title: School-based strategies to prevent violence, trauma, and psychopathology: the challenges of going to scale.
abstract: Children's trauma-related mental health problems are widespread, largely untreated and constitute significant barriers to academic achievement and attainment. Translational research has begun to identify school-based interventions to prevent violence, trauma and psychopathology. We describe in detail the findings to date on research evaluating one such intervention, the Reading, Writing, Respect, and Resolution (4Rs) Program. The 4Rs Program has led to modest positive impacts on both classrooms and children after 1 year that appear to cascade to more impacts in other domains of children's development after 2 years. This research strives not only to translate research into practice but also translate practice into research. However, considerable challenges must be met for such research to inform prevention strategies at population scale.
authors.affiliation: Steinhardt School of Culture, Education, and Human Development, New York University, 82 Washington Square East, New York, NY 10003, USA. la39@nyu.edu
authors.forename: Lawrence
authors.initials: L
authors.lastname: Aber
authors.forename: Joshua L
authors.initials: JL
authors.lastname: Brown
authors.forename: Stephanie M
authors.initials: SM
authors.lastname: Jones
authors.forename: Juliette
authors.initials: J
authors.lastname: Berg
authors.forename: Catalina
authors.initials: C
authors.lastname: Torrente
mesh_terms: D002648:Child; D002657:Child Development; D006801:Humans; D001523:Mental Disorders / Q000517:prevention & control*; D012574:Schools; D012931:Social Environment; D014754:Violence / Q000517:prevention & control*