*Aber, J. L., Jones, S. M., Brown, J. L., Chaundry, N., & Samples, F. (1998). Resolving conflict creatively: Evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context. Development and Psychopathology, 10
*Aberson, B. (1986). I can problem solve (ICPS): A cognitive training program for kindergarten children. Unpublished manuscript.
*Allen, G. J., Chinsky, J. M., Larcen, S. W., Lochman, J. E., & Selinger, H. V. (1976). Community psychology and the schools: A behaviorally-oriented multilevel approach. Hillsdale, NJ: Erlbaum.
*Allen, J. P., Juperminc, G., Philliber, S., & Herre, K. (1994). Programmatic prevention of adolescent problem behaviors: The role of autonomy, relatedness, and volunteer service in the teen outreach program. American Journal of Community Psychology, 22
*Allen, J. P., & Phillber, S. (2001). Who benefits most from a broadly targeted prevention program? Differential efficacy across populations in the teen outreach program. Journal of Community Psychology, 29
*Allen, J. P., Phillber, S., Herrling, S., & Kuperminc, G. P. (1997). Preventing teen pregnancy and academic failure: Experimental evaluation of a developmentally based approach. Child Development, 64, 729–742.
*Allen, J. P., Phillber, S., & Hoggson, N. (1990). School-based prevention of teenage pregnancy and school dropout: Process evaluation of the national replication of the teen outreach program. American Journal of Community Psychology, 18
*Allred, C. G. (1984). The development and evaluation of positive action: A systematic elementary school self-concept enhancement curriculum. Unpublished doctoral dissertation, Brigham Young University, Provo, UT.
*Alpert-Gillis, L. J., Pedro-Carroll, J. L., & Cowen, E. L. (1989). The children of divorce intervention program: Development, implementation, and evaluation of a program for young urban children. Journal of Consulting and Clinical Psychology, 57, 583–589.
*Astroth, K. A., & Haynes, G. W. (2002). More than cows and cooking: Newest research shows the impact of 4-H. Journal of Extension, 40, 1–10.
*Battistich, V., Schaps, E., Watson, M., Solomon, D., & Lewis, C. (2000). Effect of the Child Development Project on students’ drug use and other problem behaviors. The Journal of Primary Prevention, 21, 75–99.
Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students’ “connectedness” to school and social adjustment during middle school. The Journal of Primary Prevention, 24, 243–262.
*Belgrave, F. Z., Chase-Vaughn, G., Gray, F., Addison, J. D., & Cherry, V. R. (2000). The effectiveness of a culture- and gender-specific intervention for increasing resiliency among African American preadolescent females. Journal of Black Psychology, 26, 133–147.
*Bhadwal, S. C., & Panda, P. K. (1992). The composite effect of a curricular programme on the test anxiety of rural primary school students; A one-year study. Educational Review, 44, 205–220.
*Bornstein, M. T., Bornstein, P. H., & Walters, H. A. (1988). Children of divorce: Empirical evaluation of a group-treatment program. Journal of Clinical Child Psychology, 17, 248–254.
*Bredehoft, D. J., Hey, R. N. (1985). An evaluation study of self-esteem: A family affair. Family Relations, 34, 411–417.
*Brody, G. H., McBride Murry, V., Gerrard, M., Gibbons, F. X., Molgaard, V., & McNair, L. (2004). The Strong African American Families Program: Translating research into prevention programming. Child Development, 75
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
*Buehler, C., Betz, P., Ryan, C. M., Legg, B. H., & Trotter, B. B. (1992). Description and evaluation of the orientation for divorcing parents: Implications for post-divorce prevention programs. Family Relations, 41, 154–162.
*Caplan, M., Weissberg, R. P., Grober, J., Sivo, P. J., Grady, K., & Jacoby, C. (1992). Social competence promotion with inner-city and suburban young adolescents: Effects on social adjustment and alcohol use. Journal of Consulting and Clinical Psychology, 60
*Cappas, C. L. (1991). Development and evaluation of a prevention program for children of low socioeconomic status who experienced a geographical relocation. Unpublished doctoral dissertation, Bowling Green University, Bowling Green.
Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S., & Hawkins, D. (2002). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Prevention & Treatment, 5, Article 15. Retrieved July 14, 2004, from http://www.journals.apa.org/prevention/volume5/ pre0050015a.html.
*Catalano, R. F., Mazza, J. J., Harachi, T. W., Abbott, R. D., Haggerty, K. P., & Fleming, C. B. (2003). Raising healthy children through enhancing social development in elementary school: Results after 1.5 years. Journal of School Psychology, 41, 143–164.
*Cauce, A. M., Comer, J. P., & Schwartz, D. (1987). Long term effects of a systems-oriented school prevention program. American Journal of Orthopsychiatry, 57
*Center for Human Resources. (1999). Summary report: National evaluation of Learn and Serve America. Waltham, MA: Brandeis University.
*Chase, R. A. (2000). Hmong American Partnership: 2HTN final report. St. Paul, MN: Wilder Research Center.
Collaborative for Academic, Social, Emotional Learning. (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs. Chicago, IL: Author.
Commission on Positive Youth Development. (2005). The positive perspective on youth development. In D. W. Evans, E. B. Foa, R. E. Gur, H. Hendin, C. P. O’brien, M. E. P. Seligman, & B. T. Walsh (Eds.), Treating and preventing adolescent mental health disorders: What we know and what we don’t know (pp. 497–527). NY: Oxford University Press.
*Conduct Problems Prevention Research Group. (1999). Initial impact of the fast track prevention trial for conduct problems II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648–657.
*Conrad, D. E. (1980). The differential impact of experiential learning programs on secondary school students. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.
Conrad, D., & Hedin, D. (1989). High school community service: A review of research and programs. Madison, WI: National Center on Effective Secondary Schools.
*Cook, T. D., Habib, F., Phillips, M., Settersten, R. A., Shagle, S. C., & Degirmencioglu, S. M. (1999). Comer’s School Development Program in Prince George’s County, Maryland: A theory-based evaluation. American Educational Research Journal, 36, 543–597.
*Cook, T. D., Murphy, R. F., & Hunt, H. D. (2000). Comer’s School Development Program in Chicago: A theory-based evaluation. American Educational Research Journal, 37, 535–597.
*Dolan, L. J., Kellam, S. G., Brown, C. H., Werthamer-Larsson, L., Rebok, G. W., & Mayer, L. S. (1993). The short-term impact of two classroom-based preventive interventions on aggressive and shy behaviors and poor achievement. Journal of Applied Developmental Psychology, 14, 317–345.
DuBois, D. L., Holloway, B. E., Valentine, J. C., & Cooper, H. (2002). Effectiveness of mentoring programs for youth: A meta-analytic review. American Journal of Community Psychology, 30
Durlak, J. A. (1997). Successful prevention programs for children and adolescents. New York: Plenum.
Durlak, J. A. (2000). Health promotion as a preventive strategy. In D. Cicchetti, J. Rappaport, I. Sandler, & R. P. Weissberg (Eds.), The promotion of wellness in children and adolescents (pp. 221–241). Washington, DC: Child Welfare League of America Press.
Durlak, J. A., & Dupre, E. P. (in press). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology.
Durlak, J. A., Meerson, I., & Ewell-Foster, C. (2003). Meta-analysis. In J. C. Thomas, & M. Hersen (Eds.), Understanding research in clinical and counseling psychology: A textbook (pp. 243–267). Mahwah, NJ: Erlbaum.
Durlak, J. A., & Weissberg, R. P. (2005). A major meta-analysis of positive youth development programs. Paper presented at the meeting of the American Psychological Association, Washington, DC.
Durlak, J. A., & Weissberg, R. P. (2007). The impact of after-school programs that promote personal and social skills. Retrieved March 20, 2007, from http://www.CASEL.org.
Durlak, J. A., & Wells, A. M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25
*Eggert, L. L., Thompson, E. A., Herting, J. R., & Nicholas, L. J. (1995). Reducing suicide potential among high-risk youth: Tests of a school-based prevention program. Suicide and Life-Threatening Behavior, 25
*Eiserman, W. D. (1990). An evaluation of the first year pilot implementation of positive action at Montclair Elementary. Unpublished summary report, Educational Research and Development Center, The University of West Florida.
*Elias, M. J. (2002). Evidence of effectiveness articles: The Social Decision Making/Problem Solving Program. Unpublished technical report, University of Medicine & Dentistry of New Jersey.
*Elias, M. J., Gara, M., Ubriaco, M., Rothbaum, P. A., Clabby, J. F., & Schuyler, T. (1986). Impact of a preventive social problem solving intervention on children’s coping with middle school stressors. American Journal of Community Psychology, 14
*Elliott, S. N. (1996). The responsive classroom approach: Its effectiveness and acceptability in promoting social and academic competence. Unpublished doctoral dissertation, University of Wisconsin, Madison.
*Espino, J., Fabiano, L., & Pearson, L. M. (2004). Citizen Schools: Evidence from two student cohorts on the use of community resources to promote youth development. Washington, DC: Policy Studies Associates.
*Farrell, A. D., & Meyer, A. L. (1997). The effectiveness of a school-based curriculum for reducing violence among urban sixth-grade students. American Journal of Public Health, 87
*Farrell, A. D., Meyer, A. L., & White, K. S. (2001). Evaluation of responding in peaceful and positive ways (RIPP): A school-based prevention program for reducing violence among urban adolescents. Journal of Clinical Child Psychology, 30
*Felner, R. D., Brand, S., Adan, A. M., Mulhall, P. F., Flowers, N., Sartain, B. et al. (1993). Restructuring the ecology of the school as an approach to prevention during school transitions: Longitudinal follow-ups and extensions of the School Transitional Environment Project (STEP). Prevention in Human Services, 10, 103–136.
*Felner, R. D., Ginter, M., & Primavera, J. (1982). Primary prevention during school transitions: Social support and environmental structure. American Journal of Community Psychology, 10
*Flannery, D. J., Vazsonyi, A. T., Liau, A. K., Guo, S., Powell, K. E., & Atha, H. (2003). Initial behavior outcomes for the PeaceBuilders Universal School-based Violence Prevention Program. Developmental Psychology, 39
Flay, B. R. (2000). Approaches to substance use prevention utilizing school curriculum plus social environment change. Addictive Behaviors, 25
*Flay, B. R., & Allred, C. G. (2003). Long-term effects of the Positive Action Program-A Comprehensive, Positive Youth Development Program. American Journal of Health Behavior, 27(Supp 1)
*Flay, B. R., Allred, C. G., & Ordway, N. (2001). Effects of the Positive Action Program on achievement and discipline: Two matched-control comparisons. Prevention Science, 2
*Flay, B. R., Graumlich, S., Segawa, E., Burns, J. L., & Holliday, M. Y. (2004). Effects of 2 prevention programs on high-risk behaviors among African American youth. Archives of Pediatric Adolescent Medicine, 158, 377–384.
*Foley, E. M., & Eddins, G. (2001). Preliminary analysis of Virtual Y after-school program participants’ patterns of school attendance and academic performance: Final evaluation report program year 1999–2000. NY: National Center for Schools and Communities, Fordham University.
*Forgatch, M. S., & DeGarmo, D. S. (1999). Parenting through change: An effective prevention program for single mothers. Journal of Consulting and Counseling Psychology, 67, 711–724.
Foster-Fishman, P. (2000). Creating system change. Lansing, MI: Michigan Developmental Disabilities Council.
*Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L. V. S., MacKenzie, E. P., & Broderick, C. J. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the Steps to Respect Program. Developmental Psychology, 41
*Frey, K. S. (2004). Effects of a school-based social-emotional competence program; linking goals, attributions, and behavior. Unpublished manuscript.
*Fuentes, E. G. (1975). A primary prevention program for psychological and cultural identity enhancement: Puerto Rican children in semi-rural northeast United States. Unpublished doctoral dissertation, Boston University, Boston.
*Gainer, P. S., Webster, D. W., & Champion, H. R. (1993). A youth violence prevention program. Violence Prevention, 128, 303–308.
*Gares, G. M. (1991). The effects of operation aware on self-concept self-esteem and behavior. Unpublished doctoral dissertation, Rutgers University, New Brunswick.
*Gerler, E. R. (1980). A longitudinal study of multimodal approaches to small group psychological education. The School Counselor, 27, 184–190.
Gettinger, M. (1988). Methods of proactive classroom management. School Psychology Review, 17, 227–242.
*Glascock, P. C. (1999). The effects of parenting skills training on self-perception of parenting skills, locus of control, and academic competency for at-risk adolescents. Unpublished doctoral dissertation, Arkansas State University, Jonesboro.
*Glidewell, J. C., Gildea, M., & Kaufman, M. K. (1973). The preventative and therapeutic effects of two school based mental health programs. American Journal of Community Psychology, 4, 295–329.
*Glover, G. J. (1996). Filial therapy with Native Americans on the Flathead Reservation. Unpublished doctoral dissertation, University of North Texas, Denton.
Gorall, D. M., & Olson, D. H. (1995). Circumplex model of family systems: Integrating ethnic diversity and other social systems. In R. H. Mikesell, D. D. Lusterman, & S. H. McDaniel (Eds.), Integrating family therapy: Handbook of family psychology and systems theory (pp. 217–233). Washington, DC: American Psychological Association.
*Gosin, M. N., Dustman, P. A., Drapeau, A. E., & Harthun, M. L. (2003). Participatory action research: Creating an effective prevention curriculum for adolescents in the southwestern US. Health Education Research, 18
*Gottfredson, D. C. (1988). An evaluation of an organization development approach to reducing school disorder. Evaluation Review, 11, 739–763.
*Gottfredson, D. C. (1986). An empirical test of school-based environmental and individual interventions to reduce the risk of delinquent behavior. Criminology, 24, 705–731.
*Gottfredson, D. C., Gottfredson, G. D., & Hybl, L. G. (1993). Managing adolescent behavior: A multiyear, multischool study. American Educational Research Journal, 30, 179–215.
*Greenberg, M. T., & Kusche, C. A. (1998). Preventive intervention for school-age deaf children: The PATHS curriculum. Journal of Deaf Studies and Deaf Education, 3
*Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117–136.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58
*Greenwood, C. R., Hops, H., & Walker, H. M. (1977). The Program for Academic Survival Skills (PASS): Effects on student behavior and achievement. Journal of School Psychology, 15, 25–35.
*Greenwood, C. R., Hops, H., Walker, H. M., Guild, J. J., Stokes, J., & Young, K. R. (1979). Standardized classroom management program: Social validation and replication studies in Utah and Oregon. Journal of Applied Behavior Analysis, 12
*Grossman, J. B., & Tierney, J. P. (1998). Does mentoring work? An impact study of the Big Brothers Big Sisters program. Evaluation Review, 22, 403–426.
*Guerney Jr., B. G., Coufal, J., & Vogelsong, E. (1981). Relationship enhancement versus a traditional approach to therapeutic/preventive/enrichment parent-adolescent programs. Journal of Clinical and Consulting Psychology, 49, 927–939.
*Hahn, A., Leavitte, T., & Aaron, P. (1994). Evaluation of the Quantum Opportunities Program (QOP): Did the program work? Waltham, MA: Brandeis University, Heller Graduate School, Center for Human Resources.
*Hains, A. A., & Szyjakowski, M. (1990). A cognitive stress-reduction intervention program for adolescents. Journal of Counseling Psychology, 37, 79–84.
*Hamilton, S. F., & Zeldin, R. S. (1987). Learning civics in the community. Curriculum Inquiry, 17, 407–419.
*Hampson, R. B., & Tavormina, J. B. (1980). Relative effectiveness of behavioral and reflective group training with foster mothers. Journal of Consulting and Clinical Psychology, 48
Harachi, T. W., Abbott, R. D., Catalano, R. F., Haggerty, K. P., & Fleming, C. B. (1999). Opening the black box: Using process evaluation measures to assess implementation and theory building. American Journal of Community Psychology, 27
*Harrington, N. G., Giles, S. M., Hoyle, R. H., Feeney, G. J., & Yungbluth, S. C. (2001). Evaluation of the All Stars Character Education and Problem Behavior Prevention program: Effects on mediator and outcome variables for middle school students. Health Education and Behavior, 28
*Hartman, L. M. (1979). The preventive reduction of psychological risk in asymptomatic adolescents. American Journal of Orthopsychiatry, 49
*Hawkins, J. D., Catalano, R. F., Morrison, D. M., O’Donnell, J., Abbott, R. D., & Day, L. E. (1992). The Seattle Social Development Project: Effects of the first four years on protective factors and problem behaviors. In J. McCord, & R. Tremblay (Eds.), The prevention of antisocial behavior in children (pp. 140–160). New York: Guilford.
*Hawkins, J. D., Doueck, H. J., & Lishner, D. M. (1988). Changing teaching practices in mainstream classrooms to improve bonding and behavior of low achievers. American Educational Research Journal, 25, 31–50.
*Hawkins, J., & Backscheider, A. (2001). Teaching children and their parents parenting skills: A preliminary evaluation of the Parents Under Construction program (formerly known as the Primary Prevention Program) 4–6th grade parent/child curriculum. Unpublished manuscript, University of Houston.
Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. NY: Academic Press.
*Hennessey, B. A. (2004). Promoting social competence in school-aged children: The effects of the open circle program. Unpublished manuscript.
*Hiebert, B., Kirby, B., & Jaknavorian, A. (1989). School-based relaxation: Attempting primary prevention. Canadian Journal of Counseling, 23, 273–287.
Ho, B. S. (2002). Application of participatory action research to family–school intervention. School Psychology Review, 31, 106–121.
*Hogue, A., Liddle, H. A., Becker, D., & Johnson-Leckrone, J. (2002). Family-based prevention counseling for high-risk young adolescents: Immediate outcomes. Journal of Community Psychology, 30, 1–22.
*Hudley, C. (1999). Problem behaviors in middle childhood: Understanding risk status and protective factors. Montreal, Canada: California Wellness Foundation.
*Hundert, J., Boyle, M. H., Cunningham, C. E., Duku, E., Heale, J., McDonald J. et al. (1999). Helping children adjust – A tri-ministry study: II. Program effects. Journal of Child Psychology and Psychiatry, 40
*Ialongo, N. S., Werthamer, L., Kellam, S. G., Brown, C. H., Wang, S., & Lin, Y. (1999). Proximal impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression, and antisocial behavior. American Journal of Community Psychology, 27
*Jackson, M. D., & Brown, D. (1986). Use of Systematic Training for Effective Parenting (STEP) with elementary school parents. The School Counselor, 34, 100–105.
Jason, K. A., Pokorny, S. B., Kunz, C., & Adams, M. (2004). Maintenance of community change: Enforcing youth access to youth tobacco laws. Journal of Drug Education, 34
*Jason, L. A., Betts, D., Johnson, J., Smith, S., Krueckeberg, S., Cradock M. et al. (1989). An evaluation of an orientation plus tutoring school-based prevention program. Professional School Psychology, 4, 273–284.
Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40, 237–269.
Johnson, W. B., & Flay, B. R. (1990). Relative effectiveness of comprehensive community programming for drug abuse prevention with high-risk and low-risk adolescents. Journal of Consulting and Clinical Psychology, 58
*Jones, M. B., & Offord, D. R. (1989). Reduction of antisocial behavior in poor children by non-school skill-development. Journal of Child Psychology and Psychiatry, 30
*Kacir, C., & Gordon, D. A. (1999). Parenting adolescents wisely: The effectiveness of an interactive videodisk parent training program in Appalachia. Child & Family Behavior Therapy, 21, 1–22.
*Kaufman, J. S. (1993). The prevention of loneliness in children through social skills enhancement. Unpublished doctoral dissertation, DePaul University, Chicago.
*Kellam, S. G., & Anthony, J. C. (1998). Targeting early antecedents to prevent tobacco smoking: Findings from an epidemiologically based randomized field trial. American Journal of Public Health, 88
*Kellam, S. G., Branch, J. D., Agrawal, K. C., & Ensminger, M. E. (1975). Mental health and going to school: The Woodlawn Program of assessment, early intervention, and evaluation. Chicago, IL: University of Chicago Press.
*Kenney, D. J., & Watson, T. S. (1996). Reducing fear in the schools: Managing conflict through student problem solving. Education and Urban Society, 28, 436–455.
*Knoff, H. M., & Batsche, G. M. (1995). Project ACHIEVE: Analyzing a school reform process for at-risk and underachieving students. School Psychology Review, 24, 579–603.
*Kratochwill, T. R., McDonald, L., Bear-Tibbitts, H. Y., & Levin, J. R. (2001). Families and schools together: An experimental analysis of parent-mediated early intervention program for at-risk American Indian children. University of Wisconsin, Madison: Wisconsin Center for Educational Research.
*Kraus, L. J., & Hughey, K. F. (1999). The impact of an intervention on career decision-making, self-efficacy and career indecision. Professional School Counseling, 2, 384–390.
*Krug, E. G., Brener, N. D., Dahlberg, L. L., Ryan, G. W., & Powell, K. E. (1997). The impact of an elementary school-based violence prevention program on visits to the school nurse. American Journal of Preventive Medicine, 13
*Kumpfer, K. L., Alvarado, R., Tait, C., & Turner, C. (2002). Effectiveness of school-based family and children’s skills training for substance abuse prevention among 6–8-year-old rural children. Psychology of Addictive Behaviors, 16(Suppl.2), 65–71.
*LaFrance, S., Twersky, F., Latham, N., Foley, E., Bott, C., Lee, L. et al. (2001). A safe place for healthy youth development: A comprehensive evaluation of the Bayview Safe Haven. San Francisco, CA: BTW Consultants and LaFrance Associates.
*Lagges, A. M., & Gordon, D. A. (1999). Use of an interactive laserdisc parent training program with teenage parents. Child & Family Behavior Therapy, 21, 19–37.
*Lauver, S. C. (2002). Assessing the benefits of an after-school program for urban youth: An impact and process evaluation. Unpublished doctoral dissertation, University of Pennsylvania.
*Leadbeater, B., Hoglunch, W., & Woods, T. (2003). Changing contexts? The effects of a primary prevention program on classroom levels of peer relational and physical victimization. Journal of Community Psychology, 31, 397–418.
*Leming, J. S. (2000). Tell me a story: An evaluation of a literature-based character education programme. Journal of Moral Education, 29, 413–427.
*Lewis, T. J., Powers, L. J., Kelk, M. J., & Newcomer, L. L. (2002). Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports. Psychology in the Schools, 29, 181–190.
Liang, B., Tracy, A. J., Taylor, C. A., & Williams, L. M. (2002). Mentoring college-age women: A relational approach. American Journal of Community Psychology, 30
*Lillenstein, J. A. (2001). Efficacy of a social skills training curriculum with early elementary students in four parochial schools. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia.
*Linares, O. L., Rosbruch, N., Stern, M. B., Edwards, M. E., Walker, G., Abikoff, H. B. et al. (2005). Developing cognitive-social-emotional competencies to enhance academic learning. Psychology in the Schools, 42(4), 405–417.
Lispey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
*Lopez, B. G., & Lopez, R. G. (1998). The improvement of moral development through an increase in reflection. A training programme. Journal of Moral Education, 27, 225–241.
*LoSciuto, L., Hilbert, S. M., Fox, M. M., Porcellini, L., & Lanphear, A. (1999). A two-year evaluation of the Woodrock Youth Development Project. Journal of Early Adolescence, 19, 488–507.
*LoSciuto, L., Rajala, A. K., Townsend, T. N., & Taylor, A. S. (1996). An outcome evaluation across ages: An intergenerational mentoring approach to drug prevention. Journal of Adolescent Research, 11, 116–129.
*Martinez, C. R., & Forgatch, M. S. (2001). Preventing problems with boys’ noncompliance: Effects of a parent training intervention for divorcing mothers. Journal of Consulting and Clinical Psychology, 69
*Masters, J. R., & Laverty, G. E. (1977). The relationship between changes in attitude and changes in behavior in the schools without failure program. Journal of Research and Development in Education, 10, 36–49.
*Mayer, G. R., Kranzler, G. D., & Matthes, W. A. (1967). Elementary school counseling and peer relations. Personnel and Guidance Journal, 46, 360–365.
*McCabe, L. A. Violence prevention in early childhood: Implementing the Second Step curriculum in child care and Head Start classrooms. Unpublished doctoral dissertation, Cornell University, Ithaca.
*McClanahan, W. S., Sipe, C. L., & Smith, T. J. (2004). Enriching summer work: An evaluation of the summer career exploration program. Philadelphia, PA: Public/Private Ventures.
*McKay, G. D., & Hillman, B. W. (1979). An Adlerian multimedia approach to parent education. Elementary School Guidance and Counseling, 14, 28–35.
*McNeese, R. M. F. (1999). Reducing violent behavior in the classroom: A comparison of two middle schools. Unpublished doctoral dissertation, Georgia State University.
*Menesini, E., Codecasa, E., Benelli, B., & Cowie, H. (2003). Enhancing children’s responsibility to take action against bullying: Evaluation of a befriending intervention in Italian middle schools. Aggressive Behavior, 29, 1–14.
*Merry, S., McDowell, H., Wild, C. J., Julliet, B., & Cunliffe, R. (2004). A randomized placebo-controlled trial of a school-based depression prevention program. Journal of the American Academy of Child & Adolescent Psychiatry, 43, 538–547.
*Metis Associates. (1996–1997). Atlanta public schools: Resolving conflict creatively program: Summary of the final evaluation report. New York: Metis Associates.
*Meyer, J. B., Strowig, W., & Hosford, R. E. (1970). Behavioral-reinforcement counseling with rural high school youth. Journal of Counseling Psychology, 17, 127–132.
*Mikami, A. Y., Boucher, M. A., & Humphreys, K. (2005). Prevention of peer rejection through a classroom-level intervention in middle school. The Journal of Primary Prevention, 26
*Miller, A. L., Gouley, K. K., Seifer, R., & Zakriski, A. (2003). Evaluating the effectiveness of the PATHS curriculum in an urban elementary school. Paper presented at the annual meeting of The Society for Prevention Research, Washington, DC.
*Moberg, D. P., McDonald, L. W., Brown, R., & Burke, M. (2003). Randomized trial of Families and Schools Together (FAST). Paper presented at the meeting of the Society for Prevention Research, Washington, DC.
Moos, R. H. (1979). Evaluating educational environments. San Francisco: Jossey-Bass.
*Morehouse, E. R., & Tobler, N. S. (2000). Project SUCCESS final report. New York: Tobler Research Associates.
National Research Council and Institute of Medicine. (2002). Community programs to promote youth development. Washington, DC: National Academy Press.
*Nelson, G., & Carson, P. (1988). Evaluation of a social problem-solving skills problem for third- and fourth-grade students. American Journal of Community Psychology, 16
*Nelson, J. R., Martella, R. M., & Machand-Martella, N. (2002). Maximizing student learning: The effects of a comprehensive school-based program for preventing problem behaviors. Journal of Emotional and Behavioral Disorders, 10, 136–148.
*Neufeld, J., Smith, M. G., Estes, H., & Hill, G. C. (1995). Rural after school child care: A demonstration project in a remote mining community. Rural Special Education Quarterly, 14, 12–16.
*O’Donnell, J., Hawkins, J. D., Catalano, R. F., Abbott, R., & Day, L. E. (1995). Preventing school failure, drug use, and delinquency among low-income children: Long-term intervention in elementary schools. American Journal of Orthopsychiatry, 65
*Olweus, D. (1994). Annotation: Bullying at school: Basic facts and effects of a school based intervention program. Journal of Child Psychology and Psychiatry, 35
*Openshaw, D. K., Mills, T. A., Adams, G. R., & Durso, D. D. (1992). Conflict resolution in parent-adolescent dyads. Journal of Adolescent Research, 7, 457–468.
*Orpinas, P., Kelder, S., Frankowski, R., Murray, N., Zhang, Q., & McAlister, A. (2000). Outcome evaluation of a multi-component violence-prevention program for middle schools: The Students for Peace Project. Health Education Research, 15
*Ostheim, P. Q. (1995). Effects of community service and service learning on multidimensional self concept of secondary school students. Unpublished doctoral dissertation, North Carolina State University, Raleigh.
*Oyserman, D., Terry, K., & Bybee, D. (2002). A possible selves intervention to enhance school involvement. Journal of Adolescence, 25
*Palmer, S., & Cochran, L. (1988). Parents as agents of career development. Journal of Counseling Psychology, 35, 71–76.
*Pantin, H., Coatsworth, J. D., Feaster, D. J., Newman, F. L., Briones, E., Prado, G. et al. (2001). Familias Unidas: The efficacy of an intervention to promote parental investment in Hispanic immigrant families. Prevention Science, 4, 189–201.
*Peleg, A., Neumann, L., Firger, M., Peleg, R., & Sperber, A. D. (2001). Outcomes of a brief alcohol abuse prevention program for Israeli high school students. Journal of Adolescent Health, 28
Perry, C. L, Williams, C. L., Veblen-Mortenson, S., Toomey, T. L. et al. (1996). Project Northland: Outcomes of a community wide alcohol use prevention program during early adolescence. American Journal of Public Health, 86
Peters, R. DeV., Petrunka, K., & Arnold, R. (2003). The Better Beginnings, Better Futures Project: A universal, comprehensive, community-based prevention approach for primary school children and their families. Journal of Clinical Child & Adolescent Psychology, 32, 215–227.
*Phillber, S., Kaye, J., & Herrling, S. (2001). The national evaluation of the Children’s Aid Society Carrera Model Program to prevent teen pregnancy. Accord, NY: Philliber Research Associates.
*Philliber, S., & Allen, J. P. (1992). Life options and community service: Teen outreach program. In B. C. Miller (Ed.), Preventing adolescent pregnancy: Model programs and evaluations (pp. 139–155). Thousand Oaks, CA: Sage.
*Philliber, S., Kaye, J. W., Herrling, S. H., & West, E. (2002). Preventing pregnancy and improving health care access among teenagers: An evaluation of the Children’s Aid Society-Carrera program. Perspectives on Sexual and Reproductive Health, 34
*Pierce, L. H., & Shields, N. (1998). The Be a Star community-based after-school program: Developing resiliency in high-risk preadolescent youth. Journal of Community Psychology, 26, 175–183.
*Pinsker, M., & Geoffroy, K. (1981). A comparison of parent effectiveness training and behavior modification parent training. Family Relations, 30, 61–68.
Pittman, K., Irby, M., Tolman, J., Yohalem, N., & Ferber, T. (2003). Preventing problems, promoting development, encouraging engagement: Competing priorities or inseparable goals? Based upon Pittman, K. & Irby, M. (1996). Preventing problems or promoting development? Washington, DC: The Forum for Youth Investment, Impact Strategies, Inc.
*Polit, D. F., & Kahn, J. R. (1985). Project redirection: Evaluation of a comprehensive program for disadvantaged teenage mothers. Family Planning Perspectives, 17
*Powers, L. E., Turner, A., Westwood, D., Matuszewski, J., Wilson, R., & Phillips, A. (2001). Take charge for the future: A controlled field-test of a model to promote student involvement in transition planning. Career Development for Exceptional Individuals, 24, 89–104.
*Prenovost, J. K. E. (2001). A first-year evaluation of after school learning programs in four urban middle schools in the Santa Ana unified school district. Unpublished doctoral dissertation, University of California, Irvine.
*Quest International. (1995). Report for U.S. Department of Education expert panel on safe, disciplines, and drug-free schools: Lions-quest skills for growing. Newark, OH: Quest.
*Quint, J. (1991). Project redirection: Making and measuring a difference. Evaluation and Program Planning, 14, 75–86.
*Randolph, D. L., & Hardage, N. C. (1973). Behavioral consultation and group counseling with potential dropouts. Elementary School Guidance and Counseling, 7, 204–209.
*Redmond, C., Spoth, R., Shin, C., & Lepper, H. S. (1999). Modeling long-term parent outcomes of two universal family-focused preventive interventions: One-year follow-up results. Journal of Consulting and Clinical Psychology, 67
*Reid, J. B., Eddy, M., Fetrow, A., & Stoolmiller, M. (1999). Description and immediate impacts of a preventive intervention for conduct problems. American Journal of Community Psychology, 27
*Renfro, J., Huebner, R., & Ritchey, B. (2003). School violence prevention: The effects of a university and high school partnership. Journal of School Violence, 2, 81–99.
*Reyes, O., & Jason, L. A. (1991). An evaluation of a high school dropout prevention program. Journal of Community Psychology, 19, 221–230.
*Roberts, L., White, G., & Yeomans, P. (2004). Theory development and evaluation of Project WIN: A violence reduction program for early adolescents. Journal of Early Adolescence, 24, 460–483.
*Rollin, S. A., Rubin, R., Marcil, R., Ferullo, U., & Buncher, R. (1995). Project KICK: A school-based drug education health promotion research project. Counseling Psychology Quarterly, 8
*Roth, J. H. & Dadds, M. R. (2001). Prevention of internalizing problems in early childhood: Results of a universal trial. Unpublished manuscript.
Roth, J. L., & Brooks-Gunn, J. (2003). Youth development programs: Risk, prevention and policy. Journal of Adolescent Health, 32
*Rotheram-Borus, M. J., Lee, M. B., Gwadz, M., & Draimin, B. (2001). An intervention for parents with AIDS and their adolescent children. American Journal of Public Health, 91
*Royse, D. (1998). Mentoring high-risk minority youth: Evaluation of the Brothers Project. Adolescence, 33
*Rusche, S., Kemp, P., Krizmanich, J., Bowles, E., Moore Jr., B., & Craig, H. E. (1999). Helping everyone reach out: Club Hero, final report. Atlanta, GA: National Families in Action & Emstar Research.
*Sanders, M. R., Montgomery, D. T., & Brechman-Toussaint, M. L. (2000). The mass media and the prevention of child behavior problems: The evaluation of a television series to promote positive outcomes for parents and their children. Journal of Child Psychology and Psychiatry, 4, 939–948.
*Sandler, I. N., Ayers, T. S., Wolchik, S. A., Tein, J. Y., Kwok, O. M., Haine R. A. et al. (2003). The Family Bereavement Program: Efficacy evaluation of a theory-based prevention program for parentally bereaved children and adolescents. Journal of Consulting and Clinical Psychology, 71
Scales, P. C., Benson, P. L., Roehlkepartain, E. C., Hintz, N. R., Sullivan, T. K., & Mannes, M. (2001). The role of neighborhood and community in building developmental assets for children and youth: A national study of social norms among American adults. Journal of Community Psychology, 29, 703–727.
*Schaps, E., Moskowitz, J. M., Condon, J. W., & Malvin, J. (1984). A process and outcome evaluation of an affective teacher training primary prevention program. Journal of Alcohol and Drug Education, 29, 35–64.
*Schinke, S. P., Cole, K. C., & Poulin, S. R. (2000). Enhancing the educational achievement of at-risk youth. Prevention Science, 1
*Schinke, S. P., Orlandi, M. A., & Cole, K. C. (1992). Boys & girls clubs in public housing developments: Prevention services for youth at risk. Journal of Community Psychology, OSAP Special Issue, 118–128.
*Schultz, C. L., & Nystul, M. S. (1980). Mother–child interaction behavior as an outcome of theoretical models of parent group education. Journal of Individual Psychology, 36, 3–15.
Seidman, E. (1988). Back to the future, community psychology: Unfolding a theory of social intervention. American Journal of Community Psychology, 16
*Shapiro, J. P., Burgoon, J. D., Welker, C. J., & Clough, J. B. (2002). Evaluation of the Peacemaker’s Program: School-based violence prevention for students in grades four through eight. Psychology in the Schools, 39, 87–100.
*Sharma, M., Petosa, R., & Heaney, C. A. (1999). Evaluation of a brief intervention based on social cognitive theory to develop problem-solving skills among sixth-grade children. Health Education and Behavior, 26
*Sharpe, T. L., Brown, M., & Crider, K. (1995). The effects of a sportsmanship curriculum intervention on generalized positive social behavior of urban elementary school students. Journal of Applied Behavior Analysis, 28
Shepard, J., & Carlson, J. S. (2003). An empirical evaluation of school-based prevention programs that involve parents. Psychology in the Schools, 40, 641–656.
*Shochet, I. M., Dadds, M. R., Holland, D., Whitefield, K., Harnett, P. H., & Osgarby, S. M. (2001). The efficacy of a universal school-based program to prevent adolescent depression. Journal of Clinical Child Psychology, 30
*Simon, D. J. (1981). The effect of a social skills training program on the level of self-awareness in early adolescence. Unpublished doctoral dissertation, Loyola University of Chicago, Chicago.
Simons-Morton, B. G., Parcel, G. S., & O’Mara, N. M. (1988). Implementing organizational changes to promote healthful diet and physical activity at school. Health Education Quarterly, 15
Simovska, V. (2004). Student participation—simulation or reality? A vignette from the Macedonian network of health promoting schools. Health Education, 104, 163–173.
*Smith, M. K. (1992). Developing responsible behavior with first-grade children through mother–child communication training. Doctoral dissertation, Oregon State University, Corvallis.
*Smith, P. K., & Sharp, S. (1994). School bullying: Insights and perspectives. London: Routledge.
*Sobol, D. A. (2000). An adolescent-parent conflict resolution skills training program for ethnically diverse families. Unpublished doctoral dissertation, University of Southern California, Los Angeles.
*Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: Direct and mediated effects of the Child Development Project. Social Psychology of Education, 4, 3–51.
*Solomon, D., Watson, M. S., Delucchi, K. L., Schaps, E., & Battistich, V. (1988). Enhancing children’s prosocial behavior in the classroom. American Educational Research Journal, 25, 527–555.
*Spoth, R., Guyll, M., Chao, W., & Molgaard, V. (2003). Exploratory study of a preventive intervention with general population African American families. Journal of Early Adolescence, 23, 435–468.
*Spoth, R., Redmond, C., & Lepper, H. (1999). Alcohol initiation outcomes of universal family-focused preventive interventions: One-and-two-year follow-ups of a controlled study. Journal of Studies on Alcohol, 13, 103–111.
*Spoth, R., Redmond, C., & Shin, C. (1998). Direct and indirect latent-variable parenting outcomes of two universal family-focused preventive interventions: Extending a public health-oriented research base. Journal of Consulting and Clinical Psychology, 66
*Spoth, R., Redmond, C., & Shin, C. (2001). Randomized trial of brief family interventions for general populations: Adolescents substance use outcomes 4 years following baseline. Journal of Consulting and Clinical Psychology, 69
*Spoth, R. L., Redmond, C., Trudeau, L., & Shin, C. (2002). Longitudinal substance initiation outcomes for a universal preventive intervention combining family and school programs. Psychology of Addictive Behaviors, 16
*Sprague, J., Walker, H., Golly, A., White, K., Myers, D., & Shannon, T. (2001). Translating research into effective practice: The effects of a universal staff and student intervention on key indicators of school safety and discipline. Education and Treatment of Children, 24, 495–511.
*Sprinthall, N. A., & Scott, J. R. (1989). Promoting psychological development, math achievement, and success attribution of female students through deliberate psychological education. Journal of Consulting Psychology, 36, 440–446.
*St. Pierre, T. L., Mark, M. M., Kaltreider, D. L., & Campbell, B. (2001). Boys and Girls Clubs and school collaborations: A longitudinal study of a multicomponent substance abuse prevention program for high-risk elementary school children. Journal of Community Psychology, 29, 87–106.
*Stafford, J., Boyd, B., & Lindner, J. R. (2003). Community service versus service-learning: Which is best for 4-H? Journal of Extension, 41, 1–25.
*Stafford, W. B., & Hill, J. D. (1989). Planned program to foster positive self-concepts in kindergarten children. Elementary School Guidance & Counseling, 24, 47–57.
*Stanar, C. R., Gordon, D. A., & Carlston, D. (2003). Reducing family violence: Use of an interactive parenting skills CD-ROM. Unpublished manuscript, Ohio University.
*Stanley, S. F. (1978). Family education to enhance the moral atmosphere of the family and the moral development of adolescents. Journal of Counseling Psychology, 25, 110–118.
*Stephenson, D. (1979). Evaluation of the Twin Falls Primary Positive Action Program 1978–1979. Unpublished report, College of Southern Idaho.
*Stevens, V., Van Oost, P., & Bourdeaudhuij, I. (2000). The effects of an anti-bullying intervention programme on peers’ attitudes and behaviour. Journal of Adolescence, 23
*Stolberg, A. L., & Garrison, K. M. (1985). Evaluating a primary prevention program for children of divorce. American Journal of Community Psychology, 13
*Stolberg, A. L., & Mahler, J. (1994). Enhancing treatment gains in a school-based intervention for children of divorce through skill training, parental involvement, and transfer procedures. Journal of Consulting and Clinical Psychology, 62
*Switzer, G. E., Simmons, R. G., Dew, M. A., Regalski, J. M., & Wang, C. (1995). The effect of a school-based helper program on adolescent self-image, attitudes, and behavior. Journal of Early Adolescence, 15, 429–455.
*Tavormina, J. B. (1975). Relative effectiveness of behavioral and reflective group counseling with parents of mentally retarded children. Journal of Counseling and Clinical Psychology, 43, 22–31.
*Taylor, C. A., Liang, B., Tracy, A. J., Williams, L. M., & Seigle, P. (2002). Gender differences in middle school adjustment, physical fighting, and social skills: Evaluation of a social competency program. The Journal of Primary Prevention, 23, 259–272.
*The Center for Evaluation and Research with Children and Adolescents. (1999). The impact of the Great Body Shop on student health risk behaviors and other risk and protective factors using the Minnesota Student Survey: An evaluation report to the children’s health market. Boston, MA: The Center for Evaluation and Research with Children and Adolescents.
*Thompson, D. G., & Hudson, G. R. (1982). Values clarification and behavioral group counseling with ninth-grade boys in a residential school. Journal of Counseling Psychology, 29, 394–399.
Tobler, N. S., Roona, M. R., Ochshorn, P., Marshall, D. G., Streke, A. V., & Stackpole, K. M. (2000). School-based adolescent drug prevention programs: 1998 meta-analysis. The Journal of Primary Prevention, 20, 275–336.
Tseng, V., Chesir-Teran, D., Becker-Klein, R., Chan, M. L., Duran, V., Roberts, A. et al. (2002). Promotion of social change: A conceptual framework. American Journal of Community Psychology, 30
*Tucker, C. M., & Herman, K. C. (2002). Using culturally sensitive theories and research to meet the academic needs of low-income African American children. American Psychologist, 57
*Turner, S., & Scherman, A. (1996). Big brothers: Impact on little brothers’ self-concepts and behaviors. Adolescence, 31
*Twemlow, S., Fonagy, P., Sacco, F., Gies, M., Evans, R., & Ewbank, R. (2001). Creating a peaceful school learning environment: A controlled study of an elementary school intervention to reduce violence. American Journal of Psychiatry, 158
*Van Lier, P. A. C., Muthen, B. O., Van der Sar, R. M., & Crijnen, A. A. M. Preventing disruptive behavior in children: Program effects. Unpublished manuscript.
*Vincent, V., & Guinn, R. (2001). Effectiveness of a Colonia educational intervention. Hispanic Journal of Behavioral Sciences, 23, 229–238.
*Waksman, S. A. (1984). A controlled evaluation of assertion training with adolescents. Adolescence, 74, 278–282.
*Wang, J., Greathouse, B., & Falcinella, V. M. (1997). An empirical assessment of self-esteem enhancement in a CHALLENGE service-learning program. Paper presented at the meeting of the American Educational Research Association.
*Watson, M., Battistich, V., & Solomon, D. (1997). Enhancing students’ social and ethical development in schools: An intervention program and its effects. International Journal of Educational Research, 27, 571–586.
*Weinstein, R. S., Soulé, C. R., Collins, F., Cone, J., Mehlhorn, M., & Simontacchi, K. (1991). Expectations and high school change: Teacher-researcher collaboration to prevent school failure. American Journal of Community Psychology, 19
*Weisman, S. A., Soulé, D. A., & Womer, S. C. (2001). Maryland After School Community Grant Program report on the 1999–2000 school year evaluation of the phase 1 after-school programs. University of Maryland, College Park.
*Weisman, S. A., Womer, S. C., Kellstrom, M., Bryner, S., Kahler, A., & Slocum, L. A. (2003). Maryland After School Grant Program part 1: Report on the 2001–2002 school year evaluation of the phase 3 after school programs. University of Maryland, College Park.
*Weissberg, R. P., & Caplan, M. (1994). Promoting social competence and preventing antisocial behavior in young urban adolescents. Unpublished manuscript.
Weissberg, R. P., Durlak, J. A., Taylor, R. D., Dynmicki, A. B., & O'Brien, M. U. (submitted for publication). Promoting social and emotional learning enhances school success: Implications of a meta-anaysis.
*Weissberg, R. P., Gesten, E. L., Carnrike, C. L., Toro, P. A., Rapkin, B. D., Davidson E. et al. (1981). Social problem-solving skills training: A competence-building intervention with second- to fourth-grade children. American Journal of Community Psychology, 9, 411–423.
Weissberg, R. P., & Greenberg, M. T. (1998). School and community competence-enhancement and prevention programs. In W. Damon (Series Editor) and I. E. Siegel & L. A. Renninger (Vol. Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (5th ed., pp. 877–954). New York: Wiley.
Weissberg, R. P., Kumpfer, K., & Seligman, M. E. P. (Eds.). (2003). Prevention that works for children and youth: An introduction. American Psychologist, 58, 425–432.
*Welch, F. C., & Dolly, J. (1980). A systematic evaluation of Glasser’s techniques. Psychology in the Schools, 17, 385–389.
*Westover, S. R. (1991). An evaluation of a parenting program designed to facilitate children’s post-divorce adjustment. Unpublished doctoral dissertation, Arizona State University, Tempe .
*Williams, R. M. (1993). The effects of required community service on the process of developing responsibility in suburban youth. Unpublished doctoral dissertation, University of Nebraska, Lincoln.
Wilson, D. B., Gottfredson, D. C., & Najaka, S. S. (2001). School-based prevention of problem behaviors: A meta-analysis. Journal of Quantitative Criminology, 17, 247–272.
*Wolchick, S. A., West, S. G., Westover, S., Sandler, I. N., Martin, A., Lustig J. et al. (1993). The Children of Divorce Parenting Intervention: Outcome evaluation of an empirically based program. American Journal of Community Psychology, 21, 293–331.
*Wolfe, D. A., Wekerle, C., Scott, K., Straatman, A. L., Grasley, C., & Reitzel-Jaffe, D. (2003). Dating violence prevention with at-risk youth: A controlled outcome evaluation. Journal of Consulting and Clinical Psychology, 71
*Woodruff, C. M., Gordon, D. A., & Lobo, T. R. (2003). Reaching high-risk families through home-based parent training: A comparison of interactive CD-ROM and self-help parenting programs. Unpublished manuscript.
*Zimmerman, M. A., Bingenheimer, J. B., & Notaro, P. C. (2002). Natural mentors and adolescent resiliency: A study with urban youth. American Journal of Community Psychology, 30
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg., H. J. (Eds.). (2004). Building academic success on social and emotional learning What does the research say? New York: Teachers College Press.