References
Aiken, L. S., West, S. G., Schwalm, D. E., Carroll, J. L., & Hsiung, S. (1998). Comparison of a randomized and two quasi-experimental designs in a single outcome evaluation efficacy of a university-level remedial writing program. Evaluation Review, 22(2), 207-244. https://doi.org/10.1177/0193841X9802200203
Arend, R., Gove, F. L., & Sroufe, L. A. (1979). Continuity of individual adaptation from infancy to kindergarten: A predictive study of ego-resiliency and curiosity in preschoolers. Child Development, 950-959. http://www.jstor.org/stable/1129319
Ashdown, D. M., & Bernard, M. E. (2012). Can explicit instruction in social and emotional learning skills benefit the social-emotional development, well-being, and academic achievement of young children? Early Childhood Education Journal, 39(6), 397-405. https://doi.org/10.1007/s10643-011-0481-x
Babalis, T., Tsoli, K., Artikis, C. T., Mylonakou-Keke, I., & Xanthakou, Y. (2013). The impact of social and emotional learning programs on the emotional competence and academic achievement of children in Greek primary school. World Journal of Education, 3(6), 54. https://doi.org/10.5430/wje.v3n6p54
Baker-Henningham, H., Scott, S., Jones, K., & Walker, S. (2012). Reducing child conduct problems and promoting social skills in a middle-income country: cluster randomised controlled trial. The British Journal of Psychiatry, 201(2), 101-108. DOI: 10.1192/bjp.bp.111.096834
Bandura, A. (1997). Social Learning Theory. NJ, USA, Prentice Hall.
Barrett, P. M. (2004). FRIENDS for life! for children. Participant workbook and leaders manual. LJ Farrell & PM Barrett, Child and Adolescent Mental Health, 12(2), 58-65.
Bear, G. G., Whitcomb, S. A., Elias, M. J., Blank, J. C. (2015). SEL and schoolwide positive behavioral interventions and supports. In Durlak, J., Domitrovich, C., Weissberg, R.; Gullotta, T. (Eds) Handbook of Social and Emotional Learning (pp. 453-467) New York: The Guillford Press
Beelmann, A., & Lösel, F. (2006). Child social skills training in developmental crime prevention: Effects on antisocial behavior and social competence. Psicothema, 18(3), 603-610.
Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2010). The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics. Journal of consulting and clinical psychology, 78(2), 156. http://dx.doi.org/10.1037/a0018607
Borba, M. (1989). Esteem Builders: A K-8 Self-Esteem Curriculum for Improving Student Achievement, Behavior and School Climate. BL Winch & Assoc./Jalmar Press, CA, USA.
Botvin, G. (1998). Life Skills Training: Promoting Health and Personal Development. NYC, USA, Princeton Health Press.
Botvin, G. J., Baker, E., Dusenbury, L., Botvin, E. M., & Diaz, T. (1995). Long-term follow-up results of a randomized drug abuse prevention trial in a white middle-class population. Jama, 273(14), 1106-1112. DOI: 10.1001/jama.1995.03520380042033
Botvin, G. J., Griffin, K. W., Paul, E., & Macaulay, A. P. (2003). Preventing tobacco and alcohol use among elementary school students through life skills training. Journal of Child & Adolescent Substance Abuse, 12(4), 1-17. https://doi.org/10.1300/J029v12n04_01
Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218-224. https://doi.org/10.1016/j.lindif.2010.10.002
Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S., & Hawkins, J. D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. The annals of the American academy of political and social science, 591(1), 98-124. https://doi.org/10.1177/0002716203260102
Chimienti, G., & Trilivas, S. (1994). Cognitive and Behavioral Effects of Social Skills Training on Greek and Lebanese Elementary-School Children. International Journal of Mental Health, 23(4), 53-68. https://doi.org/10.1080/00207411.1994.11449293
Committee for Children. (2002) Second Step: A Violence Prevention Curriculum, Grades 1,2,3. Seattle, USA.
Coopersmith, S., & Gilberts, R. (1982). Behavioral academic self esteem. Professional manual. Palo Alto, CA: Consulting Psychologist Press, Inc.
Dede, C. (2010). Comparing frameworks for 21st century skills. In Bellanca J. & Brandt R. (Eds) 21st century skills: Rethinking how students learn, 20, 51-76. Bloomington, IN: Solution Tree Press, pp. 51-76.
Diekstra, R. F., & Gravesteijn, C. (2008). Effectiveness of school-based social and emotional education programmes worldwide. Social and emotional education: An international analysis, 255-312. Available at: http://www.fundacionbotin.org/89dguuytdfr276ed_uploads/EDUCACION/ANALISIS%20INTERNACIONAL/2008/ingles%202008/Results2008.pdf
Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the preschool “PATHS” curriculum. The Journal of primary prevention, 28(2), 67-91. https://doi.org/10.1007/s10935-007-0081-0
Durlak, J. A., & Wells, A. M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American journal of community psychology, 25(2), 115-152. DOI: 10.1023/A:1024654026646.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child development, 82(1), 405-432. DOI: 10.1111/j.1467-8624.2010.01564.x.
Elias, M. J., Gara, M. A., Schuyler, T. F., Branden-Muller, L. R., & Sayette, M. A. (1991). The promotion of social competence: Longitudinal study of a preventive school-based pro-gram. American Journal of Orthopsychiatry, 61(3), 409. http://dx.doi.org/10.1037/h0079277
Elias, M. J., & Schwab, Y. (2006). From compliance to responsibility: Social and emotional learning and classroom management. In Evertson C. & Weinstein C. (Eds) Handbook of classroom management: Research, practice, and contemporary issues. New York, NY: Routledge, pp. 309-341.
Englander-Golden, P., Jackson, J. E., Crane, K., Schwarzkopf, A. B., & Lyle, P. S. (1989). Communication skills and self-esteem in prevention of destructive behaviors. Adolescence, 24(94), 481.
Faggiano, F., Vigna-Taglianti, F. D., Versino, E., Zambon, A., Borraccino, A., & Lemma, P. (2005). School-based prevention for illicit drugs’ use. Cochrane Database Syst Rev, 2. DOI: 10.1002/14651858.CD003020.pub2.
Flannery, D. J., Vazsonyi, A. T., Liau, A. K., Guo, S., Powell, K. E., Atha, H., Vesterdal, W. & Embry, D. (2003). Initial behavior outcomes for the peacebuilders universal school-based violence prevention program. Developmental psychology, 39(2), 292. http://dx.doi.org/10.1037/0012-1649.39.2.292
Forness, S. R., Serna, L. A., Kavale, K. A., & Nielsen, E. (1998). Mental health and Head Start: Teaching adaptive skills. Education and Treatment of Children, 258-274. http://www.jstor.org/stable/42940507
Freiberg, H. J. (Ed.). (1999). School climate: Measuring, improving, and sustaining healthy learning environments. Psychology Press.
Gansle, K. A. (2005). The effectiveness of school-based anger interventions and programs: A meta-analysis. Journal of School Psychology, 43(4), 321-341. https://doi.org/10.1016/j.jsp.2005.07.002
Geller, S. (1999). Al’s pals: Kids making healthy choices. Richmond, VA: Wingspan LLC.
Goldstein, A. P., & Glick, B. (1994). Aggression replacement training: Curriculum and evaluation. Simulation & Gaming, 25(1), 9-26. https://doi.org/10.1177/1046878194251003
Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention & treatment, 4(1), 1a. http://dx.doi.org/10.1037/1522-3736.4.1.41a
Greenberg, M. T., Weissberg, R. P., O'brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American psychologist, 58(6-7), 466. http://dx.doi.org/10.1037/0003-066X.58.6-7.466
Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P. Y., Asher, K. N., Beland, K., Frey, K. & Rivara, F. P. (1997). Effectiveness of a violence prevention curriculum among children in elementary school: A randomized controlled trial. Jama, 277(20), 1605-1611. DOI: 10.1001/jama.1997.03540440039030
Hahn, R., Fuqua-Whitley, D., Wethington, H., Lowy, J., Crosby, A., Fullilove, M., Johnson, R., Liberman, A., Moscicki, E., Price, L. & Snyder, S. (2007). Effectiveness of universal school-based programs to prevent violent and aggressive behavior: A systematic review. American journal of preventive medicine, 33(2), S114-S129. https://doi.org/10.1016/j.amepre.2007.04.012
Haney, P., & Durlak, J. A. (1998). Changing self-esteem in children and adolescents: A meta-analytical review. Journal of clinical child psychology, 27(4), 423-433. https://doi.org/10.1207/s15374424jccp2704_6
Hatzichristou, C., & Lianos, P. G. (2016). Social and emotional learning in the Greek educational system: An Ithaca journey. International Journal of Emotional Education, 8(2), 105.
Hawkins, J.D., Smith, B.H., & Catalano, R.F. (2004). Social development and social and emotional learning. In Zins, J.E., Weissberg, R.P., Wang, M.C., Walberg H.J. (Eds) Building academic success on social and emotional learning: What does the research say? (pp. 135–150). New York, USA, Teachers College Press.
Hellenic Statistical Authority (2012). 2011 Census Data. Available at: http://www.alfavita.gr/sites/default/files/attachments/apotelesmata_apografis_plithismou_katoikion_2011.pdf.
Hellenic Statistical Authority (2011). Demographic characteristics. Available at: http://www.statistics.gr/el/statistics/-/publication/SAM03/2011 and http://www.statistics.gr/documents/20181/1210503/A1602_SAM04_DT_DC_00_2011_01_F_GR.pdf/2aa7132a-a7db-41fb-88f6-b6061d29dd13 in Greek.
Hellison, D. (2003). Teaching personal and social responsibility in physical education. In Silverman S., & Ennis C. (Eds) Student learning in physical education: Applying research to enhance instruction. USA: Human Kinetics, pp. 241-254.
Herrman, H., Saxena, S., Moodie, R., & World Health Organization. (2005). Promoting mental health: concepts, emerging evidence, practice: a report of the World Health Organization, Department of Mental Health and Substance Abuse in collaboration with the Victorian Health Promotion Foundation and the University of Melbourne. Available at: http://apps.who.int/iris/bitstream/10665/43286/1/9241562943_eng.pdf
Kourmousi, N. (2012). Personal and Social Skills Training as a part of Health Education in Kindergarten. Published Doctoral dissertation, University of Ioannina, School of Educational Sciences, Department of Early Childhood Education. In Greek. Available at https://www.didaktorika.gr/eadd/handle/10442/31671
Kourmousi, N. , Markogiannakis, G. , Lazaridis, I. , Kolliopoulou, K. , Papoutsaki, K. , Kounenou, K. , Tzavara, C. and Koutras, V. (2017) Validity and Reliability of an Adaptation of Personal and Social Skills Scale for K-Students for Use in 2.691 Greek Elementary Students. Creative Education, 8, 2352-2376. DOI: 10.4236/ce.2017.814161.
Kourmousi, N. , Salagianni, M. , Merakou, K. , Tzavara, C. and Koutras, V. (2017) Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum. Creative Education, 8, 1912-1940. DOI: 10.4236/ce.2017.812131.
Kusché, C. A., & Greenberg, M. T. (1994). The PATHS curriculum. Seattle, Washington, USA. Development Research and Programs.
McMahon, S. D., Washburn, J., Felix, E. D., Yakin, J., & Childrey, G. (2000). Violence prevention: Program effects on urban preschool and kindergarten children. Applied and preventive psychology, 9(4), 271-281. https://doi.org/10.1016/S0962-1849(00)80004-9
Merry, S., McDowell, H., Hetrick, S., Bir, J., & Muller, N. (2004). Psychological and/or educational interventions for the prevention of depression in children and adolescents. Cochrane Database Syst Rev, 1(1). DOI: 10.1002/14651858.CD003380.pub2.
Ministry of Education and Religious Affairs (2003a). A cross thematic curriculum framework for compulsory education and analytical curricula for primary and secondary education. Official Gazette, Issue B, no 303 & 304, 13-3-2003. Athens: Greek Pedagogical Institute.
Ministry of Education and Religious Affairs (2003b). A cross thematic curriculum framework for compulsory education. Published in Official Gazette, B(1366/18-10-2001), B(1373/18-10-2001), B(1376/18-10-2001).
Mishara, B. L., & Ystgaard, M. (2006). Effectiveness of a mental health promotion program to improve coping skills in young children: Zippy's Friends. Early Childhood Research Quarterly, 21(1), 110-123. https://doi.org/10.1016/j.ecresq.2006.01.002
O'Mara, A. J., Marsh, H. W., Craven, R. G., & Debus, R. L. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist, 41(3), 181-206. https://doi.org/10.1207/s15326985ep4103_4
Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students: Findings from Three Scientific Reviews. Technical Report. Collaborative for Academic, Social, and Emotional Learning (NJ1). Available at: https://eric.ed.gov/?id=ED505370.
Powell, D., & Dunlap, G. (2009). Evidence-based social emotional curricula and intervention packages for children 0–5 years and their families (Roadmap to Effective Intervention Practices). Tampa, FL: University of South Florida.
Quay, J., & Peters, J. (2008). Skills, strategies, sport, and social responsibility: reconnecting physical education. Journal of Curriculum Studies, 40(5), 601-626. https://doi.org/10.1080/00220270801886071
Rogers, C. (1998). The interpersonal relationship in the facilitation of learning. Taking Issue: Debates in Guidance and Counselling in Learning. London, Routledge (pp 196-208).
Shure, M. (2000). I Can Problem Solve: An Interpersonal Cognitive Problem-Solving Program. Champaign Illinois, USA, Research Press.
Shure, M. B., & Spivack, G. (1982). Interpersonal problem‐solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10(3), 341-356. DOI: 10.1007/BF00896500.
Shure, M. B., & Spivack, G. (2008). The problem-solving approach to adjustment. Prevention in Human Services.
TACADE/Lions. (1990). Skills for the Primary School Child. Manchester, UK, TACADE.
Tobler, N. S., Roona, M. R., Ochshorn, P., Marshall, D. G., Streke, A. V., & Stackpole, K. M. (2000). School-based adolescent drug prevention programs: 1998 meta-analysis. Journal of primary Prevention, 20(4), 275-336. https://doi.org/10.1023/A:1021314704811
Triliva, S., Anagnostopoulou, T., & Vleioras, G. (2014). Sensitizing Children to the Social and Emotional Mechanisms involved in Racism: a program evaluation. International Journal of Emotional Education, 6(2).
UNESCO (2004). United Nations Decade of Education for Sustainable Development: Draft International Implementation Scheme (IIS). United Nations Educational, Scientific and Cultural Organization, Paris.
Vazsonyi, A. T., Belliston, L. M., & Flannery, D. J. (2004). Evaluation of a School-Based, Universal Violence Prevention Program: Low-, Medium-, and High-Risk Children. Youth Violence and Juvenile Justice, 2(2), 185-206. https://doi.org/10.1177/1541204003262224
Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems: a comparison of child and parent training interventions. Journal of consulting and clinical psychology, 65(1), 93. http://dx.doi.org/10.1037/0022-006X.65.1.93.
Weinstein, C. S. & Mignano, A. J., Jr. (1993). Elementary classroom management: Lessons from research and practice: NY, NY: McGraw-Hill.
Weissberg, R.; Caplan, M.; Sivo, P. (1989). A new conceptual framework for establishing school-based social competence promotion programmes. In Bond, L.S., Compas, B.E., (Eds) Primary prevention and promotion in the schools (pp. 255-296), Newbury Park CA, USA, Sage.
Wilson, D. B., Gottfredson, D. C., & Najaka, S. S. (2001). School-based prevention of problem behaviors: A meta-analysis. Journal of quantitative criminology, 17(3), 247-272. https://doi.org/10.1023/A:1011050217296
Wilson, S. J., & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American journal of preventive medicine, 33(2), S130-S143. https://doi.org/10.1016/j.amepre.2007.04.011
Wilson, S. J., Lipsey, M. W., & Derzon, J. H. (2003). The effects of school-based intervention programs on aggressive behavior: a meta-analysis. Journal of consulting and clinical psychology, 71(1), 136. http://dx.doi.org/10.1037/0022-006X.71.1.136
World Health Organization. (2002). Prevention and promotion in mental health. Geneva: World Health Organization.
World Health Organization. (2003). Skills for health: skills-based health education including life skills: an important component of a Child-Friendly/Health-Promoting School. Geneva: World Health Organization.
World Health Organization. (2004a). Promoting mental health: Concepts, emerging evidence, practice: Summary report. Geneva: World Health Organization.
World Health Organization (2004b). Preventing violence: A guide to implementing the recommendations of the World report on violence and health. Geneva: World Health Organization.
World Health Organization. (2010). Violence prevention: the evidence. Malta: World Health Organization.
Wright, P. M., & Burton, S. (2008). Implementation and outcomes of a responsibility-based physical activity program integrated into an intact high school physical education class. Journal of Teaching in Physical Education, 27(2), 138-154. https://doi.org/10.1123/jtpe.27.2.138
Zins, J. E. (Ed.). (2004). Building academic success on social and emotional learning: What does the research say? N.Y., USA, Teachers College Press.