Integrated models of school-based prevention: Logic and theory

Celene E. Domitrovich, Catherine P. Bradshaw, Mark T. Greenberg, Dennis Embry, Jeanne M. Poduska, Nicholas S. Ialongo

Research output: Contribution to journalArticle

143 Scopus citations

Abstract

School-based prevention programs can positively impact a range of social, emotional, and behav-ioral outcomes. Yet the current climate of accountability pressures schools to restrict activities that are not perceived as part of the core curriculum. Building on models from public health and prevention science, we describe an integrated approach to school-based prevention. These models leverage the most effective structural and content components of social-emotional and behavioral health prevention interventions. Integrated interventions are expected to have additive and syner-gistic effects that result in greater impacts on multiple student outcomes. Integrated programs are also expected to be more efficient to deliver, easier to implement with high quality and integrity, and more sustainable.We provide a detailed example of the process through which the PAX-Good Behavior Game and the Promoting Alternative Thinking Strategies (PATHS) curriculum were in-tegrated into the PATHS to PAX model. Implications for future research are proposed.

Original languageEnglish (US)
Pages (from-to)71-88
Number of pages18
JournalPsychology in the Schools
Volume47
Issue number1
DOIs
StatePublished - Jan 1 2010

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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    Domitrovich, C. E., Bradshaw, C. P., Greenberg, M. T., Embry, D., Poduska, J. M., & Ialongo, N. S. (2010). Integrated models of school-based prevention: Logic and theory. Psychology in the Schools, 47(1), 71-88. https://doi.org/10.1002/pits.20452