This study evaluated effects of Positive Action, a school-based social-emotional and character development (SECD) intervention, on indicators of positive youth development (PYD) among a sample of low-income, ethnic minority youth attending 14 urban schools. The study used a matched-pair, cluster-randomized controlled design at the school level. A multiple-measure self-report protocol...
The illicit use of prescription stimulants (IUPS) is a substance use behavior that remains prevalent on college campuses. As theory can guide research and practice, we provide a systematic review of the college-based IUPS epidemiological literature guided by one ecological framework, the Theory of Triadic Influence (TTI). We aim to...
Non-prescription stimulant use is a high-risk behavior prevalent in the college population. To date, research on this substance use behavior lacks a comprehensive theoretical lens, as well as geographical diversity. Guided by the Theory of Triadic Influence (TTI), multilevel (i.e. students within schools) modeling was used to analyze survey data...
OBJECTIVE: To test a theory-driven model of health behavior to predict the illicit use of
prescription stimulants (IUPS) among college students. PARTICIPANTS: A probability sample of
554 students from one university located in California (response rate = 90.52%).
METHODS: Students completed a paper-based survey developed with guidance from the Theory...
PURPOSE—We examined the effects of Positive Action (PA), a school-based social-emotional learning and health promotion program, on the emotional health of predominately low-income and ethnic minority urban youth.
METHODS—The study was a matched-pair, cluster-randomized controlled trial involving 14 Chicago public schools. Outcomes were assessed over a 6-year period of program...
BACKGROUND: The illicit use of prescription stimulants (IUPS) has emerged as a high-risk behavior of the 21st century college student. As the study of IUPS is relatively new, we aimed to understand 1) characteristics of IUPS (i.e., initiation, administration routes, drug sources, motives, experiences), and 2) theory-guided intrapersonal, interpersonal, and...
BACKGROUND: School-based social-emotional and character development (SECD) programs can influence not only SECD, but also academic-related outcomes. The purpose of this study was to evaluate the impact of one SECD program, Positive Action (PA), on educational outcomes among low-income, urban youth.
METHODS: The longitudinal study used a matched-pair, cluster-randomized controlled...
A theory-guided instrument for examining prescription stimulant misuse in the college population was developed and its psychometric properties were evaluated from 2011-2012 at one Pacific Northwest (United States) university. Study methods included instrument development, assessment by five health and measurement professionals, group interviews with six college students, a test-retest pilot...
The OSU Perspective was developed to provide assessment and other information about our students and programs. We hope that by making this information available to OSU faculty and staff, we can stimulate conversation that helps to keep students and student learning at our core.
The Perspective is published quarterly both...
Schools are increasingly expected to prevent and decrease violence, substance use, and other problem behaviors linked to academics and prepare students to be contributing members of society. One approach with proven success in promoting positive outcomes related to a broad range of student behaviors and personal characteristics is social-emotional learning,...