Did you ever do volunteer work when you were growing up? Did you organize a food drive, serve foo... more Did you ever do volunteer work when you were growing up? Did you organize a food drive, serve food at a shelter, or clean up a trail? If so, you are not alone. Many young people do community service of one sort or another, volunteering their time and effort for many worthwhile causes. In 1999, 64% of all public schools
American Journal of Community Psychology, Apr 1, 1982
... 150 Gillespie, Durlak, and Sherman ... The teacher completed two rating scales: (a) the AML, ... more ... 150 Gillespie, Durlak, and Sherman ... The teacher completed two rating scales: (a) the AML, an 11-item quick-screening device designed to detect early school maladjustment (Cowen, Dorr, Clarfield, Kreling, McWilliams, Pokracki, Pratt, Terrell, & Wilson, 1973), and (b) the ...
This article reports on a scale revision of the Twenty Statements Test (R-TST)1; a measure design... more This article reports on a scale revision of the Twenty Statements Test (R-TST)1; a measure designed to uncover multidimensional, personal reactions to death. Data were collected from six samples to develop the final scale revision and investigate some of its psychometric properties. The revised instrument is a self-administering, open-ended questionnaire eliciting twenty responses to the probe question; “What does your death mean to you?” Seven mutually exclusive, content categories and three summary-affective categories were developed through content-analysis procedures to assess favorable and unfavorable religious, personal, and social reactions to death. Interjudge agreement and two-week test-retest reliabilities were satisfactory for all scoring categories. Data indicate that the R-TST is a useful instrument to measure the multidimensionality of death attitudes and yields information on several death-related dimensions that are not assessed by other self-report measures.
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
This article provides a systematic review and meta-analysis of the current evidence for universal... more This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed.
Abstract This paper discusses the fundamental importance of achieving quality implementation when... more Abstract This paper discusses the fundamental importance of achieving quality implementation when assessing the impact of social and emotional learning interventions. Recent findings in implementation science are reviewed that include a definition of implementation, its relation to programme outcomes, current research on the factors that affect implementation, and a framework for understanding the steps, actions and challenges involved in achieving quality implementation. Examples from the social and emotional learning literature are used to illustrate different issues.
Social‐emotional competence is a critical factor to target with universal preventive intervention... more Social‐emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost‐effective interventions; and (d) plays a critical role in the behavior change process. This article reviews this research and what is known about effective intervention approaches. Based on that, an intervention model is proposed for how schools should enhance the social and emotional learning of students in order to promote resilience. Suggestions are also offered for how to support implementation of this intervention model at scale.
A solution to get the problem off, have you found it? Really? What kind of solution do you resolv... more A solution to get the problem off, have you found it? Really? What kind of solution do you resolve the problem? From what sources? Well, there are so many questions that we utter every day. No matter how you will get the solution, it will mean better. You can take the reference from some books. And the program implementation in preventive trials is one book that we really recommend you to read, to get more solutions in solving this problem.
Various data summarized by the Children’s Defense Fund (1995) present a dramatic snapshot of the ... more Various data summarized by the Children’s Defense Fund (1995) present a dramatic snapshot of the health of America’s children and suggest what improvements can be made. For example, the infant mortality rate in the United States lags behind 21 other industrialized countries. The incidence of low birth weight, which places infants at heightened risk for death and long-term disability, was actually higher in 1992 (7.1% of all births) than it was in 1980 (6.8%). Nearly one out of every four pregnant mothers does not obtain early prenatal care, thus exposing themselves and their infants to increased risk of death and disease. Only two thirds of America’s young children are fully immunized against preventable childhood diseases, meaning that there are millions of youngsters unnecessarily exposed to such diseases as measles, tetanus, polio, and hepatitis B. Approximately 22% of all children live in substandard housing that may not provide suitable sleeping facilities, adequate warmth, or physical safety. In addition, there are an estimated 1 million homeless and runaway children whose basic needs for physical safety, food, and shelter are inconsistently met.
Did you ever do volunteer work when you were growing up? Did you organize a food drive, serve foo... more Did you ever do volunteer work when you were growing up? Did you organize a food drive, serve food at a shelter, or clean up a trail? If so, you are not alone. Many young people do community service of one sort or another, volunteering their time and effort for many worthwhile causes. In 1999, 64% of all public schools
American Journal of Community Psychology, Apr 1, 1982
... 150 Gillespie, Durlak, and Sherman ... The teacher completed two rating scales: (a) the AML, ... more ... 150 Gillespie, Durlak, and Sherman ... The teacher completed two rating scales: (a) the AML, an 11-item quick-screening device designed to detect early school maladjustment (Cowen, Dorr, Clarfield, Kreling, McWilliams, Pokracki, Pratt, Terrell, & Wilson, 1973), and (b) the ...
This article reports on a scale revision of the Twenty Statements Test (R-TST)1; a measure design... more This article reports on a scale revision of the Twenty Statements Test (R-TST)1; a measure designed to uncover multidimensional, personal reactions to death. Data were collected from six samples to develop the final scale revision and investigate some of its psychometric properties. The revised instrument is a self-administering, open-ended questionnaire eliciting twenty responses to the probe question; “What does your death mean to you?” Seven mutually exclusive, content categories and three summary-affective categories were developed through content-analysis procedures to assess favorable and unfavorable religious, personal, and social reactions to death. Interjudge agreement and two-week test-retest reliabilities were satisfactory for all scoring categories. Data indicate that the R-TST is a useful instrument to measure the multidimensionality of death attitudes and yields information on several death-related dimensions that are not assessed by other self-report measures.
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
This article provides a systematic review and meta-analysis of the current evidence for universal... more This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed.
Abstract This paper discusses the fundamental importance of achieving quality implementation when... more Abstract This paper discusses the fundamental importance of achieving quality implementation when assessing the impact of social and emotional learning interventions. Recent findings in implementation science are reviewed that include a definition of implementation, its relation to programme outcomes, current research on the factors that affect implementation, and a framework for understanding the steps, actions and challenges involved in achieving quality implementation. Examples from the social and emotional learning literature are used to illustrate different issues.
Social‐emotional competence is a critical factor to target with universal preventive intervention... more Social‐emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost‐effective interventions; and (d) plays a critical role in the behavior change process. This article reviews this research and what is known about effective intervention approaches. Based on that, an intervention model is proposed for how schools should enhance the social and emotional learning of students in order to promote resilience. Suggestions are also offered for how to support implementation of this intervention model at scale.
A solution to get the problem off, have you found it? Really? What kind of solution do you resolv... more A solution to get the problem off, have you found it? Really? What kind of solution do you resolve the problem? From what sources? Well, there are so many questions that we utter every day. No matter how you will get the solution, it will mean better. You can take the reference from some books. And the program implementation in preventive trials is one book that we really recommend you to read, to get more solutions in solving this problem.
Various data summarized by the Children’s Defense Fund (1995) present a dramatic snapshot of the ... more Various data summarized by the Children’s Defense Fund (1995) present a dramatic snapshot of the health of America’s children and suggest what improvements can be made. For example, the infant mortality rate in the United States lags behind 21 other industrialized countries. The incidence of low birth weight, which places infants at heightened risk for death and long-term disability, was actually higher in 1992 (7.1% of all births) than it was in 1980 (6.8%). Nearly one out of every four pregnant mothers does not obtain early prenatal care, thus exposing themselves and their infants to increased risk of death and disease. Only two thirds of America’s young children are fully immunized against preventable childhood diseases, meaning that there are millions of youngsters unnecessarily exposed to such diseases as measles, tetanus, polio, and hepatitis B. Approximately 22% of all children live in substandard housing that may not provide suitable sleeping facilities, adequate warmth, or physical safety. In addition, there are an estimated 1 million homeless and runaway children whose basic needs for physical safety, food, and shelter are inconsistently met.
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Papers by Joseph Durlak