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Holistic assessment in school-based, developmental prevention


Malti, T; Liu, C H J; Noam, G G (2010). Holistic assessment in school-based, developmental prevention. Journal of Prevention and Intervention in the Community, 38(3):244-259.

Abstract

Developmental research in the social-cognitive tradition has provided ample evidence for systematic relations between adolescents' social-cognitive development and mental health problems; both are set within an adolescent's ecology. However, appropriate assessment procedures for school-based prevention reflecting this differential knowledge are largely absent. The aim of this article is to outline the development and application of a new, holistic assessment procedure for youth that includes indicators of adolescents' social-cognitive development and related resiliencies, risks, and relationships. Using quantitative and qualitative data from the ongoing, school-based RALLY prevention program, we illustrate the development and efficiency of this holistic assessment tool within a developmental-ecological framework. This article argues a holistic assessment tool can guide the prevention services to address the individual needs of adolescents and to ideally support their developmental and learning capacity. Finally, the implications for practitioners are discussed.

Abstract

Developmental research in the social-cognitive tradition has provided ample evidence for systematic relations between adolescents' social-cognitive development and mental health problems; both are set within an adolescent's ecology. However, appropriate assessment procedures for school-based prevention reflecting this differential knowledge are largely absent. The aim of this article is to outline the development and application of a new, holistic assessment procedure for youth that includes indicators of adolescents' social-cognitive development and related resiliencies, risks, and relationships. Using quantitative and qualitative data from the ongoing, school-based RALLY prevention program, we illustrate the development and efficiency of this holistic assessment tool within a developmental-ecological framework. This article argues a holistic assessment tool can guide the prevention services to address the individual needs of adolescents and to ideally support their developmental and learning capacity. Finally, the implications for practitioners are discussed.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Jacobs Center for Productive Youth Development
Dewey Decimal Classification:370 Education
Language:English
Date:2010
Deposited On:14 Jan 2011 08:37
Last Modified:05 Apr 2016 14:29
Publisher:Taylor & Francis
ISSN:1085-2352
Publisher DOI:https://doi.org/10.1080/10852352.2010.486306
PubMed ID:20603760

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