools presently is preventing youth violence and aggression. In addition to the pain and disruption these behaviors create when an incident occurs, violence and aggression additionally predict later problem behaviors (Hahn et al., 2007). While the most serious forms of violent behaviors rarely take place in schools, less serious behaviors are not uncommon. Behaviors such as fighting, bullying, threatening others, and even bringing weapons to schools can make faculty and students alike feel as if it isn’t safe to be in school.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Alegria, M., Vallas, M., & Pumariega, A. J. (2010). Racial and ethnic disparities in pediatric mental health. Child and Adolescent Psychiatric Clinics of North America, 19(4), 7590–7774. doi:10.1016/j.chc.2010.07.001.

    Article  Google Scholar 

  • Amador, A., Roop, N., Cohen, M., Pearrow, M., Maki, E., & Codding, R. (2013). Comprehensive behavioral health model. Mini-skills presentation. Seattle, WA: NASP Annual Convention.

    Google Scholar 

  • Ball, A., Anderson-Butcher, D., Mellin, E. A., & Green, J. H. (2010). A cross-walk of professional competencies involved in expanded school mental health: An exploratory study. School Mental Health, 2, 114–115. doi:10.1007/s12310-010-9039-0.

    Article  Google Scholar 

  • Bohanon, H., & Wu, M. (2011). Can prevention programs work together? An example of school-based mental health with prevention initiatives. Advances in School Mental Health Promotion, 4(4), 35–46. doi:10.1080/1754730X.2011.9715641.

    Article  Google Scholar 

  • Burns, M. K., Scholin, S. E., & Zaslofsky, A. (2011). Advances in assessment through research: What have we learned in the past three years? Assessment for Effective Intervention, 36(2), 107–112. doi:10.1177/1534508410395557.

    Article  Google Scholar 

  • Coffman, J. (1999). Learning form logic models: An example of a family/school partnership program. Brief. Boston: Harvard Family Research Project. Retrieved from http://www.hfrp.org

  • Coker, T. R., Elliott, M. N., Kataoka, S., Schwebel, D. C., Mrug, S., Grunbaum, J. A., et al. (2009). Racial/ethnic disparities in the mental health care utilization of fifth grade children. Academic Pediatrics, 9(2), 89–96. doi:10.1016/j.acap.2008.11.007.

    Article  PubMed  Google Scholar 

  • Collaborative for Academic, Social, and Emotional Learning (CASEL). (2008). Leading an “SEL” school. Newton, MA: National Center for Mental Health Promotion and Youth Violence Prevention, Educational Development Center.

    Google Scholar 

  • Conduct Problems Prevention Research Group (CPPRG). (2011). The effects of the fast track preventive intervention on the development of conduct disorder across childhood. Child Development, 82(1), 331–345. doi:10.1111/j.1467-8624.2010.01558.x.

    Article  Google Scholar 

  • Connell, A. M., Dishion, T. D., Yasui, M., & Kavanagh, K. (2007). An adaptive approach to family intervention: Linking engagement in family-centered intervention to reductions in adolescent problem behavior. Journal of Consulting and Clinical Psychology, 75(4), 568–579. doi:10.1037/0022-006X.75.4.568.

    Article  PubMed  Google Scholar 

  • Cook, C. R., Volpe, R. J., & Livanis, A. (2010). Constructing a roadmap for future universal screening research beyond academics. Assessment for Effective Intervention, 35(4), 197–205. doi:10.1177/1534508410379842.

    Article  Google Scholar 

  • Cooke, M. B., Ford, J., Levine, J., Bourke, C., Newell, L., & Lapidus, G. (2007). The effects of city-wide implementation of “Second Step” on elementary school students’ prosocial and aggressive behaviors. The Journal of Primary Prevention, 28(2), 93–115. doi:10.1007/s10935-007-0080-1.

    Article  PubMed  Google Scholar 

  • Dishion, T. J., & Kavanagh, K. (2003). Intervening in adolescent problem behavior: A family-centered approach. New York: Guilford Press.

    Google Scholar 

  • Dishion, T. J., Kavanagh, K., Schneiger, A., Nelson, S., & Kaufman, N. K. (2002). Preventing early adolescent substance use: A family-centered strategy for the public middle-school. Prevention Science, 3(3), 191–201. doi:10.1023/A:1019994500301.

    Article  PubMed  Google Scholar 

  • Domitrovich, C. E., Bradshaw, C. P., Greenberg, M. T., Embry, D., Poduska, J. M., & Ialongo, N. (2010). Integrated models of school-based prevention: The logic and theory. Psychology in the Schools, 47(1), 71–88. doi:10.1002/pits.20452.

    Google Scholar 

  • Durlack, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 474–501. doi:10.1111/j.1467-8624.2010.01564.x.

    Google Scholar 

  • Eddy, J. J., Gideonsen, M. D., McClafin, R. R., O’Halloran, P., Peardon, F. A., Radcliff, P. L., et al. (2012). Reducing alcohol use in youth aged 12–17 years using the strategic prevention framework. Journal of Community Psychology, 40(5), 607–620. doi:10.1002/jcop.21485.

    Article  Google Scholar 

  • Elias, M. J. (2012). Promoting social-emotional and character development is essential for students’ academic and life success rationale and best practices. Invited presentation at the 2012 Annual Conference of the Massachusetts School Psychology Association, Framingham, MA.

    Google Scholar 

  • Embry, D. D., Staatemeier, G., Richardson, C., Lauger, K., & Mitich, J. (2003). The Good Behavior Game (1st ed.). Center City, MH: Hazelden.

    Google Scholar 

  • Epstein, J. A., Botvin, G. J., Diaz, T., Baker, E., & Botvin, E. M. (1997). Reliability of social and personal competence measures for adolescents. Psychological Reports, 81(2), 449–450. doi:10.2466/pr0.1997.81.2.449.

    Article  PubMed  Google Scholar 

  • Flay, B., & Slagel, M. (2006). The Positive Action family program: A pilot randomized trial. Unpublished manuscript. Retrieved from http://www.positiveaction.net

  • Frey, K. S., Hirschstein, M. K., & Guzzo, B. A. (2000). Second Step: Preventing aggression by promoting social competence. Journal of Emotional and Behavioral Disorders, 8(2), 102–112. doi:10.1177/106342660000800206.

    Article  Google Scholar 

  • Gugiu, P. C., & Rodriguez-Campos, L. (2007). Semi-structured interview protocol for constructing logic models. Evaluation and Program Planning, 30, 339–350. doi:10.1016/j.evalprogplan.2007.08.004.

    Article  PubMed  Google Scholar 

  • Gustafson, D. H., Sainfort, F., Eichler, M., Adams, L., Bisognano, M., & Steudel, H. (2003). Developing and testing a model to predict outcomes of organizational change. Health Services Research, 38(2), 751–776. doi:10.1111/1475-6773.00143.

    Article  PubMed  Google Scholar 

  • Haggerty, K. P., MacKenzie, E. P., Skinner, M. L., Harachi, T. W., & Catalano, R. F. (2006). Participation in ‘Parents Who Care’: Predicting program initiation and exposure in two different program formats. Journal of Primary Prevention, 27(1), 47–65. doi:10.1007/s10935-005-0019-3.

    Article  PubMed  Google Scholar 

  • Haggerty, K. P., Skinner, M. L., MacKenzie, E. P., & Catalano, R. F. (2007). A randomized trial of Parents Who Care: Outcomes at 24-month follow-up. Prevention Science, 8(4), 249–260. doi:10.1007/s11121-007-0077-2.

    Article  PubMed  Google Scholar 

  • Hahn, R., Fuqua-Whitley, D., Wethington, H., Lowy, J., Crosby, A., Fullilove, M., et al. (2007). Effectiveness of universal school-based programs to prevent violent and aggressive behavior: A systematic review. American Journal of Preventive Medicine, 33(2S), S114–S129. doi:10.1016/j.amepre.2007.04.012.

    Article  PubMed  Google Scholar 

  • Hahn-Smith, S., & Springer, F. (2005). Social norms theory. Prevention Tactics, 8(9), 1–6. Retrieved from http://www.cars-rp.org

    Google Scholar 

  • Hansen, W. B. (1996). Pilot test results comparing the All Stars program with seventh grade D.A.R.E.: Program integrity and mediating variable analysis. Substance Use and Misuse, 31(10), 1359–1377. Retrieved from http://informahealthcare.com

  • Harris, E. (2005). An introduction to theory of change. The Evaluation Exchange, 11(2). Retrieved from http://www.hfrp.org

  • Henderson, J., & Strain, P. (2009). Screening for social emotional concerns: Considerations in the selection of instruments. Tampa, FL: Technical Assistance Center on Social Emotional Intervention for Young Children, University of South Florida.

    Google Scholar 

  • Jones, K., Daley, D., Hitchings, J., Bywater, T., & Eames, C. (2007). Efficacy of the Incredible Years Programme as an early intervention for children with conduct problems and ADHD. Child: Care, Health and Development, 34(3), 380–390. doi:10.1111/j.1365-2214.2008.00817.x.

    Article  Google Scholar 

  • Jordan, G. B. (2010). A theory-based logic model for innovation policy and evaluation. Research Evaluation, 19(4), 263–273. doi:10.3152/095820210X12827366906445.

    Article  Google Scholar 

  • Kelly, M. S., Berzin, S. C., Frey, A., Alvarez, M., Shaffer, G., & O’Brien, K. (2010). The state of school social work: Findings from the National School Social Work Survey. School Mental Health, 2, 132–141. doi:10.1007/s12310010-9034-5.

    Article  Google Scholar 

  • Kusché, C. A., & Greenberg, M. T. (1994a). The PATHS curriculum. Seattle, WA: Developmental Research and Programs.

    Google Scholar 

  • Kusché, C. A., & Greenberg, M. (1994b). PATHS: Promoting Alternative Thinking Strategies. South Deerfield, MA: Developmental Research Programs.

    Google Scholar 

  • Lazarus, P. J., & Sulkowski, M. L. (2011). The emotional well-being of our nations’ youth and the promise of social-emotional learning. Communiqué, 40(2), 16–17. Retrieved from http://www.nasponline.org

  • Lochman, J. E., & Wells, K. C. (2002). The Coping Power Program at the middle school transition: Universal and indicated prevention effects. Psychology of Addictive Behaviors, 16(4S), S40–S54. doi:10.1037//0893-164X.16.4S.S40.

    Article  PubMed  Google Scholar 

  • McDougal, J., Bardos, A. N., & Meier, S. T. (2007). RTI and behavior: Measuring response to behavioral and social/emotional interventions. Retrieved from www.docstoc.com/

  • McDougal, J. L., Bardos, A. N., & Meier, S. T. (2011). Introduction to BIMAS: Behavior Intervention Monitoring Assessment System. MHS. Retrieved from http://www.mhs.com

  • Meier, S. T. (1997). Nomothetic item selection rules for tests of psychological interventions. Psychotherapy Research, 7(4), 419–427. doi:10.1080/10503309712331332113.

    Article  Google Scholar 

  • Meier, S. T., McDougal, J. L., & Bardos, A. (2008). Development of a change-sensitive outcome measure for children receiving counseling. Canadian Journal of School Psychology, 23(2), 148–160. doi:10.1177/0829573507307693.

    Article  Google Scholar 

  • Meir, S. T. (2004). Improving design sensitivity through intervention-sensitive measures. American Journal of Evaluation, 25(3), 321–334. doi:10.1177/109821400402500304.

    Article  Google Scholar 

  • Mellin, E. A., & Weist, M. D. (2011). Exploring school mental health collaboration in an urban community: A social capital perspective. School Mental Health, 3, 81–92. doi:10.1007/s12310-011-9049-6.

    Article  Google Scholar 

  • National Association of School Psychologists (NASP). (2010). Model for comprehensive and integrated school psychological services. Bethesda, MD: Author.

    Google Scholar 

  • Perkins, H. W., Craig, D. W., & Perkins, J. M. (2011). Using social norms to reduce bullying: A research intervention among adolescents in five middle schools. Group Process & Intergroup Relations, 14(5), 703–722. doi:10.1177/1368430210398004.

    Article  Google Scholar 

  • Prinz, R. J., Sanders, M. R., Shapiro, C. J., Whitaker, D. J., & Lutzker, J. R. (2009). Population-based prevention of child maltreatment: The U.S. Triple P System Population Trial. Prevention Science, 10(1), 1–12. doi:10.1007/s11121-009-0123-3.

    Article  PubMed  Google Scholar 

  • Prothrow-Stith, D. (2007). A major step forward in violence prevention. American Journal of Preventive Medicine, 33(2S), S109–S111. doi:10.1016/j.amepre.2007.04.025.

    Article  PubMed  Google Scholar 

  • Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The classroom check-up: A classwide teacher consultation model for increasing praise and decreasing disruptive behavior. School Psychology Review, 37(3), 315–332. Retrieved from http://www.nasponline.org

    Google Scholar 

  • Ruby, A., & Doolittle, E. (2010). Efficacy of schoolwide programs to promote social and character development and reduce problem behavior in elementary school children: Report from the social and character development research program (NCER 2011-2001). Washington, DC: National Center for Educational Research, Institute of Education Sciences, U.S. Department of Education.

    Google Scholar 

  • Savaya, R., & Waysman, M. (2005). The logic model: A tool for incorporating theory in development and evaluation of programs. Administration in Social Work, 29(2), 85–103. doi:10.1300/J147v29n02_06.

    Article  Google Scholar 

  • Snyder, F., Flay, B., Vuchinich, S., Acock, A., Washburn, I., Beets, M., et al. (2010). Impact of the Positive Action program on school-level indicators of academic achievement, absenteeism, and disciplinary outcomes: A matched-pair, cluster randomized, controlled trial. Journal of Research on Educational Effectiveness, 3(1), 26–55. doi:10.1080/19345740903353436.

    Article  PubMed  Google Scholar 

  • Spoth, R., Redmond, C., Haggerty, K., & Ward, T. (1995). A controlled parenting skills outcome study examining individual difference and attendance effects. Journal of Marriage and the Family, 57(2), 449–464. doi:10.2307/353698.

    Article  Google Scholar 

  • Stjernberg, T., & Philips, A. (1993). Organizational innovations in a long-term perspective: Legitimacy and souls-of-fire as critical factors of change and viability. Human Relations, 46(10), 1193–1219. doi:10.1177/001872679304601003.

    Article  Google Scholar 

  • The President’s New Freedom Commission on Mental Health. (2003). Achieving the promise: Transforming mental health care in America. Final report (DHHS Publication No. SMA 03-3832). Washington, DC: U.S. Government Printing Office.

    Google Scholar 

  • Vogel, I. (2012). Review of the use of ‘Theory of Change’ in international development: Review report. UK Department for International Development. Retrieved from http://www.dfid.gov.uk

  • Volpe, R. J., & Gadow, K. D. (2010). Creating abbreviated rating scales to monitor classroom inattention-overactivity, aggression, and peer conflict: Reliability validity, and treatment sensitivity. School Psychology Review, 39(3), 350–363. Retrieved from http://www.nasponline.org

    Google Scholar 

  • Wagenaar, A. C., Gehan, J. P., Jones-Webb, R., Toomey, T. L., Forster, J. L., Wolfson, M., et al. (1999). Communities mobilizing for change on alcohol: Lessons and results from a 15-community randomized trial. Journal of Community Psychology, 27(3), 315–326. doi:10.1002/(SICI)1520-6629(199905)27:3<315::AID-JCOP6>3.0.CO;2-1.

    Article  Google Scholar 

  • Webster-Stratton, C. (1994). Advancing videotape parent training: A comparison study. Journal of Consulting and Clinical Psychology, 62(3), 583–593. doi:10.1037/0022-006X.62.3.583.

    Article  PubMed  Google Scholar 

  • Weinreich, N. K. (2011). Hands-on social marketing: A step-by-step guide to designing change for good (2nd ed., pp. 1–24). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Weiss, A. R., & Siddall, A. J. (2012). Schools at the hub: Community partnerships in the Boston Public Schools. Brookline, MA: Mendelsohn, Gittleman & Associates, LLC.

    Google Scholar 

  • Wilson, S. J., & Lipsey, M. J. (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American Journal of Preventive Medicine, 33(2S), S130–S145. doi:10.1016/j.amepre.2007.04.011.

    Article  PubMed  Google Scholar 

  • Woods-Groves, S., & Hendrickson, J. M. (2012). The role of assessment in informing our decision-making processes. Assessment for Effective Intervention, 38(1), 3–5. doi:10.1177/1534508412456200.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Massachusetts School of Professional Psychology, Newton, MA, USA

    Gayle L. Macklem

Authors
  1. Gayle L. Macklem
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Macklem, G.L. (2014). Prevention in Action. In: Preventive Mental Health at School. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-8609-1_14

Download citation

Publish with us

Policies and ethics

Search

Navigation