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      Common Elements of Adolescent Prevention Programs: Minimizing Burden While Maximizing Reach

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          Adolescents' Emotion Regulation in Daily Life: Links to Depressive Symptoms and Problem Behavior

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            A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents.

            A meta-analysis of after-school programs that seek to enhance the personal and social skills of children and adolescents indicated that, compared to controls, participants demonstrated significant increases in their self-perceptions and bonding to school, positive social behaviors, school grades and levels of academic achievement, and significant reductions in problem behaviors. The presence of four recommended practices associated with previously effective skill training (SAFE: sequenced, active, focused, and explicit) moderated several program outcomes. One important implication of current findings is that ASPs should contain components to foster the personal and social skills of youth because youth can benefit in multiple ways if these components are offered. The second implication is that further research is warranted on identifying program characteristics that can help us understand why some programs are more successful than others.
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              Temperamental origins of child and adolescent behavior problems: from age three to age fifteen.

              We assessed relations between early temperament and behavior problems across 12 years in an unselected sample of over 800 children. Temperament measures were drawn from behavior ratings made by examiners who observed children at ages 3, 5, 7, and 9. Factor analyses revealed 3 dimensions at each age: Lack of Control, Approach, and Sluggishness. Temperament dimensions at ages 3 and 5 were correlated in theoretically coherent ways with behavior problems that were independently evaluated by parents and teachers at ages 9 and 11, and by parents at ages 13 and 15. Lack of Control was more strongly associated with later externalizing behavior problems than with internalizing problems; Approach was associated with fewer internalizing problems among boys; and Sluggishness was weakly associated with both anxiety and inattention, especially among girls. Lack of Control and Sluggishness were also associated with fewer adolescent competencies. These results suggest that early temperament may have predictive specificity for the development of later psychopathology.
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                Author and article information

                Journal
                Administration and Policy in Mental Health and Mental Health Services Research
                Adm Policy Ment Health
                Springer Nature
                0894-587X
                1573-3289
                March 2015
                February 2014
                : 42
                : 2
                : 209-219
                Article
                10.1007/s10488-014-0541-9
                24504979
                08c72cca-0055-4897-a042-70b35d104516
                © 2015
                History

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