Schools using a social and emotional learning (SEL) framework can foster an overall climate of inclusion, warmth, and respect, and promote the development...
National Center Publications
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An Introduction to Restorative Justice Restorative justice is a process for repairing harm that has been done. |
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Connecting Social and Emotional Learning with Mental Health This publication discusses how mental health and social and emotional development can be promoted in schools and communities to improve academic outcomes and the overall success of learners. |
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Developing Safe Schools Parternships: Spotlight on Juvenile Justice and Mental Health The Developing Safe Schools Partnerships series contains fact sheets that are intended for people who work collaboratively to develop safe schools. |
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Developing Safe Schools Partnerships: Spotlight on Juvenile Justice The Developing Safe Schools Partnerships series contains fact sheets that are intended for people who work collaboratively to develop safe schools. |
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Developing Safe Schools Partnerships: Spotlight on Law Enforcement The Developing Safe Schools Partnerships series contains fact sheets that are intended for people who work collaboratively to develop safe schools. |
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Engaging School Administrators The Engaging School Administrators guide is written to support Safe Schools/Healthy Students (SS/HS) project directors as they form partnerships with school administrators to implement SS/ |
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Evaluation: Designs and Approaches The choice of a design for an outcome evaluation is often influenced by the need to compromise between cost and certainty. |
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Hiring an Evaluator Hiring an evaluator can save your program considerable time and effort. |
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How Schools Can Prevent Suicide Few suicides or suicide attempts take place in schools. |
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Implementation Research: A Synthesis of the Literature Implementation Research: A Synthesis of the Literature, by Dean Fixsen, Sandra Naoom, Karen Blase, Robert Friedman, and Frances Wallace was published in 2005 by the National Implementation Research Network |
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Key Strategies for Violence and Substance Abuse Prevention II: Working with the Classroom and the School Environment The school’s contribution to solving the problems of substance abuse and violence among youth lie in comprehensive approaches. |
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Key Strategies for Violence and Substance Abuse Prevention III: Working in the Community The nature of the community in which youth live – and their relationship to this community – can have a profound effect on whether they become involved in substance abuse and violence. |
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Managing An Evaluator It can be difficult to assess the work of an evaluator, especially if you do not have experience working with evaluators or understand evaluation methods and theories. |
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Meeting the Needs of Latino Youth: Part I: Risk Risk factors are characteristics statistically associated with an increase in health risk – in this case, violence. |
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Meeting The Needs of Latino Youth: Part II: Resilience Protective factors are characteristics statistically associated with a decrease in vulnerability to |
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Multisystemic Therapy: Strategies for Success Multisystemic Therapy (MST) is a family-based treatment model for adolescents exhibiting serious antisocial behaviors such as violence, delinquency, and substance abuse. |
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Olweus Bullying Prevention: Strategies for Success The Olweus Bullying Prevention program was designed to prevent bullying in elementary, middle, and junior high schools. |
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Positive Behavioral Interventions and Supports (PBIS) Guide The National Center and the American Institutes for Research have developed a guide for Positive Behavioral Interventions and Supports (PBIS). |
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Prescription Drug Abuse by Adolescents The rate of prescription drug abuse among adolescents has increased dramatically over the past decade. |
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Preventing Bullying in Schools and the Community Bullying is often overshadowed by more dramatic incidents of violence, especially those involving firearms. |
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Preventing Cyberbullying in Schools and the Community Bullying is a form of emotional and physical abuse that is characterized by a power imbalance in which a bully chooses victims that he or she perceives as vulnerable. |
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Project Director's Management Guide The Project Director’s Management Guide provides a broad overview of project management, with basic tools, tips, and strategies for effective management of the complex and multifaceted Safe Schools/Healthy Students (SS/HS) Initiative. |
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Project Resource Guide The Project Resource Guide is designed to help grantees review the progress of their grant and engage partners in both the leadership and management aspects of the Safe Schools/Healthy Students initiative. |
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Promoting Children’s Mental Health: The SAMHSA /CMHS Prevention and Early Intervention Grant Program In 2001, SAMHSA’s Center for Mental Health Services (CMHS) created the Prevention and Early Intervention grant program to address the need to expand children’s mental health promotion and early intervention services. |
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Recognizing and Responding to the Warning Signs of Suicide: A Guide for Teachers and School Staff Suicide attempts rarely occur without some warning. |
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Recruiting and Retaining Mentors Mentors can change the lives of young people. A review of the literature on mentoring1 concluded the following: |
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Risk and Resilience 101 Thirty years ago, most prevention efforts relied on fear. They tried to convince young people that smoking or using drugs would damage their health and ruin their futures. |
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Selecting Research-Based Prevention Programs For Your School This resource offers an on-line workshop designed to help project coordinators understand the process of selecting an evidence-based program. |
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Social and Emotional Learning Social and emotional learning (SEL) is the process by which children and young people acquire and develop skills that support learning, positive behavior, and constructive social relationships. |
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Social and Emotional Learning and Bullying Prevention Schools using a social and emotional learning (SEL) framework can foster an overall climate of inclusion, warmth, and respect, and promote the development of core social and emotional skills among both students and staff. |
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Social and Emotional Learning and Student Benefits: Research Implications for the SS/HS Core Elements This brief shares the latest research on the effects of SEL and explains how it can be an integrative prevention framework that addresses the SS/HS core elements. |
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SS/HS Evaluation Monograph 2009 The 3rd edition of the Safe Schools/Healthy Students Evaluation Monograph describes local evaluation results from 37 sites from the 1999, 2000, 2001, and 2002 cohorts of the Safe Schools/Healthy Students (SS/HS) Initiative. |
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Strengthening Communities: A Review of the Youth Violence Prevention Grant Program The Youth Violence Prevention (YVP) program was created in 1999 to support community-based organizations as they analyzed risk and protective factors of youth violence |
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Substance Abuse, Violence, Mental Health, and Academic Success The mission of the American school has expanded considerably over the last thirty years. |
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Truancy Prevention Compulsory school attendance is a reflection of the importance our nation places on education as well as a recognition that regular attendance is necessary if education is to effectively prepare a |
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Youth Courts Youth courts, sometimes called “teen courts,” are diversion programs that, with the consent of the juvenile justice system, allow young people who have committed delinquent acts to appear before a court operated by their peers |
