180 EVIDENCE-BASED PROGRAMMING. 58 years past baseline for partnerhip-based, Ianly-school preventive interventions. Drug and ‘Alcohol Dependence, 961-2), 57-68 su Pierre, TL Osgood, D. W, Mincemeyer,C.C., KaleeldcryD. Loy 8 Kauh TJ (2008} Results Df an independcoe evaluation of Project ALERT Uaivercd in schools by Cooperative Extension. Prevention Sconce, 6), 305-317 antes §B Patton, CL. Rima Kaufnan,S. ‘&-Devtachy NL (2013 Seting level nflonces ‘on implementation of the Responsive Casstoon Spproach, Prevention Science, (0, 40-5 Wats: Re & Flanagan, ©. (2007), Posing the emvlope on youth svic engagement: A de ‘opmental and liberation paycholony. Journa of Community Peychology. 38, 79-793 Went, KR. (1993), Social and aesdemic gal St school: Morivaton and achievement in ey Sholecence, Journal of Early Adolescone, 13 0 Zimmerman, S, Mo, Phelps By & Leener, RM (2008), Pose ad aceative developmental scores in US. adolescent: Where he posine South development perspective meets the dee Imodel Research in Huma Development, $3) 155-16. CHAPTER 12 SEL Programs in High School Ariel A. Williamson, Kathryn L. Modecki, and Nancy G. Guerra Adolescence i atime of personal and social development thar requires 2 sophisticated fepertoite of social-emotional skills for healthy adjustment. Teenagers often. face considerable difficulties negotiating the bio logical, cognitive, and physiological changes associated with puberty (Yargelun-Todd, 2007). For example, as advances in neuro” Science have shown, shere is a marked shift toward reward seeking, while self-regulation skill struggle to keep pace (Steinberg, 2008), As adolescents increasingly interact with peers, they must simultaneously con- tend with peer pressure. Teenagers also must navigate the veisitudes of identity develop iment and the search ‘or purpose and mean- ing as they transition into adulthood (Erik son, 1968, 1993). These developmental and foniexcual shifts challeage positive youth development and increase normative risk for Broblem behaviors sich as violence, sexoal fisk raking, substance use, and school deop- fut (Guerra & Bradshaw, 2008; Steinberg, Nendell, & Bornstein, 2041} (On the ocher hand, the increasing matu- ‘ation of emotional and cognitive abilities Provides a solid foundation for building $ocial and emotional learning (SEL) skill, sd, many of the capacities thar develop Drbecome more complex during adolescence ‘te aligned with the five social and emo- competency domains identified by 181 the Collaborative for Academy Socal and Emotional Learning (CASPL: 3012), which sessawarenes,semanagement, sal Sarenese, relationship sil, and respon Sible decision-making. These kill re al icale and ae logical targets for interven tion du othe theoretical relevance ofthese competencies ro posiveyouth development, reallence, and ck prevention, Tor example, programs that target sof awarenest may ‘be especially efbcacious during adolescence, when youth experience Sonal gn In abc hug ad Snaly motivated to exibliah cei Men ties and act goals forthe future (Stenberg aly 2011): Programs that faite se ‘management sil ae abo hihly germane to'adotescenes, for whom 2 bolgialy Arven reward imbalance leads to defi in selfegultion (Casey, Jones, 8 Hare, 2008; Steinberg, 2008), Furthermore, compared to earlier cevelopmental periods, adolescence SF ime of improved sncal Cognition and tore sophistiated perapectivetaking skills {Seemerget 2011) These developmental challenge key impact the social awareness Sompetency domain. Adlescentsncresed focus on peer contexts also suggests that programs that improve relationship skis may be useful for negoitng pece pres nd conics that are especially endemic182 EVIDENCE-BASED PROGRAMMING to this developmental stage, and help them Connect in a postive and productive fash- jon to peers (Dodge, Dishion, & Lansford, 2006), Finally, adolescents are confronted ‘with real-world decisions that impact thei Iife course, and responsible decision-making represents 4 critical developmental task. AS such, itis particularly important chat inter~ ‘Yentions focus on improving these capacities Uluring adolescence ‘Given the clear links between the skill within the five competency domains defined by CASEL and adolescent adjustment, i is surprising that few school-based SEL’ pro: trams have been designed for or evaluated with high school students. Indeed, there tre a small number of middle school SEL. Programs and. very few evidence-based EEL peogeams for high school youth. This relative neglect of igh school programs is regrettable because adolescents have oy nitive capacities that younger childcen do hot, making attempts fo improve SEL skills Especially appropriate during the teenage years, Infact, findings from various reviews Suggest that’ SEL programs ace effective Wwith, adolescents, and can mitigate prob: Jem behavior and bolster postive outcomes such a8 positive youth development (PYD), ‘Social adjustment, school participation, and Academic achievement (eg, Catalano, Bet- $land, Ryan, Lonerak, 8 Hawkins, 2002; Durlak, Welssberg, Dymnicki, Taylor, & Schellinger, 2011; Wilson & Lipsey, 2007) Moreover, SEL skills are germane to all of the major theoretical models of prevention ‘and promotion in adolescence. Thus, mid= dle school and high school represent Salient developmental periods for SEL. programs that have been somewhat overlooked but ‘ening Promising contexts for fru Definitions and Scope_ _ In this chapter, SEL refers to school-based intervention ot prevention. programming, inclading universal, selected, and indicated programs tha target one or more ofthe five CASEL competency domains. The degree to which programs targeted one or more SEL Moma ws deermined ya view of ro fram description, stated goals, and mea Sured outcomes. Although CASEL will only designate a progam as “SELect”ifittarges the promot of hills in al five domarns, gl school SEL programs vary consider yin terms of which domain ste targeted, nd peal promote SEL skills develop ent while ao targeting other outcome, For instance, beenuse schools eof Eoncerned with preventing youth problems, Sd because defi in SEs conti tte co the development of poor adoescene Suicomes, many Progeams that frget SEL Stl development slo focus on the peeve: thon of ene or mre problem behavior ez South violence SEL can also be embedded In'progiams that foces'on health promo- thom postive development, andor academic schictement We focus this review on SEL progsams comncted with students in Bich shook sohich i dened as grades S12 in the United States, We were nor able to ince 2 Nv Works” seton of programs eval dred int lease three tals and found to have postive effects because there were D0 Pro: rams that met this requirement. Rater, we Enphasized “What Is Promising” defined renames of potentially peomsing pro rams with wo\or fewer sicesfal tals Erprograms tatare theoretically appliable Co igh schools. Thexe ae a mamber of high Schoel SEL programs svalable on developer Ge eter nbates, oweves the mje these programe Rave not been empl frattated and as such ace no incleded in this chapter The “What Does Not Wosk™ ‘Seton seers to program or techniques that ive nt obtained tei intended outcomes for high school youth, We sso highlight fttuzedicctions for SEL program research inhigh school contexte ‘Theoretical Links between SEL and Adolescent Outcomes Many important theoretical models of PYD. and risk reduction link SEL with positive ‘ourcomes during adolescence, To context lize our focus on youth problem behavios, ‘we briefly review prevalence data for com Imon risk behaviors that concern high school personnel, policymakers, and parents. We then discuss four popuiar approaches ‘understanding risk behavior and PYD, all (of which either explicitly or implicitly target ‘SEL Programs in High Schol 183 SEL asa key mechanism. These approaches Jnclude resilience, visk and prevention, asset building, and life skills. Prevalence of Adolescent Problem Behavior Data from nationally representative surveys of adolescent behavior have consistently (demonstrated that many high school youth ngage in some form of problem behavior, fuch as violence, esky sexual behavior, sub> Stance use, of school dropout or failure. A fecent US. survey conducted by the Centers for Disease Control and Prevention (CDC) swith studenes in grades 9 through 12 indi- fates that engagement in such problem bchaviors eemains highly prevalent partica- Invly among older adolescents. For example, inthe 30 days prior to exe survey, 16.6% of youth reported carcyinga weapon to school (gun, knife, or club), 32.8% reported hav- ing been in'a physical fight, and 20.1% reported experiencing. bullying on school {grounds (Eaton et al, 2012) Indeed, for {youth berween ages 15 and 19, the first lead ing cause of death is unintentional injury, followed by assault (homicide) and suicide (Heron, 2012). Inthe area of sexual rsk taking, although 849% of youth reported being educated about HIV or AIDS at School, 12.9% of those who endorsed being sexually active (33.7% of the sample) used no method of contracep- tion or protection from sexually transmit ted diseases (STDs) during cheir most recent sexual intercourse, and 5.3% reported hav ing had intercourse with four or more pate ners in their lifetime (Baton et al, 2012) Approximately 22.1% of sexually active youth also reported using druge or alcohol Prior to their most recent sexual encounter (Eaton et al, 2012}. leobol, marijuana, and cigarettes are still the most widely used Substances by high school students (John son, O'Malley, Bachman, & Schulenberg, 2013), For inseance, 70% of youth reported they had tried aleohol, with 21.9% of su dents reporting binge drinking (ive or more drinks ina row, within a few hours) and 38.7% reported having had at lease one rink in the 30 days orior to the survey (Baton et al., 2012). School dropout also is an important concern for high schools. The ‘dropout rate in 2010 was 7.4% for all youth, with substantially higher dropout rates for Tatino (15.1%) and Native American/Alaska Native (12.4%) youth (U.S. Department of Education, National Center for Edveation Statistics, 2012). Models of Risk and Youth Development Many different approaches or theoretical frameworks have been used to study and £0 prevent youth problems or promote healthy evelopment. The most influential frame ‘works all emphasize SEL skills as cir prin- pal focus or integrate chese skills more peripherally. Resilience Resilience refers 10a set of protective pro- cesses that buffer some individuals from the effects of adverse experiences. Given the dif faculty of effecting economic and political change at the societal level, a focus on resi fence provides key insights into. how youth ‘overcome a range of obstacles. Grounded in public health one of the earliest and most Widely cited Studies of resilience was con ducted by Fmily Werner (Werner & Smith, 1982). She followed a cohort of extremely poor Havaiian children who were likely {0 have aleoholic of mentally ill parents land few economic opportunities, Although approximately two-thirds of these children fgrew up to have a range of chronic prob- Jems, one-third of them did not, and were somehow able overcome adversity, a key Feature of resilience. One’ distinguishing feature of resilient youth was their posses: sion of social and emotional skills inclod= ing strong coping abilities and high levels ‘of autonomy, selt-efficacy, and self-esteem (werner, 1997). Subsequent researchers have added to this literature by examining. children who do well despite experiencing 4 range of dif- ficulties, including the Great Depression, the USS, farm crisis, and being a refugee with litle economic’ suppore (Masten, 2007). ‘Many individual and contextual character istics have been associated with resilience across studies In this work, the concept of resilience has been applied 9 differen types ‘of adjustment inthe face of personal, family, School, and community adversity, includ ing competence under stress, recovery from184 EVIDENCE-BASED PROGRAMMING trauma, or doing better than expected given risk status, For instance research has shown, that competencies such as personal disci- pline and work habits distinguish academi- ally resilient youth from other high-risk ‘youth who perform poorly oF drop out of School (Fina 8 Rock, 1997). ‘Among the individual competencies that characterize resilience, many are also con Sistent with SEL: selfesteem, self-efficacy, problem-solving skills, and self-control (Masten 8 Obradovit, 2006). Also similar to SEL, the resilience literature confirms the need to promote a range of skills that improve youth outcomes, as opposed to a Selective focus on isolated competencies {eg Luthar, 1995; Luthae & Zigler, 1992). Fisk Prevention Interest in risk prevention for youth emerged from epidemiological research. As. such, risk-focused models seek to identify dscrere riek factors that increase the likelihood of & specific, negative outcome in the future ‘They also highlight the role of protective factors that reduce the likelihood of subse- ‘quent negative outcomes in the presence of risk, Many risk and protective factors relate to the presence or absence of SEL skills. For example, low psychosocial functioning and poor social problem-solving skills have been Shown to inerease risk for aggression and delinquency (Modecki, 2009}. On the other hhand, good self-regulation skills are proree- tive against a number of problem behaviors (Guerra 8 Bradshaw, 2008). By. building social and emotional’ competencies, inter= ventions also serve to mitigate risks. Youth Asset Building Models that highlight resilience and risk direct attention to overcoming adversity land adjustment problems. In contrast, Youth asser building focuses on promoting Strengths for all youth, framing their mis- sion as “all youth theive™ rather than pre venting problems per se. A common slogan is “problem-free is not prepared” (Pittman, 1991), suggesting that all youth, not just those who experience adversity, can benefit from asset building. Previous studies sub- ‘stantiate the conviction that SEL assets lead to better developmental outcomes, such as decreased substance use and violence, and increased academic performance, leader. ship, and helping behaviors (Seales, Benson, Lelfert, & Blyth, 2000). Such developmental assets ate also predictive of academic suc- ‘cess across White middle class and ethaie minority urban adolescents (Seales, Foster, Mannes, Hots, 8 Rutherford, 2005), To. a certain. extent, assee-uilding approaches have followed the path ofa social ‘ovement reacting against programs designed to fix “atrisk” youth, A popular framework in the U.S. and internationally is the Search Institutes Developmental Asset Profile. The Institute’ 40 assets capture a ange of char- acteristics chat represent broad components fof “external” and “internal” asses. Many fof the internal asses reflect the skills within the five CASEL competency domains (eg. a positive sense of selfs decision-making skills. Flowever, although the ‘Search Tasticute’s asset framework provides general guidance for a range of desired SEL and other skills, more detail and empirical support for each construct are needed to maximize its utility asa guide for programming. Lite Skis Similar 0 the asset-building models, a life skills framework emphasizes the personal skills youth need to thrive. These skills ean be framed narrowly, based on key skills for success in school and work. These typically include work and study habits, planning, foal setting, accessing and using commu ity resourees, money management, com- puter literacy, and relationship skills. With Some exceptions (eg, computer literacy) these skills are not addressed in most school turricula, yer they are essential for success ‘daring adulthood: Life skills can be framed broadly to inclade a wide range of psycho= logical, practical, and SEL skills inked to broad well-being. For example, the World Health Organization (WHO; 2003) defines life skills as abilities for adaptive and positive behaviour {hat enable individual to deal effectively ith the demands and challenge of everyday lif Inpartcula ite sills rea geoup of psycho- social competencies and inerpersona skills that help people make informed decisions, ave problem chink etcally and eeatively ‘ommuniate effectively, build healthy rel SEL Programs in Hligh School 185 tionships cmpathise with other, and cope Ihth and’ manage their ives in a healthy and productive marner.(p. 3) In summary, many contemporary frame orks directly or indirectly emphasize SEL. alls as importanc targets of healthy ado- Jescent development. SEL skills are broadly sooeiated with resilience, risk prevention, Sod the development of interpersonal assets Sha life skills. Thus, inclusion of SEL sills 4B critical for programs promoting healthy development for all adolescents Current Research and Overview of Strategies Mog een, ap © are een grounded in one of the frameworks ee gre oe fh amen Se pean ey ae grr he Steep ome fies ie pea ean aeereeete tener Be en eae eee a sen oe A ie mde en ie tg ope ante of mans Bresso ne rng eens met Tet eee ls es iii gc mane ck pet cep, eee! se he fre 2 sorta porns tas ee enh Cae a Bae il 2 ee of cam ns meets of 28 Se ee, cement me sab st gray kan a Foes gn cs eens seer a as sem ine Hr Dalat setclines eS ene ae frie fam fen an psn aan tu selina See Seas Bior an Une oain effective in reducing disruptive behavior, but ‘only 20% of studies in the meta-analysis included youth oldee than age 14. Other reviews of school-based programs have also noted limited interventions available for high school youth (eg, Guerra & Leidy, 2008), or diminished intervention effects ‘with increasing age of program participants {Smith, 2010) Although there are published studies of high school intervention programs with pos- itive effects included in meta-analyses and review papers, these studies rarely are cep- Ticated, leaving few high school-specific oF high school-tested programs that have been evaluated more than ance, The lack of repli- cated high school intervention programs has Ted to a paucity of evidence-based SEL pro- gramming for this age group. By evidence- Based, we mean programs that could be designated under the “What Works” ext- ‘egors, which have three or more successful evaluations, according to the guidelines for this chapter and similae to other eviews of cevidence-based treatments for youth le, Eyberg, Nelson, & Boggs, 2008). Although metalic revive proven sf in determining which broad program and student characteristics are associated with Steonger intervention effects across. pro ‘gram packages and theoretical orientations {Wilson & Lipsey, 2007), chere remains a reed to demonstrate which specific SEL pro- ‘grams for high school students are effective cross multiple studies. Likewise, studies are needed to identify and measure mechanisms lof change within effective programs, so that those aspects of SEL that aze particularly successful in mediating program outcomes can be identified. What Works: Promising Approaches Given the lack of SEL programs for high school youth that have shown positive effets in three or more research tals, We cannot provide a review of "What Works.” How. fever eis important to nore that che lack of evidence-based. programs does not mean hae nothing “can work.” At this juncture, ‘we can only highlight promising approaches to promoting SEL that are feasible to imple ‘meatin high schools and that have some ini- tial evidence of effectiveness.ee LK 186 EVIDENCE-BASED PROGRAMMING ‘To begin with, implementing hgh school SEL programs presents unigoe challenges. ‘The ont common approach to promeion OF SEL has bun shrough sractred lessons prouded daring the regular schoo! day. haste relatively easy in elementary schools, where students rain ising assoom, Sith fl cam prove die whe ams compete with academic ist Tora time. In most high school, however, students move from cast to elas with few emues for integrating stand-alone SEL pro rams, School personnel also ae faced wth Thereningadolesene nk behavocs and may Iook for more targeted prevention programs. ‘Consequenthy. ingervention programs ofr ected at preven pepe on Cones such shoot dropost ishesnk sex Ailbchavion and violence. The focuser these programs primarily on changing bebavion, Unc few stats measure SEL outcomes even ‘when these silleare addressed ssonsand Teton Some prevention programs are $Shootwide changes in polices and practices ‘whereas other programs provide individual Icssons in classrooms of small groups. Separate set of programs eleva for SEL Mitese health promotion and. wellness, tually health classes or wellness centers, Although these programs sometimes ae ted torrsk prevention, Another typeof program Suphsecelncning abo versity eth, Sind socal vesponsiiiy which i elated 0 iit not the same as SEL. Other programs target SEL direct, although evkence of lve indo ole tie ig Gquastexperimental design. In the absence ‘of evidence that mect cri teri for “Whar Works,” we provide exam Des of diferent types of programs that are potently promising (Table 121) thee echo they build on evidence-based pro- frame for younger children or have some Thital empirical sopport. Tis our hope that this approach wil provide a ass for fore mpintalsrudes with high school youth, Sd promare interest n axonal program dvelopment and validation at the high School evel Positive Behavioral Interventions and Supports Although not an SEL program, positive ‘behavioral intervention and supports (PBISs sesvwpbis.ore)_ provide contingencies for positive stadent and school staff behavior mall grades K-12 as a method to increase School safety, promote a positive school ei imate, reduce problem behavior, and improve eademig performance (Sugai & Horner, 2002}. This focus on positive behaviors may encompass SEL skills such as self and social fwareness, seil-management skills, and felationship, skill A detailed desctiption Of PBIS and sts potential integration with SEL is provided elsewhere in this volume (Bear, Whitcomb, Flias, & Blank, Chapter 50, this volume). Briefly, PBIS operates tn a ‘multi-tiered framework, ia which progeam- fing is directed at whole-school (universal), Classroom, small-group (selected), and ind Vidual (indicated) levels (Waasdorp, Brad shaw, & Leaf, 2012) Students are exposed. to schoolwide discipline policies tha include lear, positively phrased. school rules. and behavioral expectations (eg. "be ready to Tearn”s Sugai S¢ Horner, 2003; Waasdorp et al, 2012) iz would be pal co raat sh pnt of this type of comprehensive school- Steategy on SEL skill, particulary if SEL Programming. is built into the focused Scleted and indicated programs, a5 well a5 to determine whether changes in SEL skills Imight mediate behavioral gains. Random. ized contelled tials (RCTs) and other stud- jes of PBIS at the elementary and middle School Tevels have shown positive results, including reductions in school bullying and discipline proceduzes and improvements in School climate (es, Bradshav, Mitchell, 8° eat, 2010; Wassdorp, Bradshaw, & Leah, 2013}, PBIS has been evaluated ess foe ‘quently at the high school level (Flannery, Sugai, 8¢ Anderson, 2009), although a ran domized controled trial (RCT) of PBIS im public high schools is being conducted by the Center for the Prevention of Youth Vio= fence at the Johns Hopkins School of Public Health (C. P. Bradshave, personal commusi- cation, August 14, 201) “Too Good for Drugs and Violence High School Too Good for Drugs and Violence High School (TGEDS&V; sce werow.mendesfouts dation.orghoogoodsbigh) isa universi {owhole-school) prevention strategy that aim to reduce school violence an drug use by ‘Ranging norms related to these behaviors KI IY MSWUOPMIFEDE = N (910071 0208 Supyean wos -uoiaap eggs Pst zi-6s5pe8 Sbusreae 5 ase oo sbueisgns aon 08 UO surswaptts 102 = N (etoge) woreg awomaseueusps AGL, suotsuadens pur esp stooxos fi 30m oy sngyo pasennopsuauaaougpe pe>uT Nor soos gzb= Ni (210z) 18 2 HosuOmS spouse yay a8 go spay Uorurep poves132q (002) te n098Hy sess oop Pop yooHes Pasa Wows yay T= N__(g907) 1239 woueHoR, ssa PSPS 3g Samos SYST HUAL—_wTON “TRIS TASV OAT 949 OF SHEET PUE THHOK TOOUDS WHEL 05 5 Spanky rg oR BsMORT 0 SATE TT ATA 189) 188,190 EVIDENCE-BASED PROGRAMMING rently being used by 2,900 trained educators find delivered to approximately 1.9 milion Students (Barr Se FHAO, 2010). FHAO. is typically delivered by classroom teach fers during semester-long units and varies ‘according to individual teachers. A core pro: [gram resource uses historical lessons about the Holocaust to motivate discussions about identity development and intergroup rela tions, which are supplemented. by related Stdent self-reflection and journal-writing fctvities, as well as films and guest speakers Barr ct tly 2014; Schultz etal, 2001). Although FHAO is an extremely popu lar program, most program evaluations are unpublished’ and not available for review. However, Barr and. colleagues (2014) recently published findings of an RCT (wait- lise control) of the cursiculum in a sample of 1,371 ninth- and 10th grade seudents (7 2 612 intervention participants) and 113 teachers ( = 53 intervention teachers), in 60 high schools. Although only half of the Intervention teachers implemented che full FHAO curriculum, there were several pos tive. intervention effects on student and teacher reported outcomes. Seudy findings showed that FHA students had higher selereported levels of overall historical tinderstanding and aspects of civic learn- ling, including political tolerance, civic eff ‘cacy, and positive perceptions of the elass- oom climate and of opportunites for civic engagement (Barr et al, 2014), No statisti= cally significant results were found on stu ‘dent measures of social and ethical aware- ness, Bare and colleagues also found positive effects on teacher self-efficacy domains, among other positive teacher-Flated out ‘comes. Again, SEL. outcomes were not spe ‘ically meastired, although conseructs such fs tolerance for others’ political views and Civic efficacy ean map on tothe five CASEL ‘competencies (eg, social awareness) Check & Connect Check & Connect (checkandconect.umn, edu) targets students at risk for school drop fout (Sinclar, Christenson, & Thurlow, 2005). Check 8¢ Connect promores youth ‘engagement with school through check and ‘connect componests. These include the con- Tinued assessment of student engagement indicators, such as attendance, grades, and disciplinary referrals the check component) Snd the provision educational intervention iy program staff members, called monitors, svho routinely mec with tudens on the {Exsload to provide individualized intervene tion based om student needs (Be connect cron Monors ao pei cn text for relationship and. problemsoli Sf building, whieh align with the five ASEL peany domain well ac “The two published RCTS of Check & ‘Connect with adolescents aris for schoo tepout prove. peciminary support fr postive elects on school attendanee, school Eompletion, and reduced “dropout One Study found postive effects when a sample Of students reeved the ntersention nm de school rades 7 nd Sand were se quently randomized tothe imervention or nsmersron colin grade 3 with dents who seceived the program ia grade 9 showing better school attendance ff fest toward graduation (Sind Son, Evelo, 8 Hurley, 1998) second stay ofthe program implemented in grade 9 sin iany showed beter school attendance and progres, as wel a8 ced dopo (Sin Ener aly 2005) Again specific SFL ost Somes were no addressed directly alehough part of the program focuses on relationship hd problem-solving sil. Teacher tings thing broad socal competence measure Jn one stud) (Sinclae et al 1998) showed dinproved academic competence a reduced bbhavior problems in stents who resived the intervention, An RCT i high school eenty under way (CP Bradshaw pet Sonal communication, August 4, 2013) Changing Lives Program of The Changing Lives Program (CLP; hupll 103 finedulyplabout ely bm) is a inet ‘ention program for atrisk adolescents that ‘operates from a ~partcipatory tansforms: toye" approach (Bichas et aly 2010), and ims to empower adolescents «0 posiely hange their sense of sell and identity. This intervention focus i aligned with the SEL still of self-awareness aid is Famed in 2 developmestally relevant manner eraphasi= ing identity exploration and. commament jescens in the program are active pat. tisipans inthe intervention, and ae asked SEL Prmgrame in High School wi qo identity problems inthis ives and meth- toto resolve these. problems, 2 stegy ‘eecis consistent withthe promotion of the EASELcelatonship and ‘decision-making Gili ‘The interestion is typically imple ited in groupe an cau frm 8 1012 {eks daring the school semester. Tichas and colleagues (2010) evaluated che (CLP with 178 acolescens n= 61 controls) S H-18 attending am alternative school {fe intervention was part of the school’s couneing roan with groups fed by duateclevel_ group facilitators. Results Slowed that CLP participants increased in thei positive dest, with change in nfor- tonal deni pe media ens Jhihws outcome. Fichas and collegues als found evidence that inereases in postive fdenty mediated decreases n_internaze fog. problems that were noc directly tar- Med by CLP, Gender moderated the direct Eats of CLP participation on internalizing, behavior, with only females showing eeduc- tons in this outcome. Fthniciey moderated thet fone program medion en tity resolution, such that Hispanic youth in CCP shoved imorovements ta this regard, ‘wheres African American participant did for. CLP offer promising directions for fete esearch, especially piven the lack of esearch on change mechanisms in SEL and other interventions. Positive Life Changes Positive Life Changes (PLC; wiow.research- press.com/booksles6/positiverlfe-changes) ‘8a competency-ased, social cognitive pro- fram designed to reduce adolescent problem behaviors. through the promotion of five cote competencies: self-esteem, self-control decision-making sills, prosocial connected: facss, and moral oelefs. These competencies have been linkec to PYD (Guerra & Brad shaw, 2008) and map directly on to the five CASE competency skly omains. PLE was designed specifically for older, at-risk descents in the joven ste sytem grin alternative and public school settings. School staff can implement the program in Small groups or classrooms. PLC consists of lessons, divided evenly into three work- books, which ars inclided to increase ease f program implementation and flexibility ‘ie, lessons may be assigned as homework). Although PLC bas nt yet been examined ina study that includes & cone group is currently used in several joven mice entry and. was teeny evaluated ina pretet-pontestno-conra pilot sty with BF strnarve school yoth'in grades 9-12 {Willamson, Desnising, & Guerra, 2013. PLC was tplemented in four groups over 2 ooweek period, mith hal of she program icsons (13) esgned for homework. Anal sev reveled inetescs in participant” sl Sietn seasonsmaing sly or Selita and reductions in their propent for physical and verbal aggression. PLC promiting program for frre renearchy pa. Tcolarly de to te focus on ates adles Cents ants lable format, Positive Psychology for Youth Program “The Positive Psychology for Youth Program {sa high school version of the Penn Resil- fency Program (wicw.ppe.sas.upenriedul prosum.bim), a school-based. intervention ‘esigned to promote well-being and prevent ddepeession among youth ages 10-14 (Brun- ‘wasser, Gillham, 8 Kim, 2009; Seligman, Eenst, Gillham, Reivich, & Linkins, 2009), This intervention is a cognitive-behavioral program that teaches optimism, coping Etrategies, and problem solving to. pro- ‘mote resilience and help youth identify and increase their interpersonal strengths (Selig ‘man et al, 2009). The program is delivered jn 20-25" classroom-based. 80-minute se5- sions and comprises discussions, activities, homework, and journal entries (Seligman et al, 2009). Specific examples of the program ‘exercises are described in detail by Seligman and colleagues (2008). ‘PRP been widely evaluated with elemen- tary and middle school youth in school or community settings (Bronveasser et al, 2009). A meta-analysis including 17 exper. ‘mental studies, mostly with middle schoo! youth, showed that PRP was associated with {eductions in depressive symproms, which were maintained for at least 12. months (Brunvasser et al, 2009). One large-scale fandomized trial of PRP that has been c ducted to date with high school-age youth included 347 ninth-grade students in public high school language arts classes (Seligman cra, 2008). Full program effects have yetto be published, although this work is currentlyRenee 192 in progress (Gillham, personal commani- tations Sepember 20, 2012). What Does Not Work Publication bias against nll effects makes fdiicl sharactenve inte SEL: {ype programs, Authors, policymakers, and Parnas ae reluctant 20 publish evidence of Whar docs not work—eithee with no effects rleven with negative (iatrogenic) elects. Sho may be that given program was () sofa oF necessary but not sufficient (2) shifiient but poorly simplementeds oF (3) oorly designed for the trgee audience. I Sho i important co understand tore fully iow challenges faced by adolescents are Tinked to SEL skils development. As noted Cash, adolescence is characterized by vole erable in several SEL-selated compe- Tency. domains, and these liailies requlte Clevelopmentaly salient actcs to elicit post {ive cange, It may not be enough to adapt program for elementary oF middle school Fouth without considering the changing con- ext of adolescence and the important char fscteristics of high schools. Tadeedy 2 number of SEL-ewat pro- rams seem to be less potent for olde than er younger adolescents (ie. substance use prevention programs [ec Pty etal 2002 Paying programs oe Smith, 2010), More lover, samme programs that are not efective soi adolescents actually rum counter 10 irtentconceptualizations of decision mak ing during the tage years. AS an exart- Ps, the Drug Abuse Resistance Faveation [DIATE program emphasizes ewo SEL Skills peer" pressure resistance (elation {ip sks) and decision making (Birkeland Murphy-Grahain, 8 Weiss, 2005) Hoy ther the program's main strategy it alarm Ge "scare" youth by emphasising an array of negative Consequences. This srategy may fe vapproprate for younger children who tre motivated co follow rules. Hossever, tis focus is inconsistent with adolescent deci Son research (Modecks, 2008) As a gen- tral rule, adolescents do nor underestimate the eisks associated with substance use and ther problem behaviors but are motivated by ingrensed ceward.secking (eg Stein: berg, 2008). The need to shift the focus of Skil.building interventions eo. align with EVIDENCE-BASED PROGRAMMING adolescent developmental advances is con. rent with the Inerature on rehabilitation, programs such as Scared Straight that use nly scare tactics (i.e, taking youth to visi jails) and have been shown to be ineffec. tive or even harmful with youth (Petrosino, Turpin-Petrosino, Hollis-Peel, & Lavenberg, 2013; Sherman et al. 1999). Overall, both Age-related differences in cfectiveness and. ‘lack of effectiveness with adolescents eal attention to a noticeable gap in current SEL programming, for adolescents. Adolescents vould likely benefit from enhancement of evelopmentally relevant program features thar serve to integrate their unique social fmotional eigcamstances and age-related {lablities wich SEL skils-development. Summary and Future Directions [Although a number of stand-alone SEL pro- {gram evaluation studies with positive find= ings for high school youth is included in meta-analyses or reviews of bullying, PYD, land SEL interventions few programs effects have been replicated more than once, and no programs have been shown to be effective in fhree of more studies. Compared tothe range Of SEL interventions available for middle ot lementary school youth (see CASEL, 2012; Jagers, Harris, 8 Skoog, Chapter 1, this vol tume; Rimm-Kaufman & Hulleman, Chap- ter 10, this volume), cere is for continued development a high school SEL programs. There are some positive high school evaluations of progeams Eiscussed im this chapter, and several others ‘re under way, For example, C.P. Bradshaw {personal communication, August 14, 2012) is conducting a large-scale RCT of several programs for high school students, including, BIS and Check 8¢ Connect. Extending to high school youth the mid: dle school programs that have been shown: to be effective during early adolescence is fone approach to improving evidence: programming in this setting. Indeed, there Isa growing evidence base for SEL progsam: ming i muddle schools es Jers {Chapter 11 this volume). However, a cent Issue is whether the topics covered in middle School SEL programs and methods of imple= mentation are relevant for older adolescents inhigh school sersings. As Smith (2010) has rh i te solar ana rege tet Ee ite Springs see cette seh ate Peto Le cht pena el le iat tae Fiestas pct se OU aad Ee Sm diet ica Pee pa ie kn seas teen elena ideation ey eI a ne soy Sine tnt" Bact se BR al ie Stil as See So Sg i ARE co an Salaam Sole arene ee Che em Sr Ay cere rt false rs Ring Lisl a te Cesc ah Re She AES Siecle mse cme ima es itp setae races as feos anne Ca Nae Sa SSR Shan al SEL Programs in High School 193 solving, working collaboratively, and learn ing how to monitor and diect one's own learning (sledirected leaching) The initia tne plans yo auese 159% of tents nation wwe on these “eper learning” skills and project thar 80% oF US, students ill bene= Fefrom this program by 2025, Initial support focuses on middle schools, high schools, and Cmmnity colleges, with teacher ecetvng Sdational ining sod support. Several of the sklle argted neh deeper learing, project overlap with the sills inched in the five CASEL competency domains. Othet examples ofthis ype of collaborative and Somprehensveefore are she Hewett Foun: Aion vison sols wren Schooleorgh, whads specially peopare st dents for college admission. pee Tt may also be possible to enhance man of gle xtecureule fens in which ih school sradents engage a oo 0 ro me SE (rks & Rsk 3006). For instance, playing sports oF being in school Chibscan provide a foundation for improving Sil five ofthe CASEL skis Some evidence flso suggests shat involvement sn cerein xtraguticlar activites may Be especial imi for youth who ae a 8k de early pubertal timing eg, Mdecks, Barber, ‘X Ectes, 2014), of lor socioeconomic se Sh egy om earn, 201), How fren, poate understanding of the specific practices that conaibute to these cutwomes [Eccles Barber, Stone, 8© Hunt, 2003) o¢ poteriallyblone dhe (Mays & Thompson 3009} is equired. Tn summary although the need for SEL programming in high schools i clear, litle Ee known about "What Works” to promote SEL competencies and reduce eink in igh School stents sing specific intervention Docks. However, given dts from met halve ingurie and reviews of SEL pro- grams, as well as standalone studies of High school inerventionsdesertbed here find clewherey we Know thar high school SEL programming cam work, What the Feld now needs 4 body of evidenee to support Feplcabe snd. geeratisable SEL interven tons that are appropiate for diverse high School stents and contexts Such evidence drill eally test the meshaniem by sebick SEL affects outcomes eesose fis essential that tesearehersKentify SEL processes chat $ecount for program resus194 EVIDENCE-BASED PROGRAMMING. References Bacon, TP. (20013). Faluation of the Too Good Yor Dragr and Violence-High Schoo! preven fion program (Report). Tallahassee: Hida Department of Education, Department of Safe snd Drug Tice Schoo acon, . (20016). Impact on highschool sens! Iehavors and prosetve factors: A pilot study of the Too Good for Drags and Vilence prevention brogeam. Florida Edacation Research Counc, Ines Research Bulletin, 32(3-8), 14D, Retrieved September 5, 2012, from wat mendesfunda omorgtoogoodthgh. Batr,D. J Boul, B, Seman, RL, MeCormick, 1 Lowenstein, E Game, BC. 2018). Aveandomired contol ti of professional development for inerdicplinary eve educa Wns Impacts om humanities teachers apd thes Stalents Teachers College Record, 117) Retrieved May 13, 2014, from wiow:trecord one. Bare, D. J, Facing History and Ourcier TFHAO}.” 2010), Continuing a tradition af research on the foundations of democratic edi- ‘ation: The Nasional Professional Development fd Praluation Project. Retrieved September 5, 2012, trom wow: facmbistory.org Bicksland, 6, Marphy-Grabamn, Ey 8 Weis, C. 12008}. Good reasons for ignriag good evalua tion: The ase ofthe dr abuse resitanee ed. Cation (D-A.R-E) pogram. Foaluation and Pro. gram Planning, 38, 247-256 Blomfield, CJ, & Barber, B.E.(2012). Develop ‘ental experiences during exracuscale acti. {ies and Australian adolescent” selbconcept Particulasly important for youth from iad santaged school, Journal of Youth and Adotes once 40, 582-594, Bohanoa, H, Fleaing,P, Carney, K. 1, Minnis Kirn MJ, Andersor-Harci,§ Motor, K- By al (2006), Schoolwide appiation of Posicve Behavior Sopportin an urban hgh school Acase study. Journal of Posie Bebacir Interven tions 8131-148, Beau C. Py Michell, M. ML, 8& Leal PJ (2010), Examining the’ eflets'of schoolwide Positive behavioral interventions and supports 2 stent outcomes: Rese from & random Seed controled eflectveness tial in ckimentary Schools Journal of Positive Bebssior Intec tions, 12, 13-148, Beanwaiser, 8. M, Gillam, J. y 8 Kim, ES. (2009). A mea-enalyic review ofthe Pea Resi Jency Progeans elect depressive symptoms Toarnal of Consuing and Clinical Pecbology, 77, 1042-1088 ‘Casey B. J Jones, R. M, Se Hare TA. 2008), “The adolescent betn, Anmal of the New York Academy of Science, 124, 11-124 (Catalano, KLE Bergland M. Ly Ry, FA May Tonczak 1.', 8 Hawkins, JD. 20021 Po tive youth development in she United State, Research Findings om erations of positive youth development programs. P*eveiion and ‘Treatment 5 Artic 15. Collaborative for Acadenic, Socal, and Emotional Learning [CASEL]. (2003). Program descrip. Hone Acompanion to Safe and Sound, ane cational leader's guide evidence-based soi And emotional leaning programs. Retrieved ep tember 8, 2012, frm btpearl. orl shook) selecting. prorameladditionalresources-for Safe-and-sound. Callaboratve for Academic, Social, and Emo: ‘ional Lesening (CASEL} 2012). 2013 CASEL {nade Effective social ond emotional learning Drograme—Preschool and elementary school tino, Chicago Autor Doige, K- A. Dishon, TJ, 8 Lanford J B (2006). The problem of evian per inflaeces In intervention programs. Ia K. A. Dodge, TJ Dishion, J. E- Lanford (Eda), Deviant poe influences in programs for youth: Problems and Solutions pp. 3-13). New York: Guilford Pew Duk J. As Weisberg, R. Py Dymnici, A. Dy Toye, RD, 8 Sehelisgee, KB. 2011). The impact of enbancing student socal and exo ‘onal laening A met-anaysis of choosed tniversal interventions. Child Development, 82, 40540, Faton, D.K, Kana, L. Kincen, 5. Shanklin, 8 ling, K. Fy Hawkins, etal. (2012. You Risk) Behavior” Suvilance—United Stats, 2011, Serveilance Swmmarics, 618}, 1-12 Retrieved Sepuember 5, 2012, from wu cde spolbelebyyoutybslindex: bm. ets J Sy Baber, BL Stoney ML 8 Hunt, J (2003), Exteacuricule activities and adols: eat development Journal of Social Tsnes, 5% Bos-888 ichas, K Albyeht, RE, Garcia, AJ, Richie, 1A, Varela, A. €e Garcia, A. eal (2010) Medi Gr a posite youth development intervention "ange: Promoring change in postive and prob lem outcomes? Child Youth Care Forum, 3%, nL, Erikson, EH. (1968), Leys Youth and ers New York Norton, rikson,E-H. (1993). Cildbood and society [Rei sue] New York: Norton Errocare, MT, Walberp Ju Ross, J. Gx Gold, 1S Bieler, J-L & Kobe, LJ (1991), Ee tiveness of Teenage Health Teaching Modules. Journal of School Health 6, 26-30. Bybergs 8: Ma Nelson, M. ML, 8 Boggs, S: R. ‘SEL Programs in High Schol 195 (2008), Evidence-based peychosocial treatment for children and adolescent with dptve Iehavioe. Journal of Climcal Cd and Adole ont Psychology, 37, 218-297, aingion,D. Py & Toy M. Sf, (2009), Schoo. used programs co reduc bullying and vicina tion. Compe Systematt Reviews, 6 Rernved he 82012, rom waewscampbellcllabo- ration orlibidownload 718 in,).D. & Rock, D. A. (1997), Academic nucest Trvongtudent at isk fr school fare, Jour Of Applied Psychology, 82, 21-234, uaney, K- By Sugal, Go 8 Anderson, C. M {2003}, Schoolwide posse behavior sopport Jn igh schon: Eaely sons leone Journal of TPostive Bekavior interventions, 11, 177185, edrcks, JA 8 Becks, JS. (2006) sexe orscular patkipution associated with ben tfc outcomes: Concurrent ant longitudinal ‘sation. Developmental Pychology, 42, 69%- a Couerr, N. Gy 8 Bradshaw, C.F (2008. Linking the prevention of problem behaviors and post tre youh development: Core competencies for pose youth development. New Direeone for Child and Adolescent Development, 123, 17, Goes, N: G., 8 Leds, M. 8, (2008). Lessons Tesmed: Recent advances in understanding and preening childhood agaresion, ln Re V Kail, (Ea Adsoncesin child development and bear tor (Wal 36, pp. 287-330), Boston: Eevien Heroe, M. (3012), Deaths: Leading cases for 2008. National’ Vita Statistics Report, 601), 1H94, Revived September 5, 2012 rom wvu de goutnchsldatainorieerOher60_08 pa Johason, L-D., Oley, P. Me, Bachman, J. Gy € Schlenberg, JE. (2012). Monitoring the Fuuure national result on adolescent drag use Ann Avbor: Teste fr Soca Research, Unies sy of Michigan. Retrcwed September 5, 2012, ftom sew monioringthtucuresorg. hanna, MS. 8 Kendall, PC. 2010}, Compatt= ase cognitive behavioral thecapy for child Snxiety: Rese of 3 randomized tl Journal © Coneling and Clinical Psychology, 78,737 ms Luthar, S.5(1995 Socal competence inthe school Sein: prospective crse domain assocations among inner-city tens. Child Development, 66, sie, Uatas, 5.8, 8 Zigler, E1992) Imeligence and stil competent anon highs acess evelopment and Psyebopaology, 8, 287-298, Madden, M, Lenhart, A, Daggan, My Costes, Sy 8 Guster, U (2012) Teens ad tehalogy 2019, Washington, DC: Pew Reseateh Center, Intenee and American Life Project. Retived September 5, 2012, from bttppewinternet, corgl-Imediaifies/reporte!2013/pip-teen. sendiechnoloy2013.p. ‘Masten, A. 5.2007), Reliene in devloping sy. tems: Progress and prone asthe fourth wave ties. Development and Pycbopattology, 19, 921-930. ‘Masten, A. S 8 Obradovig, J. (2006), Competence and resliencein development Anaeof the New York Academy of Sciences 1094 13-27 Mays, Ds 8 Thompson, N. J. (2009. Alshol- related visk behaviors and sports peecpaion ‘mong aoleceas: A analy of 2003 Youth isk Behavior Survey data. Journal of Adole. cont Healt 44,8789. ‘Modecki, KT. 209) e's rush: Pychosocial ontent of antisocial decision making. Lat and Human Bebavton 33, 183-193, Mordecki KL, Barbe. Ls 8 Bede, LS. 2014), Binge drinking esitctorise acon aolescence Extracuriular activates are_prowetive for youth with caly pabeeal development Journal Of Adolescent Heath, 54, 61-66. ‘Mascon, HS, Mann, E.'Ly & LeBran, MR: (2008) Positive behavioral nervetons. and Ssuppocs in New Hampi: Efecto lage Seale plementation of school wide. porie havior spporton scent dsiline and aca demic achiremen Journal of Postive Bebasior Interventions, 10, 190-205. Pert. C. Ly Willams, C. 1, Komm, Ko As, Veblen Mortenson, 5 Stigler M. H. Munson, XK, etal 2000), Proce Northland: Long ert ‘outcomes of commanity action to rlace a escent aleabol we Health Education Research, Prt, Petosino, Ay TueplaFetrosino, Cy llie-Pel, M. By 6 Lavenberg, J.'G. GOL). Seared Stexight and oter juvenile awareness pogeams for preventing juvenile delingueney. A system ae review. Campbell Systematic Reviews, Retrieved October 6, 2018, rom woue.comp belcllaborstionongtbipojet Pinsman, K. J. (991), Promoning youth develop ‘ments Siengtheing the role of youth serving nd. community organisations,” Weshington, Dec: Academy for Educational Development Ros, J Gy Gold, RS, Lavin, AT, Erceatty M, Ts & Nason, C.D. (1991, Design ofthe Teen age Health Teaching Modules evaluation, Jour al of Scho! Health, 6, 21-25, Seales, Co Benson, Py Lafferty Nu 8 Blyth, 1D. (2000). Conribaton of development asers to the prediction of thvving song adolescents, Applied Development Sconce, 23), 27-46, Seales, Po, Foster, Ky Manes; My Hoes, Ma, { Rutherford, A (2005), School-busies part. neships, developmental. asets, and porte outcomes among estan highschool tudes196 EVIDENCE-BASED PROGRAMMING A mived-methods study. Urban Edacaton, 40, Saga, G8 Horne, Re (2002) 0 of his Mfacpine practices: Schookwide postive behav Sette, LH. Baer, D. 8 Selman, R tppors, Child and Fema Behavior The Cron, Mt Ke, Rosea, Le Hy Mor lrcnroxh, , Ey 8 Gen, JK (2012) ral of Mol Fducation, 30, 3-27 BlackBerry Projet: Capturing the content of en ee aat BML Cina Rei adolescent text messaging, Developmental P Pee A Linkin M2003) Poste educations chology, 48, 295-3 ee aesseeenlclanroom imcrvenions. U.S. Department of Edyation, National Ce fond Review of Education, 38,298-311 for Euston Seaii. 2012), The Condon jocaion 2012 (NCES 2012-043). Retired Tritek J, Rewer, ¢ Basa, 5 D-(1999).r nance guastfceliply. arid Lora ae conkr bor dst wats Waasdotp, T. Bs Bradshaw, C. Be & Leaf F promi, New Yorks Ras age Foundation TBOLIE The lempact of school-wide. postive simonteoy By Eblty Tey Black, Av Ci, Supa Fehavie interventions and supports on bal aoa ee Sime, By cra 201M}, cing and peer rejection: A randomized conte Han CM (70. ear vine A again yo ain M. F., Christenson, 5. L., 8¢ Thurlow, M. Drugs and Violence High School. Washington, Slaby, RG, Wilton Beewer, R.. 8 DeVos, E. — Wiliamso A, Dierkhising, C. B., & Guerra, ls an ding Ue sil pp 137-180), New Yorks Rested. tant component of 2 childriendy serg (2008) A soa neuroscience perspec fromoting scoot Gsners, Swiaeland Se eset nilcaking, Developmental Author. Retriwed Seembes fom Fpl Vandal, D. Ly 8 Bomnatcin, MH. sch-siletealth 03.94 II) Development: Inf sido: YurplunTodd D007), Emotional and copie aarp Nadswurthe Cengage changes dung adolescence. Current Opinion i