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Books on the topic 'School preventive program'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

J, Shoop Robert, ed. A primer for school risk management: Creating and maintaining district and site-based liability prevention programs. Boston: Allyn and Bacon, 1993.

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2

Esbensen, Finn-Aage. Evaluating G.R.E.A.T.: A school-based gang prevention program. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2004.

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Esbensen, Finn-Aage. Evaluating G.R.E.A.T.: A school-based gang prevention program. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2004.

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4

Esbensen, Finn-Aage. Evaluating G.R.E.A.T.: A school-based gang prevention program. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2004.

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5

Esbensen, Finn-Aage. Evaluating G.R.E.A.T.: A school-based gang prevention program. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2004.

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6

Esbensen, Finn-Aage. Evaluating G.R.E.A.T.: A school-based gang prevention program. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2004.

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7

Esbensen, Finn-Aage. Evaluating G.R.E.A.T.: A school-based gang prevention program. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2004.

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8

Esbensen, Finn-Aage. Evaluating G.R.E.A.T.: A school-based gang prevention program. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2004.

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9

Ellickson, Phyllis L. Toward more effective drug prevention programs. Santa Monica, CA (P.O. Box 2138, Santa Monica 90406-2138): Rand, 1987.

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10

Girouard, Cathy. School Resource Officer Training Program. [Washington, DC]: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention, 2001.

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11

Girouard, Cathy. School Resource Officer Training Program. [Washington, DC]: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention, 2001.

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12

Sibbison, Virginia Hayes. School-based violence prevention: Issues, strategies, and programs. New York, N.Y: Ittleson Foundation, Inc., 1993.

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13

Olweus, Dan. Olweus bullying prevention program: Schoolwide guide. Center City, MN: Hazelden, 2007.

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14

School-based prevention programs for children and adolescents. Thousand Oaks, Calif: Sage Publications, 1995.

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15

Clanton Harpine, Elaine. After-School Prevention Programs for At-Risk Students. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7416-6.

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16

Remboldt, Carole. Respect & protect: A practical, step-by-step violence prevention and intervention program for schools and communities : a complete program manual and guide for educators and other professionals. Minneapolis, MN: Johnson Institute, 1996.

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17

Hazelden Publishing and Educational Services, ed. Olweus bullying prevention program: Schoolwide guide. Center City, MN: Hazelden, 2007.

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18

School-based substance use prevention programs: Findings from the Better Together Schools pilot projects. [Edmonton, Alta.]: Alberta Alcohol and Drug Abuse Commission, 2008.

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19

A violence prevention program for middle schools: Study and findings. Hauppauge, N.Y: Nova Science Publisher, 2011.

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20

Bullying prevention for schools: A step-by-step guide to implementing the bully free program. San Francisco: Jossey-Bass, 2009.

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21

B, Title Beverly, and Johnson Institute (Minneapolis, Minn.), eds. The no-bullying program: Preventing bully/victim violence at school. Minneapolis: Johnson Institute, 1996.

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22

Anderson, Mary Jo. An evaluation of the school-based dental disease prevention program. Sacramento, Calif. (925 L St., Suite 650, Sacramento 95814): Legislative Analyst, 1986.

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23

Reform versus dreams: Preventing student failure. Lanham, Md: Rowman & Littlefield Publishers, 2012.

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24

Brian, Freeman, ed. Drug proof: A drug use prevention program for middle school. Circle Pines, Minn: American Guidance Service, 1994.

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25

Zabin, Laurie Schwab. Evaluation of pregnancy prevention programs in the school context. Lexington, Mass: Lexington Books, 1988.

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26

United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. School safety: Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Sixth Congress, first session, on examining legislation authorizing funds for programs of the Elementary and Secondary Education Act, focusing on safety programs, May 6, 1999. Washington: U.S. G.P.O., 1999.

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27

Radford, Joyce L. "Stay in school": An evaluation of the Ambassador Dropout Prevention Program. [Toronto]: The Ambassador Partnership, 1993.

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28

Title, Beverly B. Civility rules: A training program for creating safe schools. Hygiene, CO (P.O. Box 412, Hygiene 80533): Teaching Peace, 1998.

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29

Shannon, G. Sue. Promising programs and practices for dropout prevention: Report to the Legislature. Olympia, WA: Office of the Superintendent of Public Instruction, 2005.

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30

Walker, Dean. Violence in schools: How to build a prevention program from the ground up. Eugene, OR: Oregon School Study Council, 1995.

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31

Diggs, Richard N. Preventing drop-outs. Homosassa Springs, FL: Progressive Publications, 1996.

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32

Institute of Education Sciences (U.S.), National Center for Education Evaluation and Regional Assistance (U.S.), RTI International, Pacific Institute for Research and Evaluation, and Tanglewood Research Inc, eds. Impacts of a violence prevention program for middle schools: Findings after 3 years of implementation. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Dept. of Education, 2011.

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33

Profiles of 21 dropout prevention programs in Alberta schools. [Edmonton, AB: Alberta Education], 1991.

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34

Gottfredson, Gary D. Gang problems and gang programs in a national sample of schools. Ellicott City, Md: Gottfredson Associates, Inc., 2001.

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35

Deck, Dennis. Prevention and intervention with youth substance abuse: Washington State Prevention and Intervention Services Program (1989-1998) : annual report. [Olympia, WA.]: State Superintendent of Public Instruction, 1998.

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36

Institute of Education Sciences (U.S.) and National Center for Education Evaluation and Regional Assistance (U.S.), eds. Impacts of a violence prevention program for middle schools: Findings from the first year of implementation. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Dept. of Education, 2010.

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37

Abraham, Wandersman, and United States. Alcohol, Drug Abuse, and Mental Health Administration. Office for Substance Abuse Prevention, eds. Prevention plus III: Assessing alcohol and other drug prevention programs at the school and community level : a four-step guide to useful program assessment. Rockville, MD (P.O. Box 2345, Rockville 20847): U.S. Dept. of Health and Human Services, Public Health Service, Alcohol, Drug Abuse, and Mental Health Administration, Office for Substance Abuse Prevention, 1992.

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38

Twemlow, Stuart W. Why school anti-bullying programs don't work. Lanham, MD: Jason Aronson, 2008.

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39

Kalafat, John. Lifelines: A school based adolescent suicide response program. 2nd ed. Dubuque, Iowa: Kendall/Hunt, 1989.

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40

Rosen, Louis E. Violence in the schools: Developing prevention plans. Calabasas, Calif: Center for Civic Education, 1994.

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41

Levine, Suzanne Sosna. The child development program: Preventing and remediating learning problems. Amityville, N.Y: Baywood Pub. Co., 1997.

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42

D'Amico, Elizabeth J., Karen Chan Osilla, and Stefanie A. Stern. Prevention and Intervention in the School Setting. Edited by Kenneth J. Sher. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199381708.013.008.

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It is well known that the prevalence of alcohol and other drug (AOD) use in the United States increases during the middle school and high school years. The current chapter focuses on the effects of AOD use on youth, and risk and protective factors that may contribute to initiation and escalation of AOD use during this developmental period. The chapter also discusses the importance of creating developmentally appropriate prevention and intervention programming for this age group. The authors provide data on several middle school and high school prevention and intervention programs that have delivered curricula in the school setting to attempt to decrease AOD use. They focus on programs that had a student-only component for their program and had also published at least a 1-year follow-up. They also discuss potential future directions for prevention and intervention for this age group.

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43

Taylor, C. Barr, Ellen E. Fitzsimmons-Craft, and Neha J. Goel. Prevention. Edited by W. Stewart Agras and Athena Robinson. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190620998.013.14.

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Eating disorders (EDs) are important and common problems among adolescents and young women, and preventing them would be an important public health achievement. Fortunately, several recent studies, informed by cross-sectional, longitudinal, and clinical risk factor research, have demonstrated a significant decrease in ED risk factors, with several programs also achieving a significant reduction in ED onset within at-risk females. This chapter reviews and evaluates the state of ED prevention research, highlighting current theoretical approaches and effective programs, emphasizing emerging empirical support for cognitive dissonance, Internet, school-based, media literacy, and combined ED and obesity prevention programs. Conclusions about how to enhance recent progress in the field of EDs are provided.

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44

United States. Office of Educational Research and Improvement. Recognition Division, ed. Profiles of successful drug prevention programs, 1988-89: Drug-Free School Recognition Program. Washington, DC (555 New Jersey Ave., N.W., Washington 20208-5645): Recognition Division, Programs for the Improvement of Practice, Office of Educational Research and Improvement, U.S. Dept. of Education, 1990.

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45

Profiles of successful drug prevention programs, 1988-89 : Drug-Free School Recognition Program. Washington, DC : Recognition Division, Programs for the Improvement of Practice, Office of Educational Research and Improvement, U.S. Dept. of Education, 1990, 1990.

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46

65000004089. Profiles of Successful Drug Prevention Programs, 1988-89: Drug Free School Recognition Program. Government printing office, 1990.

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47

Report to the Legislature on safe schools prevention/intervention programs. Olympia, WA: State Superintendent of Public Instruction, 2001.

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48

Young, Jami F., Laura Mufson, and Christie M. Schueler. Preventing Adolescent Depression. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190243180.001.0001.

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This book describes Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST), an interpersonally oriented depression prevention program for adolescents. The program developed from an interest in developing and studying a depression prevention program for youth who are experiencing depressive symptoms but do not yet qualify for a diagnosis of depression. The IPT-AST program is a predominantly group-based intervention that teaches communication and interpersonal problem-solving skills to improve relationships and prevent the development of depression. The book provides a detailed description of the IPT-AST program so readers can implement groups in different settings. In addition, there are chapters that outline key issues related to implementation of IPT-AST, including selecting adolescents to participate in group, conducting IPT-AST in schools and other diverse settings, working with adolescents at varying levels of risk for depression, and dealing with common clinical issues. Finally, the book outlines the research that has been conducted on this depression prevention program.

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49

Epstein, William M. Communities in Schools. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190467067.003.0007.

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Chapter 6 describes, evaluates, and reinterprets the private sector social service program Communities in Schools as a ceremony of social values rather than as a successful response to a social problem. The program claims to be the principle private sector social welfare program aimed at preventing school dropouts. Its claims of success are based on an evaluation that it initiated. The chapter critiques the evaluation as superficial and inadequate, offering no credible evidence that Year Up succeeds at its mission. It fails to demonstrate that it has achieved either its educational or social goals. Communities in Schools realizes only the pervasive assumption that the coordination and redirection of existing services and resources, rather than massive new resources, is at least an important and possibly even a necessary step toward addressing the dropout problem.

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50

Leff, Stephen S., Tracy Evian Waasdorp, and Krista R. Mehari. An Updated Review of Existing Relational Aggression Programs. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0018.

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This chapter reviews school-based programming for its impact on relational aggression, relational victimization, and/or relational bullying: specifically, 14 programs with publications between 2010–2016 that were reviewed across key areas, including: (1) mode of operation; (2) targeted population and age range; (3) implementation factors; (4) primary strategies employed; (5) materials available to conduct the program; and (6) their impact on relevant target outcomes. Review of these programs highlighted certain factors important for future research related to relational aggression and bullying prevention programming, such as employing strong designs using random assignment taking into account the complexity of relational aggression at the individual, classroom, and school level whenever possible, and examining the impact of programming on the forms of aggression separately. Generalizability and implementation integrity need to be considered when designing and implementing programming. The field of relational aggression and bullying prevention programming has grown substantially over the past decade, but much remains to be done.

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