Little is known about what happens when validated model prevention programs are introduced into the schools, typically without systematic evaluation and with the assumption that they will have positive impact. This study examines the outcome of such initiatives in schools at 'high risk' for program failure, identifies factors related to goal attainment in both high- and low-risk school districts, and suggests practices to guide implementation of successful prevention programs.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology
- Arts and Humanities (miscellaneous)
- Psychology (miscellaneous)
- Psychiatry and Mental health