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Items: 1 to 20 of 69

1.

Meeting the Challenges of Longitudinal Cluster-Based Trials in Schools: Lessons From the Chicago Trial of Positive Action.

Lewis KM, DuBois DL, Ji P, Day J, Silverthorn N, Bavarian N, Vuchinich S, Acock A, Malloy M, Schure M, Flay BR.

Eval Health Prof. 2017 Dec;40(4):450-482. doi: 10.1177/0163278716673688. Epub 2016 Nov 30.

PMID:
27821548
2.

Using social-emotional and character development to improve academic outcomes: a matched-pair, cluster-randomized controlled trial in low-income, urban schools.

Bavarian N, Lewis KM, Dubois DL, Acock A, Vuchinich S, Silverthorn N, Snyder FJ, Day J, Ji P, Flay BR.

J Sch Health. 2013 Nov;83(11):771-9. doi: 10.1111/josh.12093.

3.

Effects of Positive Action on the emotional health of urban youth: a cluster-randomized trial.

Lewis KM, DuBois DL, Bavarian N, Acock A, Silverthorn N, Day J, Ji P, Vuchinich S, Flay BR.

J Adolesc Health. 2013 Dec;53(6):706-11. doi: 10.1016/j.jadohealth.2013.06.012. Epub 2013 Jul 26.

PMID:
23890774
4.

Problem behavior and urban, low-income youth: a randomized controlled trial of positive action in Chicago.

Lewis KM, Schure MB, Bavarian N, DuBois DL, Day J, Ji P, Silverthorn N, Acock A, Vuchinich S, Flay BR.

Am J Prev Med. 2013 Jun;44(6):622-30. doi: 10.1016/j.amepre.2013.01.030.

5.

Effects of a School-Based Social-Emotional and Character Development Program on Health Behaviors: A Matched-Pair, Cluster-Randomized Controlled Trial.

Bavarian N, Lewis KM, Acock A, DuBois DL, Yan Z, Vuchinich S, Silverthorn N, Day J, Flay BR.

J Prim Prev. 2016 Feb;37(1):87-105. doi: 10.1007/s10935-016-0417-8.

6.

Teachers' Perceptions of School Organizational Climate as Predictors of Dosage and Quality of Implementation of a Social-Emotional and Character Development Program.

Malloy M, Acock A, DuBois DL, Vuchinich S, Silverthorn N, Ji P, Flay BR.

Prev Sci. 2015 Nov;16(8):1086-95. doi: 10.1007/s11121-014-0534-7.

PMID:
25468408
7.

Initiating change locally in bullying and aggression through the school environment (INCLUSIVE): study protocol for a cluster randomised controlled trial.

Bonell C, Allen E, Christie D, Elbourne D, Fletcher A, Grieve R, LeGood R, Mathiot A, Scott S, Wiggins M, Viner RM.

Trials. 2014 Sep 30;15:381. doi: 10.1186/1745-6215-15-381.

8.

Improving elementary school quality through the use of a social-emotional and character development program: a matched-pair, cluster-randomized, controlled trial in Hawai'i.

Snyder FJ, Vuchinich S, Acock A, Washburn IJ, Flay BR.

J Sch Health. 2012 Jan;82(1):11-20. doi: 10.1111/j.1746-1561.2011.00662.x.

9.

Context Matters for Social-Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate.

McCormick MP, Cappella E, O'Connor EE, McClowry SG.

Am J Community Psychol. 2015 Sep;56(1-2):101-19. doi: 10.1007/s10464-015-9733-z.

PMID:
26099299
10.

Effects of a school-based, early childhood intervention on adult health and well-being: a 19-year follow-up of low-income families.

Reynolds AJ, Temple JA, Ou SR, Robertson DL, Mersky JP, Topitzes JW, Niles MD.

Arch Pediatr Adolesc Med. 2007 Aug;161(8):730-9.

PMID:
17679653
11.

Effects of a social-emotional and character development program on the trajectory of behaviors associated with social-emotional and character development: findings from three randomized trials.

Washburn IJ, Acock A, Vuchinich S, Snyder F, Li KK, Ji P, Day J, DuBois D, Flay BR.

Prev Sci. 2011 Sep;12(3):314-23. doi: 10.1007/s11121-011-0230-9.

PMID:
21720782
12.

Direct and Mediated Effects of a Social-Emotional and Character Development Program on Adolescent Substance Use.

Lewis KM, Bavarian N, Snyder FJ, Acock A, Day J, Dubois DL, Ji P, Schure MB, Silverthorn N, Vuchinich S, Flay BR.

Int J Emot Educ. 2012 Apr;4(1):56-78.

13.

Effects of the Positive Action Program on Indicators of Positive Youth Development Among Urban Youth.

Lewis KM, Vuchinich S, Ji P, DuBois DL, Acock A, Bavarian N, Day J, Silverthorn N, Flay BR.

Appl Dev Sci. 2016;20(1):16-28. Epub 2015 May 29.

14.

U.S. high school curriculum: three phases of contemporary research and reform.

Lee VE, Ready DD.

Future Child. 2009 Spring;19(1):135-56.

PMID:
21141708
15.

Comparing Two Low Middle School Social and Emotional Learning Program Formats: A Multilevel Effectiveness Study.

Coelho VA, Sousa V.

J Youth Adolesc. 2017 Mar;46(3):656-667. doi: 10.1007/s10964-016-0472-8. Epub 2016 Mar 23.

PMID:
27007715
16.

Effects of an Interactive School-Based Program for Preventing Adolescent Sexual Harassment: A Cluster-Randomized Controlled Evaluation Study.

de Lijster GP, Felten H, Kok G, Kocken PL.

J Youth Adolesc. 2016 May;45(5):874-86. doi: 10.1007/s10964-016-0471-9. Epub 2016 Apr 4.

17.

Evaluation of second step on early elementary students' academic outcomes: A randomized controlled trial.

Cook CR, Low S, Buntain-Ricklefs J, Whitaker K, Pullmann MD, Lally J.

Sch Psychol Q. 2018 Dec;33(4):561-572. doi: 10.1037/spq0000233. Epub 2018 May 24.

PMID:
29792492
18.

Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools.

Webster-Stratton C, Jamila Reid M, Stoolmiller M.

J Child Psychol Psychiatry. 2008 May;49(5):471-88. doi: 10.1111/j.1469-7610.2007.01861.x. Epub 2008 Jan 21.

19.

The Role of Participant Responsiveness on a Socio-Emotional Learning Program.

Pereira NS, Marques-Pinto A.

Span J Psychol. 2017 Jan 19;20:E2. doi: 10.1017/sjp.2016.104.

PMID:
28102116
20.

Evaluating dosage effects for the positive action program: How implementation impacts internalizing symptoms, aggression, school hassles, and self-esteem.

Smokowski PR, Guo S, Wu Q, Evans CB, Cotter KL, Bacallao M.

Am J Orthopsychiatry. 2016;86(3):310-22. doi: 10.1037/ort0000167. Epub 2016 Mar 7.

PMID:
26950079

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