Abstract
The effects of a school-based social-emotional and character development program, Positive Action, on the developmental trajectory of social-emotional and character-related behaviors was evaluated using data from three
school-based randomized trials in elementary schools. Results come from 1) 4 years of data from students in 20 Hawai’i schools,
2) 3 years of data from students in 14 schools in Chicago and 3) 3 years of data from students in 8 schools in a southeastern
state. Random intercept, multilevel, growth-curve analyses showed that students in both control and Positive Action schools exhibited a general decline in the number of positive behaviors associated with social-emotional and character development
that were endorsed. However, the Positive Action intervention significantly reduced these declines in all three trials. Taken together, these analyses 1) give insight into
the normative trajectory of behaviors associated with social-emotional and character development and 2) provide evidence for
the effectiveness of Positive Action in helping children maintain a relatively beneficial developmental trajectory.
school-based randomized trials in elementary schools. Results come from 1) 4 years of data from students in 20 Hawai’i schools,
2) 3 years of data from students in 14 schools in Chicago and 3) 3 years of data from students in 8 schools in a southeastern
state. Random intercept, multilevel, growth-curve analyses showed that students in both control and Positive Action schools exhibited a general decline in the number of positive behaviors associated with social-emotional and character development
that were endorsed. However, the Positive Action intervention significantly reduced these declines in all three trials. Taken together, these analyses 1) give insight into
the normative trajectory of behaviors associated with social-emotional and character development and 2) provide evidence for
the effectiveness of Positive Action in helping children maintain a relatively beneficial developmental trajectory.
- Content Type Journal Article
- Pages 1-10
- DOI 10.1007/s11121-011-0230-9
- Authors
- Isaac J. Washburn, Oregon Social Learning Center, 10 Shelton McMurphey Blvd, Eugene, OR 97401, USA
- Alan Acock, Oregon State University, Corvallis, OR, USA
- Sam Vuchinich, Oregon State University, Corvallis, OR, USA
- Frank Snyder, Oregon State University, Corvallis, OR, USA
- Kin-Kit Li, City University of Hong Kong, Kowloon, Hong Kong
- Peter Ji, University of Illinois at Chicago, Chicago, IL, USA
- Joseph Day, University of Illinois at Chicago, Chicago, IL, USA
- David DuBois, University of Illinois at Chicago, Chicago, IL, USA
- Brian R. Flay, Oregon State University, Corvallis, OR, USA
- Journal Prevention Science
- Online ISSN 1573-6695
- Print ISSN 1389-4986