Reconceptualizing school-based prevention for antisocial behavior within a resiliency framework

School Psychology Review

Volumn 27, Issue 3, 1998, Pages 364-379

  Miller, Gloria E ^b   Brehm, Katherine ^a   Whitehouse, Shayna ^c  

^a UNIVERSITY OF COLORADO   (United States)

^b UNIVERSITY OF DENVER   (United States)

^c NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032360063     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (122)

1. Albee, G. W. (1983). Psychopathology, prevention and the just society. Journal of Primary Prevention, 4, 5-40.
2. American Psychological Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
3. Bandura, A. (1996). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall.
4. Baker, J. A. (1998). Are we missing the forest for the trees? Considering the social context of school violence. Journal of School Psychology, 36, 29-44.
5. Battistich, V., Schaps, E., Watson, M., & Solomon, D. (1996). Prevention effects of the Child Development Project: Early findings from an ongoing multisite demonstration trial. Journal of Adolescent Research, 11, 12-35.
6. Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist, 32, 137-151.
7. Battistich, V., Watson, M., Solomon, D., Schaps, E., & Solomon, J. (1991). The Child Development Project: A comprehensive program for the development of prosocial character. In W. M. Kurtines & J. L. Gewirtz (Eds.), Handbook of moral behavior and development (Vol. 3, pp. 1-34). Hillsdale, NJ: Erlbaum.
8. Benard, B. (1992). Fostering resiliency in kids: Protective factors in the family, school, and community. Portland, OR: Western Center for Drug-Free Schools and Communities.
9. Benard, B. (1993). Turning the corner from risk to resiliency. Portland, OR: Northwest Regional Educational Laboratory.
10. Bentro, L. K., & Long, N. (1995). Breaking the cycle of conflict. Educational Leadership, 52(3), 52-56.
11. Buka, S., & Earls, F. (1993). Early determinants of delinquency and violence. Journal of Health Affairs, 4, 46-64.
12. Capaldi, D. M., & Patterson, G. R. (1996). Can violent offenders be distinguished from frequent offenders: Predictions from childhood to adolescence. Journal of Research in Crime and Delinquency, 33, 206-231.
13. Catalano, R., & Hawkins, J. D. (1996). The social development model: A theory of antisocial behavior. In J. D. Hawkins (Ed.), Delinquency and crime: Current theories (pp. 149-197). New York: Cambridge University Press.
14. Christenson, S. L., Hirsch, J. A., & Hurley, C. M. (1997). Families with aggressive children and adolescents. In A. P. Goldstein & J. C. Conoley (Eds.), School violence intervention: A practical handbook (pp. 325-365). New York: Guilford.
15. Cicchetti, D., & Nurcombe, B. (Eds.). (1993). Toward a developmental perspective on conduct disorder (Special Issue). Development and Psychopathology, 4, 509-527.
16. Coie, J., Watt, N., West, S., Hawkins, D., Asarnow, J., Markman, H., Ramey, S., Shure, M., & Long, B. (1993). The science of prevention: A conceptual framework and some directions for a National Research Program. American Psychologist, 48, 1013-1022.
17. Committee for Children. (1992). Second Step: A violence prevention curriculum. Seattle, WA: Author.
18. Conduct Problems Prevention Research Group. (1992). A developmental and clinical model for the prevention of conduct disorder: The FAST Track Program. Development and Psychopathology, 4, 509-527.
19. Cowen, E. L., & Work, W. C. (1988). Resilient children, psychological wellness and primary prevention. American Journal of Community Psychology, 16, 591-607.
20. Dishion, T. J., Patterson, G. R., & Kavanagh, K. (1992). An experimental test of the coercion model: Linking theory, measurement, and intervention. In. J. McCord & R. Tremblay (Eds.), The interaction of theory and practice: Experimental studies of intervention (pp. 253-282). New York: Guilford.
21. Dishion, T. J., Patterson, G. R., Stoolmiller, M., & Skinner, M. (1991). Family, school, and behavioral antecedents to early adolescent involvement with antisocial peers. Developmental Psychology, 27, 172-180.
22. Dodge, K. (1991). Emotion and social information processing. In J. Garber & K. Dodge (Eds.), The development of emotion regulation and dysregulation (pp. 159-181). New York: Cambridge University Press.
23. Dodge, K., Bates, J. E., & Pettit, G. S. (1990). Mechanisms in the cycle of violence. Science, 250, 1678-1683.
24. Doll, B., & Lyon, M. A. (1998). Risk and resilience: Implications for the delivery of educational and mental health services in schools. School Psychology Review, 27, 348-363.
25. Dubow, E. F., & Reid, G. (1994). Risk and resource variables in children's aggressive behavior: A two-year longitudinal study. In L. R. Huesmann (Ed.), Aggressive behavior: Current perspectives (pp. 187-211). New York: Plenum.
26. Dunst, C. J., Trivette, C. M., & Deal, A. G. (1994). Supporting and strengthening families: Vol 1. Methods, strategies and practices. Cambridge, MA: Brookline.
27. Durlak, J. A. (1995). School-based prevention programs for children and adolescents. Thousand Oaks, CA: Sage.
28. Durlak, J. A. (1997). Primary prevention programs in schools. In T. H. Ollendick & R. J. Prinz (Eds.), Advances in clinical child psychology (Vol. 19, pp. 283-317). New York: Plenum.
29. Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C., Reuman, A., Flanagan, C., & MacIver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in school and in families. American Psychologist, 48, 90-101.
30. Elias, M. J., & Clabby, J. F. (1989). Social decision-making skills: A curriculum guide for the elementary grades. Rockville, MD: Aspen.
31. Elias, M. J., & Clabby, J. F. (1992). Building social problem-solving skills: Guidelines from a school-based program. San Francisco, CA: Jossey-Bass.
32. Elias, M. J., Gara, M., & Ubriaco, M. (1985). Sources of stress and support in children's transition to middle school: An empirical analysis. Journal of Clinical Child Psychology, 14, 112-118.
33. Elias, M. J., & Weissberg, R. P. (1990). School-based social competence promotion as a primary prevention strategy: A tale of two projects. In R. Lorion (Ed.), Protecting the children: Strategies for optimizing emotional and behavioral development (pp. 177-200). New York: Haworth.
34. Farrington, D. P. (1996). The explanation and prevention of youthful offending. In J. D. Hawkins (Ed.), Delinquency and crime: Current theories (pp. 68-148). New York: Cambridge University Press.
35. Felner, R. D., & Adan, A. M. (1988). The school transitional environment project. In R. H. Price, E. L. Cowen, R. P. Lorion, & J. Ramos-McKay (Eds.), Fourteen ounces of prevention: A casebook of exemplary primary prevention programs (pp. 111-122). Washington, DC: American Psychological Association.
36. Felner, R. D., Brand, S., Adan, A. M., Mulhall, P. F., Flowers, N., Sartain, B., & DuBois, D. L. (1993). Restructuring the ecology of the school as an approach to prevention during school transitions: Longitudinal follow-ups and extensions of the school transitional environment project (STEP). In L. Jason, K. Danner, & K. Kurasaki (Eds.), Prevention and school transitions (pp. 103-136). New York: Haworth.
37. Felner, R. D., & Felner, T. Y. (1989). Primary prevention programs in the educational context: A transactional-ecological framework and analysis. In L. A. Bond & B. E. Compas (Eds.), Primary prevention and promotion in the schools (pp. 13-49). Newbury Park, CA: Sage.
38. Felner, R. D., Ginter, M., & Primavera, J. (1982). Primary prevention during school transitions: Social support and environmental structure. American Journal of Community Psychology, 10, 277-290.
39. Garbarino, J. (1992). Children in danger: Coping with the consequences of community violence. San Francisco, CA: Jossey-Bass.
40. Garmezy, N., & Masten, A. S. (1991). The protective role of competence indicators in children at risk. In E. Cummings, A. Greene, & K. Karraker (Eds.), Life-span developmental psychology: Perspectives on stress and coping (pp. 151-174). Hillsdale, NJ: Erlbaum.
41. Garmezy, N., & Masten, A. S. (1994). Chronic adversities. In M. Rutter, E. Taylor, & L. Hersov (Eds.), Child and adolescent psychiatry: Modern approaches (pp. 191-208). Oxford, ENG: Blackwell Scientific.
42. Goldstein, A. P., & Conoley, J. C. (1997). School violence intervention: A practical handbook. New York: Guilford.
43. Gordon, E., & Song, L. D. (1994). Variations in the experience of resilience. In M. Wang & E. Gordon (Eds.), Educational resilience in inner-city America: Challenges and prospects (pp. 27-43). Hillsdale, NJ: Erlbaum.
44. Gottfredson, D. (1986). An empirical test of school-based environmental and individual interventions to reduce the risk of delinquent behavior. Criminology, 24, 705-731.
45. Gottfredson, D. (1987). An evaluation of an organization development approach to reduce school disorder. Evaluation Review, 11, 739-763.
46. Gottfredson, D., Gottfredson, G., & Hybl, G. (1993). Managing adolescent behavior: A multiyear multischool study. American Educational Research Journal, 30, 179-215.
47. Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P. Y., Asher, K. N., Beland, K., Frey, K. S., & Rivara, F. P. (1997). Effectiveness of a violence prevention curriculum among children in elementary school. JAMA: The Journal of the American Medical Association, 277, 1605-1611.
48. Gullotta, T. P. (1994). The what, who, why, where, when, and how of primary prevention. Journal of Primary Prevention, 15, 5-14.
49. Hawkins, J. D., Catalano, R. F., & Miller, J. Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological Bulletin, 112, 64-105.
50. Hawkins, J. D., Catalano, R. F., Morrison, D. M., O'Donnell, J., Abbott, R. D., & Day, L. E. (1992). The Seattle Social Development Project: Effects of the first four years on protective factors and problem behaviors. In J. McCord & R. Tremblay (Eds.), The prevention of antisocial behavior in children (pp. 139-161). New York: Guilford.
51. Hawkins, J. D., Von Cleve, E., & Catalano, R. F. (1991). Reducing early childhood aggression: Results of aprimary prevention program. Journal of the American Academy of Child and Adolescent Psychiatry, 30, 208-217.
52. Hawkins, J. D., & Weis, J. G. (1985). The social development model: An integrated approach to delinquency prevention. Journal of Primary Prevention, 6, 73-97.
53. Henderson, N., & Milstein, M. (1996). Resiliency in schools: Making it happen for students and educators. Thousand Oaks, CA: Sage.
54. Henggeler, S. W., & Borduin, C. M. (1990). Family therapy and beyond: A multisystemic approach to treating the behavior problems of children and adolescents. Pacific Grove, CA: Brooks/Cole.
55. Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relations and underlying mechanisms. Psychological Bulletin, 111, 127-155.
56. Kazdin, A. E. (1987). Treatment of antisocial behavior in children: Current status and future directions. Psychological Bulletin, 102, 187-203.
57. Kazdin, A. E. (1995). Conduct disorder. In F. C. Verhulst & H. M. Koot (Eds.), The epidemiology of child and adolescent psychopathology (pp. 259-290). Oxford: Oxford University Press.
58. Kingston, L., & Prior, M. (1995). The development of patterns of stable, transient, and school-age onset aggressive behavior in young children. Journal of the American Academy of Child and Adolescent Psychiatry, 34, 348-358.
59. Knoff, H. M., & Batsche, G. M. (1995). Project Achieve: Analyzing a school reform process for at-risk and underachieving students. School Psychology Review, 24, 579-603.
60. Kohn, A. (1991). Caring kids: The role of the schools. Phi Delta Kappan, 3, 496-506.
61. Lochman, J., & Conduct Problems Prevention Research Group (CPPRG). (1995). Screening of child behavior problems for prevention programs at school entry. Journal of Consulting and Clinical Psychology, 63, 549-559.
62. Loeber, R. (1990). Development and risk factors of juvenile antisocial behavior and delinquency. Clinical Psychology Review, 10, 1-42.
63. Loeber, R., & Dishion, T. J. (1983). Early predictors of male delinquency: A review. Psychological Bulletin, 94, 68-99.
64. Loeber, R., & Hay, D. F. (1997). Key issues in the development of aggression and violence from childhood to early adulthood. Annual Review of Psychology, 48, 371-410.
65. Loeber, R., & Stouthamer-Loeber, M. (1998). Development of juvenile aggression and violence: Some common misperceptions and controversies. American Psychologist, 53, 242-259.
66. Luthar, S. S. (1993). Methodological and conceptual issues in research on childhood resilience. Journal of Child Psychology and Psychiatry, 34, 441-453.
67. Madden, N. A., Slavin, R. E., Karweit, N. L., Dolan, L. J., & Wasik, B. A. (1993). Success for all: Longitudinal effects of a restructuring program for inner-city elementary schools. American Educational Research Journal, 30, 123-148.
68. Masten, A. S. (1994). Resilience in individual development: Successful adaptation despite risk and adversity. In M. Wang & E. Gordon (Eds.), Risk and resilience in inner city America: Challenges and prospects (pp. 3-25). Hillsdale, NJ: Erlbaum.
69. Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 2, 425-444.
70. Masten, A. S., & Coatsworth, J. D. (1998). Development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53, 205-220.
71. McLoyd, V. C. (1998). Socioeconomic disadvantage and child development, American Psychologist, 53, 185-204.
72. McMahon, R. J., Slough, N. M., & Conduct Problems Prevention Research Group (CPPRG). (1996). Family-based intervention in the FAST Track Program. In R. D. Peters & R. J. McMahon, (Eds.), Preventing childhood disorders, substance abuse and delinquency (pp. 90-110). Thousand Oaks, CA: Sage.
73. Milich, R., & Dodge, K. (1984). Social information processing in child psychiatric populations. Journal of Abnormal Child Psychology, 9, 127-140.
74. Miller, G. E., & Prinz, R. J. (1990). Enhancement of social learning family interventions for childhood conduct disorder. Psychological Bulletin, 108, 291-307.
75. Miller, G. E., London, L. H., & Prinz, R. J. (1991). Understanding and treating serious childhood behavior disorders. Family and Community Health, 14, 33-41.
76. Moffitt, T. E. (1993). Adolescent-limited and life-course persistent antisocial behavior: A developmental trajectory. Psychology Review, 100, 674-701.
77. Morrison, G. M., Furlong, M. J., & Morrison, R. L. (1997). The safe school: Moving beyond crime prevention to school empowerment. In A. P. Goldstein & J. C. Conoley (Eds.), School violence and intervention: A practical handbook (pp. 236-264). New York: Guilford.
78. Mrazek, P. J., & Haggerty, R. J. (1994). Reducing risks for mental disorders: Frontiers for preventive intervention research. Washington, DC: National Academy Press.
79. Nelson, J. R. (1996). Designing schools to meet the needs of students who exhibit disruptive behavior. Journal of Emotional and Behavioral Disorders, 4, 147-161.
80. National Institute of Mental Health. Committee on Prevention Research. (1995). A plan for prevention research for the National Institute of Mental Health. Washington, DC: Author.
81. O'Donnell, J., Hawkins, J. D., & Abbott, R. D. (1995). Predicting serious delinquency and substance use among aggressive boys. Journal of Consulting and Clinical Psychology, 63, 529-537.
82. O'Donnell, J., Hawkins, J. D., Catalano, R., Abbott, R., & Day, E. (1995). Seattle Social Development Project: Preventing delinquency among low-income children. Journal of Orthopsychiatry, 65, 87-100.
83. Patterson, G. R. (1982). A social learning approach: Vol 3. Coercive family process. Eugene, OR: Castalia.
84. Patterson, G. R. (1992). Developmental changes in antisocial behavior. In R. DeV. Peters, R. J. McMahon, & V. L. Quinsey (Eds.), Aggression and violence throughout the lifespan (pp. 52-82), London: Sage.
85. Patterson, G. R., Capaldi, D., & Bank, L. (1991). An early starter model for predicting delinquency. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 139-168). Hillsdale, NJ: Erlbaum.
86. Patterson, G. R., DeBaryshe, B. D., & Ramsey, E. (1989). A developmental perspective on antisocial behavior. American Psychologist, 44, 329-335.
87. Patterson, G. R., Forgatch, M. S., Yoerger, K. L., & Stoolmiller, M. (in press). Variables that initiate and maintain an early-onset trajectory for juvenile offending. Developmental Psychopathology.
88. Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). A social interactional approach: Vol 4. Antisocial boys. Eugene, OR: Castalia.
89. Peng, S. S. (1994). Understanding resilient students: The use of national longitudinal databases. In M. C. Wang & E. W. Gordon (Eds.), Educational resilience in inner city America: Challenges and prospects (pp. 73-84). Hillsdale, NJ: Erlbaum.
90. Perry, D. G., Perry, L. C., & Rasmussen, P. (1986). Cognitive social learning mediators of aggression. Child Development, 57, 700-711.
91. Reiss, D., & Price, R. H. (1996). National research agenda for prevention research. American Psychologist, 51, 1109-1115.
92. Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. E. Masten, D. Cicchetti, K. H. Nuecherlein, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology (pp. 118-214). New York: Cambridge University Press.
93. Rutter, M. (1994). Beyond longitudinal data: Causes, consequences, changes, and continuity. Journal of Consulting and Clinical Psychology, 62, 928-940.
94. Rutter, M., Maughan, B., Mortimore, P., Ouston, J., & Smith, A. (1979). Fifteen thousand hours: Secondary schools and their effects on children. Cambridge, MA: Harvard University Press.
95. Short, R., & Shapiro, S. (1993). Conduct disorders: A framework for understanding and intervention in schools and communities. School Psychology Review, 22, 362-375.
96. Shure, M. B. (1992). Raising a thinking child: Help your young child to resolve everyday conflicts and get along with others. New York: Henry Holt.
97. Shure, M. B. (1993). I can problem solve (ICPS): Interpersonal cognitive problem-solving for young children. Special issue: Enhancing children's lives. Early Child Development and Care, 96, 49-64.
98. Shure, M. B. (1996a). I Can Problem Solve (ICPS): An interpersonal cognitive problem solving program. Champaign, IL: Research Press.
99. Shure, M. B. (1996b). I Can Problem Solve (ICPS): An interpersonal cognitive problem solving program for children. In M. C. Roberts (Ed.), Model programs in child and family mental health (pp. 47-62). Hillsdale, NJ: Erlbaum.
100. Shure, M. B., & Spivack, G. (1988). Interpersonal cognitive problem-solving. In R. H. Price, E. L. Cowen, R. P. Lorion, & J. Ramos-McKay (Eds.), Fourteen ounces of prevention: A casebook of exemplary primary prevention programs (pp. 69-82). Washington, DC: American Psychological Association.
101. Siefer, R., Sameroff, A. J., Baldwin, C. P., & Baldwin, A. (1992). Child and family factors that ameliorate risk between 4 and 13 years of age. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 893-904.
102. Simeonson, R. J. (1994). Risk, resilience, and prevention: Promoting the well-being of all children. Baltimore, MD: Brookes.
103. Simmons, R. G., Burgeson, R., Carlton-Fox, S., & Blyth, D. A. (1987). The impact of cumulative change in early adolescence. Child Development, 58, 1220-1234.
104. Smith, C. A., Lizotte, A. J., Thornberry, T., & Kronen, M. D. (1996a). Resilience to delinquency. The Prevention Researcher, 4(2), 4-7.
105. Smith, C. A., Lizotte, A. J., Thornberry, T., & Kronen, M. D. (1996b). Resilient youth: Identifying factors that prevent high-risk youth from engaging in delinquency and drug use. In J. Hagen (Ed.), Delinquency and disrepute in the life course (pp. 217-247). Greenwich, CT: JAI Press.
106. Solomon, D., Watson, M. S., Delucchi, K. L., Schaps, E., & Battistich, V. (1988). Enhancing children's prosocial behavior in the classroom. American Educational Research Journal, 25, 527-554.
107. Spivack, G., & Shure, M. B. (1974). Social adjustment of young children. San Francisco, CA: Jossey Bass.
108. Spivack, G., & Shure, M. B. (1982). The cognition of social adjustment : Interpersonal cognitive problem solving thinking. In B. B. Lahey & A. E. Kazdin (Eds.), Advances in clinical child psychology (Vol. 5, pp. 323-372). New York: Plenum.
109. Stanger, C., Achenbach, T. M., & Verhulst, F. C. (1997). Accelerated longitudinal comparisons of aggressive versus delinquent syndromes. Development and Psychopathology, 9, 43-58.
110. Stephens, R. D. (1994). Planning for safer and better schools: School violence prevention and intervention strategies. School Psychology Review, 23, 151-164.
111. Sylvester, L., Beland, K., & Frey, K. S. (1997). A preliminary evaluation of Second Step, middle school and junior high: Changes in social attitudes and knowledge. Seattle, WA: Committee for Children.
112. Tremblay, R. E., Pagani-Kurtz, L., Masse, L., Vitaro, F., & Pihl, R. (1995). A bimodal preventive intervention for disruptive kindergarten boys: Its impact through mid-adolescence. Journal of Consulting and Clinical Psychology, 63, 560-568.
113. Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole.
114. Walker, H. M., Kavanagh, K., Stiller, B., Golly, A., Severson, H., & Feil, E. (in press). First steps: An early intervention approach for preventing school antisocial behavior. Journal of Emotional and Behavioral Disorders.
115. Wang, M. C., & Haertel, G. D. (1995). Educational resilience. In M. C. Wang, M. C. Reynolds, & H. J. Walberg (Eds.), Handbook of special education: Research and practice (2nd ed., pp. 159-200). Tarrytown, NY: Pergamon-Elsevier Science.
116. Watson, M., Solomon, D., Battistich, V., Schaps, E., & Solomon, J. (1989). The Child Development Project: Combining traditional and developmental approaches to values education. In L. Nucci (Ed.), Moral development and character education (pp. 51-92). Berkeley, CA: McCutchan.
117. Wehlage, G. G., Rutter, R. A., Smith, G. A., Lesko, N., & Fernandez, R. (1989). Reducing the risk: Schools and communities of support. New York: Falmer.
118. Weissberg, R. P., Caplan, M. Z., & Harwood, R. L. (1992). Promoting competent young people in competence-enhancing environments: A systems-based perspective on primary prevention. In M. E. Hertzig & E. A. Faber (Eds.), Annual progress in child psychiatry and child development (pp. 256-281). New York: Brunner/Mazel.
119. Weissberg, R. P., Caplan, M. Z., & Sivo, P. J. (1989). A new conceptual framework for establishing school-based social competence promotion programs. In L. A. Bond & B. E. Compas (Eds.), Primary prevention and promotion in the schools: Primary prevention of psychopathology (Vol. XII, pp. 255-296), New York: Sage.
120. Werner, E., & Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: McGraw-Hill.
121. Wolin, S., & Wolin, S. W. (1997). Shifting paradigms: Taking a paradoxical approach. Resiliency in Action, 2(4), 23-28.
122. Zimmerman, M. A., & Arunkumar, R. (1994). Resiliency research: Implications for schools and policy. Social Policy Report: Society for Research in Child Development, 8, 1-17.