Catarina Cardoso Tomás, Emanuel Oliveira, D. Sousa, M. Uba-Chupel, G. Furtado, C. Rocha, A. Teixeira, P. Ferreira, Celeste Alves, Stefan Gisin, Elisabete Catarino, Nelma Carvalho, Tiago Coucelo, Luís Bonfim, Carina Silva, Débora Franco, Jesús Alcoba González, Helena G. Jardim, Rita Silva, Cristina L. Baixinho, Mª Helena Presado, Mª Fátima Marques, Mário E. Cardoso, Marina Cunha, Joana Mendes, Ana Xavier, Ana Galhardo, Margarida Couto, João G. Frade, Carla Nunes, João R. Mesquita, Maria S. Nascimento, Guilherme Gonçalves, Conceição Castro, Alice Mártires, Mª João Monteiro, Conceição Rainho, Francisco P. Caballero, Fatima M. Monago, Jose T. Guerrero, Rocio M. Monago, Africa P. Trigo, Milagros L. Gutierrez, Gemma M. Milanés, Mercedes G. Reina, Ana G. Villanueva, Ana S. Piñero, Isabel R. Aliseda, Francisco B. Ramirez, Andrea Ribeiro, Ana Quelhas, Conceição Manso, Francisco P. Caballero, Jose T. Guerrero, Fatima M. Monago, Rafael B. Santos, Nuria R. Jimenez, Cristina G. Nuñez, Inmaculada R. Gomez, Mª Jose L. Fernandez, Laura A. Marquez, Ana L. Moreno, Mª Jesus Tena Huertas, Francisco B. Ramirez, Daniel Seabra, Mª Céu Salvador, Luciene Braga, Pedro Parreira, Anabela Salgueiro-Oliveira, Cristina Arreguy-Sena, Bibiana F. Oliveira, Mª Adriana Henriques, Joana Santos, Sara Lebre, Alda Marques, Clarinda Festas, Sandra Rodrigues, Andrea Ribeiro, José Lumini, Ana G. Figueiredo, Francisco J. Hernandez-Martinez, Liliana Campi, Mª Pino Quintana-Montesdeoca, Juan F. Jimenez-Diaz, Bienvenida C. Rodriguez-De-Vera, Alexandra Parente, Mª Augusta Mata, Ana Mª Pereira, Adília Fernandes, Manuel Brás, Mª Rosário Pinto, Pedro Parreira, Marta L. Basto, Ana C. Rei, Lisete M. Mónico, Gilberta Sousa, Clementina Morna, Otília Freitas, Gregório Freitas, Ana Jardim
Proceedings of the 3rd IPLeiria's International Health Congress : Leiria, Portugal. 6-7 May 2016
BMC health services research
report experimental impacts universal integrated schoolbased intervention socialemotional learning literacy development change 1 school year 3rdgrade childrens socialemotional behavioral academic outcomes study employed schoolrandomized experimental design included 942 3rdgrade children 49 boys 456 hispaniclatino 411 blackafrican american 47 nonhispanic white 86 racialethnic groups including asian pacific islander native american 18 new york city public elementary schools data childrens socialcognitive processes eg hostile attribution biases behavioral symptomatology eg conduct problems literacy skills academic achievement eg reading achievement collected fall spring 1 school year main effects 4rs program 1 year 2 13 outcomes examined include childrens selfreports hostile attributional biases cohens 020 depression 024 expected based program developmental theory impacts intervention children identified teachers baseline highest levels aggression 032059 4 outcomes childrens selfreports aggressive fantasies teacher reports academic skills reading achievement scaled scores childrens attendance report effects 4rs intervention individual children across domains functioning 1 school year represents important first step establishing better understanding achievable schoolwide intervention 4rs earliest stages unfolding firstyear impacts combined knowledge sustained expanded effects second year provide evidence intervention may initiating positive developmental cascades general population students among highest behavioral risk psycinfo database record c 2010 apa rights reserved