The Effects of a Multiyear Universal Social-Emotional Learning Program: The Role of Student and School Characteristics

Journal of Consulting and Clinical Psychology

Volumn 78, Issue 2, 2010, Pages 156-168

  Conduct Problems Prevention Research Group, ^a  

^a NONE

Author keywords

academic engagement; aggression; prevention; school; social competence

Indexed keywords

ACADEMIC ACHIEVEMENT; AGGRESSION; ARTICLE; AUTHORITY; CHILD BEHAVIOR; CLINICAL TRIAL; COGNITION; CONSULTATION; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; CURRICULUM; EMOTION; ENVIRONMENT; ETHNICITY; FEMALE; HUMAN; HYPERACTIVITY; LONGITUDINAL STUDY; MAJOR CLINICAL STUDY; MALE; OUTCOME ASSESSMENT; PEER GROUP; POVERTY; RANDOMIZED CONTROLLED TRIAL; SCHOOL; SEX DIFFERENCE; SOCIAL COMPETENCE; SOCIAL LEARNING; STUDENT; TEACHER; TRAINING;

ACHIEVEMENT; ADOLESCENT; AFFECT; AGGRESSION; CHILD; EDUCATION; FACULTY; FEMALE; HUMANS; LEARNING; MALE; PROGRAM DEVELOPMENT; SCHOOLS; SOCIAL BEHAVIOR; SOCIAL PERCEPTION; STUDENTS; TEACHING;

EID: 77950365452     PISSN: 0022006X     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0018607     Document Type: Article

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