Essential Readings
The following list includes what we consider to be the "essential" foundational readings for ORP research team members. These readings include important journal articles, book chapters, and monographs that address the primary issues of interest to our research group: social-emotional learning, mental health promotion, prevention, wellness, and resilience among school-age children and adolescents, with a particular focus on school settings, practices, and policy. All team members should be familiar with these readings, and are encouraged to keep them in a notebook, along with other key readings, for frequent reference.
New team members are required to read these documents and submit to the team leader a brief summary and reaction (1-2 detailed paragraphs for each reading will do) of them no later than the first day of finals week fall quarter. All team members will also read other assigned articles and book chapters in preparation for our bi-weekly team meeting presentations and discussions.
The titles of these readings are linked to PDF documents, to allow you to access them for your own personal study. This list changes at least annually, as we remove some readings that have become slightly dated, and add new important works. If you have suggestions for readings for our team meeting discussions, or to consider adding to this list, please provide a copy to the project director.
Adelman, H. S., & Taylor, L. (2000). Moving prevention from the fringes into the fabric of school improvement. Journal of Educational and Psychological Consultation, 11(1), 7-36.
Cowen, E. L. (1994). The enhancement of psychological wellness: Challenges and opportunities. American Journal of Community Psychology, 22(2), 149-179.
Doll, B., & Lyon, M. A. (1998). Risk and resilience: Implications for the delivery of educational and mental health services in schools. School Psychology Review, 27(3), 348-363.
Elias, M. L., Zins, J. E., Graczyk, P. A., & Weissberg, R. P. (2003). Implementation, sustainability, and scaling-up of social-emotional and academic innovations in schools. School Psychology Review, 32(3), 303-319.
Famer, E. M. Z., & Farmer, T. W. (1999). The roles of schools in outcomes for youth: Implications for children's mental health services research. Child and Family Studies, 8(4), 377-396.
Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention and Treatment. 4(1), Mar 2001.
Greenberg, M. T., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6/7), 466-474.
Larson, R. W. (2000). Toward a positive psychology of youth development. American Psychologist, 55(1), 170-183.
Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 52(2), 205-220.
Merrell, K. W., & Buchanan, R. (2006). Intervention selection in school-based practice: Using public health models to enhance systems capacity of schools. School Psychology Review, 35, 167-180.
World Health Organization (2004). Prevention of mental disorders: Effective interventions and policy options: A summary report. Geneva, Switzerland: World Health Organization Department of Mental Health and Substance Abuse.
