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Advancing Child and Adolescent Well-Being Through Positive Youth Development and Prevention Programs
16 references·0 citing·48 second hop
Advancing Child and Adolescent Well-Being Through Positive Youth Development and Prevention Programs (2013)Advancing Child and Adolescent Well-Being…The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions (2011)The Impact of Enhancing Stude…How Effective Are Mentoring Programs for Youth? A Systematic Assessment of the Evidence (2011)How Effective Are Mentoring P…The Handbook of Life-Span Development (2010)The Handbook of Life-Span Dev…The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics. (2010)The effects of a multiyear un…Issues and Challenges in the Design of Culturally Adapted Evidence-Based Interventions (2010)Issues and Challenges in the …A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents (2010)A Meta‐Analysis of After‐Scho…Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program (2008)Executive functions and schoo…Improving Young Children’s Social and Emotional Competence: A Randomized Trial of the Preschool “PATHS” Curriculum (2007)Improving Young Children’s So…The Mediational Role of Neurocognition in the Behavioral Outcomes of a Social-Emotional Prevention Program in Elementary School Students: Effects of the PATHS Curriculum (2006)The Mediational Role of Neuro…Promoting and Protecting Youth Mental Health Through Evidence-Based Prevention and Treatment. (2005)Promoting and Protecting Yout…Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs (2004)Positive Youth Development in…Examining the Role of Implementation Quality in School-Based Prevention Using the PATHS Curriculum (2003)Examining the Role of Impleme…Prevention science and positive youth development: competitive or cooperative frameworks? (2002)Prevention science and positi…Effectiveness of Mentoring Programs for Youth: A Meta‐Analytic Review (2002)Effectiveness of Mentoring Pr…The structure of psychological well-being revisited. 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References

  • 1995The structure of psychological well-being revisited.10,270 cited
  • 2011The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions8,780 cited
  • 2004Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs1,925 cited
  • 2002Effectiveness of Mentoring Programs for Youth: A Meta‐Analytic Review1,544 cited
  • 2010A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents1,215 cited
  • 2007Improving Young Children’s Social and Emotional Competence: A Randomized Trial of the Preschool “PATHS” Curriculum911 cited
  • 2011How Effective Are Mentoring Programs for Youth? A Systematic Assessment of the Evidence889 cited
  • 1991The Convention on the Rights of the Child841 cited
  • 2010Issues and Challenges in the Design of Culturally Adapted Evidence-Based Interventions793 cited
  • 2008Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program719 cited
  • 2010The Handbook of Life-Span Development618 cited
  • 2005Promoting and Protecting Youth Mental Health Through Evidence-Based Prevention and Treatment.589 cited
  • 2003Examining the Role of Implementation Quality in School-Based Prevention Using the PATHS Curriculum516 cited

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2006
The Mediational Role of Neurocognition in the Behavioral Outcomes of a Social-Emotional Prevention Program in Elementary School Students: Effects of the PATHS Curriculum
496 cited
  • 2002Prevention science and positive youth development: competitive or cooperative frameworks?419 cited
  • 2010The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics.398 cited
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