Implementation of prevention programs: Lessons for future research and practice: A commentary on social and emotional learning: Promoting the development of all students, a chapter by Joseph E. Zins and Maurice J. Elias

Journal of Educational and Psychological Consultation

Volumn 17, Issue 2-3, 2007, Pages 257-262

  Tanyu, Manolya ^a,b  

^a Social and Emotional Learning   (United States)

^b UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34548082069     PISSN: 10474412     EISSN: None     Source Type: Journal    
DOI: 10.1080/10474410701346758     Document Type: Review

References (13)

1. Backer, T. E. (2000). The failure of success: Challenges of disseminating effective substance abuse prevention programs. Journal of Community Psychology, 28, 363-373.
2. Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review, 18(1), 23-45.
3. Devaney, E., O'Brien, M. U., Resnik, H., Keister, S., & Weissberg, R. (2006). Sustainable schoolwide social and emotional learning (SEL): Implementation guide and toolkit. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning (CASEL).
4. Domitrovich, C. E., & Greenberg, M. T. (2000). The study of implementation: Current findings from effective programs that prevent mental disorders in school-aged children. Journal of Educational and Psychological Consultation, 11, 193-221.
5. Durlak, J. A. (1998). Why program implementation is important? Journal of Prevention and Intervention in the Community, 17, 5-18.
6. Elias, M. J., Zins, J. E., Gracyzk, P., & Weissberg, R. P. (2003). Implementation, sustainability, and scaling up of social emotional academic innovation in public schools. School Psychology Review, 32, 303-319.
7. Everhart, K., & Wandersman, A. (2000). Applying comprehensive quality programming and empowerment evaluation to reduce implementation barriers. Journal of Educational and Psychological Consultation, 11, 177-191.
8. Gottfredson, D. C., Fink, C. M., Skroban, S., & Gottfredson, G. D. (1997). Making prevention work. In R. P. Weissberg, T. P. Gullotta, R. L. Hampton, B. A. Ryan, & G. R. Adams (Eds.) Establishing preventive services (pp. 219-252). Thousand Oaks, CA: Sage.
9. Greenberg, M. T., Domitrovich, C. E., Graczyk, P., & Zins, J. (2001). A conceptual model of implementation for school-based preventive intervention: Implication for research, practice, and policy. Center for Mental Health Services. Rockville, MD: Substance Abuse and Mental Health Services Administration.
10. McLaughlin, M. W. (1990). The Rand Change Agent Study revisited: Macro perspectives and micro realities. Educational Researcher, 19(9), 11-16.
11. Tanyu, M. F. (2004). Evidence-based preventive interventions in school settings: A review of implementation. Unpublished manuscript.
12. Zins, J. E., & Elias, M. J. (2006). Social and emotional learning: Promoting the development of all students. In G. G. Bear, K. M. Minke, & A. Thomas (Eds.), Children's needs III: Development, problems, and alternatives (pp. 1-13). Bethesda, MD: National Association of School Psychologists.
13. Zins, J. E., Elias, M. J., Greenberg, M. T., & Pruett, M. K. (2000). Promoting quality implementation in prevention programs. Journal of Educational and Psychological Consultation, 11, 173-174.