He was nationally and internationally respected for his expertise in the areas of social and emotional learning and the prevention
of youth problem behavior.
The evaluation found higher levels of classroom instruction improved children's social - cognitive processes, reduced behavioral issues and decreased teacher's perceptions
of youth problem behavior.
Interparental conflict variables account for over 20 % of the variance
in youth problem behaviors, and hostile conflict styles are more strongly associated with problem behavior than is the frequency of disagreement.
Developed by Dr. David Hawkins and Dr. Richard Catalano of the Social Development Research Group in Seattle, Washington and facilitated by the U.S. Department of Substance Abuse and Mental Health Services Administration (SAMHSA), the CTC system is a way for members of a community to work together to efficiently and effectively promote positive youth development and
prevent youth problem behaviors such as substance abuse, delinquency, teen pregnancy, school drop - out and violence.
The findings come from multiple fields and sources that include student achievement, neuroscience, health, employment, psychology, classroom management, learning theory, economics, and the prevention
of youth problem behaviors.
Classroom instruction and exposure to RCCP lessons also directly predicted growth in math achievement and related to decreases in teacher perceptions of
youth problem behavior.
Youth perceptions of interparental conflict, ineffective parenting, and
youth problem behaviors in European — American and African — American families.
The present short - term longitudinal study investigates the bidirectional influences of parental monitoring and
youth problem behaviors, while also examining the potential moderating influence of callous - unemotional traits.