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Direct linkElise T. Pas; Christine Crimmins; Mary Kay Connerton; Ryan Voegtlin; Jessika H. Bottiani; Katrina J. Debnam; Kathryn B. Rockefeller; Megan C. Lewis; Susan Love; Catherine P. Bradshaw – School Mental Health, 2024
Educators have embraced the promotion of social emotional development, student well-being, and mental health as essential educational objectives to promote academic readiness and growth. To address known research-to-practice gaps and limited availability of evidence-based, universal high school programs, we took a community-based participatory…
Descriptors: Partnerships in Education, High School Students, Student Welfare, Educational Cooperation
Jessika H. Bottiani; Maisha Gillins; Charity Brown Griffin; Chelsea A. Kaihoi; Lorenzo Hughes; Sharon Pendergrass; Toshna Pandey; Ryan Voegtlin; Sandy Rouiller; Elise T. Pas; Katrina J. Debnam; Catherine P. Bradshaw – School Mental Health, 2024
There is growing interest in the integration of social--emotional learning (SEL) and equity approaches in schools, yet systematic research on how to blend these two frameworks is limited. In this article, we describe the process by which a research-practice partnership (RPP) collaborated to iteratively co-create a multi-component equity-focused…
Descriptors: Social Emotional Learning, Intervention, Equal Education, Research and Development
Catherine P. Bradshaw; Heather McDaniel; Elise T. Pas; Katrina J. Debnam; Jessika H. Bottiani; Nicole Powell; Nicholas S. Ialongo; Antonio Morgan-Lopez; John E. Lochman – Grantee Submission, 2025
We report findings from a 40 middle school randomized controlled trial of an adapted version of Coping Power (Lochman & Wells, 2002a) for middle schoolers, called the Early Adolescent Coping Power (EACP) Program (Bradshaw et al., 2019) to determine the impact of EACP on adolescents' mental health outcomes, as indicated by student self-reported…
Descriptors: Middle School Students, Early Adolescents, Coping, Program Effectiveness
Elise T. Pas; Christine Crimmins; Mary Kay Connerton; Ryan Voegtlin; Jessika Bottiani; Katrina Debnam; Kathryn B. Rockefeller; Megan Lewis; Susan Love; Catherine P. Bradshaw – Grantee Submission, 2024
Educators have embraced the promotion of social emotional development, student well-being, and mental health as essential educational objectives to promote academic readiness and growth. To address known research-to-practice gaps and limited availability of evidence-based, universal high school programs, we took a community-based participatory…
Descriptors: College School Cooperation, Wellness, Health Promotion, Instructional Design
Download full textElise T. Pas; Catherine P. Bradshaw; Kimberly D. Becker; Celene Domitrovich; Juliette Berg; Nicholas S. Ialongo – Grantee Submission, 2015
There is growing interest in coaching to support teacher implementation of evidence-based interventions; yet, there is limited research examining the tailoring of coaching support to teachers' needs. This paper examined coaching dosage across one school year, and the relationship between coaching contacts and teacher baseline and end-of-year data.…
Descriptors: Coaching (Performance), Teacher Characteristics, Student Behavior, Educational Games
Celene E. Domitrovich; Catherine P. Bradshaw; Juliette Berg; Elise T. Pas; Kimberly Becker; Rashelle Musci; Dennis D. Embry; Nicholas Ialongo – Grantee Submission, 2016
A number of classroom-based interventions have been developed to improve social and behavioral outcomes, yet few studies have examined how these programs impact the teachers who are implementing them. Impacts on teachers may affect students, and therefore also serve as an important proximal outcome to examine. The current study draws upon data…
Descriptors: Educational Games, Social Emotional Learning, Classroom Techniques, Behavior Problems
