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Psychology in the schools
Jan, 2010;47 (1): 71-88.

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
Author Information
  1. Celene E Domitrovich: Pennsylvania State University Prevention Research Center.
  2. Catherine P Bradshaw: Johns Hopkins Center for Prevention and Early Intervention.
  3. Mark T Greenberg: Pennsylvania State University Prevention Research Center.
  4. Dennis Embry: Paxis Institute.
  5. Jeanne M Poduska: American Institutes for Research.
  6. Nicholas S Ialongo: Johns Hopkins Center for Prevention and Early Intervention.
PMID: 27182089 DOI: 10.1002/pits.20452

Abstract

School-based prevention programs can positively impact a range of social, emotional, and behavioral 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 synergistic 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 integrated into the PATHS to PAX model. Implications for future research are proposed.

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Grants

  1. U49 CE000728/NCIPC CDC HHS
  2. P30 MH066247-03/NIMH NIH HHS
  3. K01 CE001333/NCIPC CDC HHS
  4. R01 DA019984/NIDA NIH HHS
  5. R37 DA011796/NIDA NIH HHS
  6. P30 MH066247/NIMH NIH HHS
Journal Article
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