How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program

Prevention Science

Volumn 17, Issue 3, 2016, Pages 325-337

  Domitrovich, Celene E ^a,b   Bradshaw, Catherine P ^c,d   Berg, Juliette K ^c   Pas, Elise T ^d   Becker, Kimberly D ^e   Musci, Rashelle ^d   Embry, Dennis D ^f   Ialongo, Nicholas ^d  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b CASEL   (United States)

^c UNIVERSITY OF VIRGINIA   (United States)

^d JOHNS HOPKINS BLOOMBERG SCHOOL OF PUBLIC HEALTH   (United States)

^e UNIVERSITY OF MARYLAND SCHOOL OF MEDICINE   (United States)

^f PAXIS Institute   (United States)

Author keywords

Group randomized controlled trial; PATHS; PAX Good Behavior Game; School based prevention; Teacher efficacy; Teacher social emotional competence

Indexed keywords

CHILD; CHILD BEHAVIOR DISORDERS; COHORT ANALYSIS; CONTROLLED STUDY; EMOTION; FEMALE; HUMAN; MALE; PSYCHOLOGY; RANDOMIZED CONTROLLED TRIAL; SCHOOL HEALTH SERVICE; SELF CONCEPT; SOCIAL BEHAVIOR; TEACHING;

CHILD; CHILD BEHAVIOR DISORDERS; COHORT STUDIES; EMOTIONS; FEMALE; HUMANS; MALE; SCHOOL HEALTH SERVICES; SELF EFFICACY; SOCIAL BEHAVIOR; TEACHING;

EID: 84961147673     PISSN: 13894986     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11121-015-0618-z     Document Type: Article

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