Integrated models of school-based prevention: Logic and theory

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

doi:10.1002/pits.20452

Cited by 352School Health and Nursing EducationEarly Childhood Education and DevelopmentBehavioral and Psychological Studies

Integrated models of school-based prevention: Logic and theory

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Domitrovich, Celene E., Bradshaw, Catherine P., Greenberg, Mark T., Embry, Dennis, Poduska, Jeanne M., Ialongo, Nicholas S.·2010·Psychology in the Schools

DOI 10.1002/pits.20452PMC PMC4865396

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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. © 2009 Wiley Periodicals, Inc.

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Schools are an effective setting for interventions that prevent adolescent mental health problems and promote capacities for managing stress.
“Schools are an effective setting for interventions that prevent adolescent mental health problems and promote capacities for positively managing stress, including healthy emotion regulation and coping strategies (Atkins et al., 2010; Domitrovich et al., 2010; Masten, 2003).”
From Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial (2025) · cites this paper as Domitrovich et al., 2010
The Abstract reports effective school-based programs for preventing mental health problems, and the PATHS section describes teaching emotion regulation and problem-solving skills. But the program discussed in detail serves preK–5 students, and the paper does not establish that these interventions improve adolescents’ stress management specifically. (LLM, conf=0.83)
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Authors: Domitrovich, C. E., Bradshaw, C. P., Greenberg, M. T., Embry, D., Poduska, J. M., & Ialongo, N. S.
Affiliations: Pennsylvania State University (US)
Johns Hopkins University (US)
American Institutes for Research (US)
Corresponding author: Domitrovich, Celene E.
ORCID: Domitrovich, Celene E.
Bradshaw, Catherine P.
Greenberg, Mark T.
Embry, Dennis
Ialongo, Nicholas S.
Venue: Psychology in the Schools
Publisher: Wiley
Published: 2009-11-19
Volume: 47
Issue: 1
Pages: 71-88
ISSN: 0033-3085 (ISSN-L)
1520-6807
DOI: 10.1002/pits.20452
PMC: PMC4865396
OpenAlex: W1992301054
Cited by: 352
References: 97
Citations by year: 2026: 15 · 2025: 17 · 2024: 15 · 2023: 13 · 2022: 21 · 2021: 27 · 2020: 62 · 2019: 16 · 2018: 17 · 2017: 21 · 2016: 26 · 2015: 35 · 2014: 16 · 2013: 25 · 2012: 10
FWCI: 23.66
Type: journal article
Language: en
Open access: green
www.ncbi.nlm.nih.gov
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Psychology in the Schools (publishedVersion)
PubMed (publishedVersion)
PubMed Central (acceptedVersion)
Research Explorer (The University of Manchester) (submittedVersion)
Funders: Centers for Disease Control and Prevention (U49CE000728, K01CE001333)
National Institute of Mental Health (P30MH066247)
National Institute on Drug Abuse (R37DA011796, R01DA019984)
Topics: Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
Social Sciences › Education › Early Childhood Education and Development
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords: school-based prevention, integrated prevention programs, social-emotional learning, program integration, program sustainability, program implementation

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