Celene E Domitrovich
Biographic Data
| ID | 184361 |
|---|---|
| NAME | Celene E Domitrovich |
| GIVEN NAMES | Celene E |
| FAMILY NAME | Domitrovich |
| SIGNATURE | DOMITROVICH C E |
| AFFILIATIONS | Pennsylvania State University |
| ORCID | 0000-0002-6641-7699 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 181 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
A novel ecological model of holistic early childhood workforce well-being
Infant and early childhood mental health consultation
Impact of a schoolwide social and emotional learning implementation model on student outcomes
Leveraging the Expertise of the Community
The rise in child and adolescent mental health concerns has led to the need for an expanded workforce to meet the needs of our nation's families. Peer paraprofessionals (PPs) have proven to be impactful in the areas of adult mental health (MH) and substance use disorders, and for persons with chronic medical conditions. PPs can contribute to addressing child, adolescent, and family MH needs by being deployed in community settings and providing bo…
It was Just Good to Have an Outlet for Other Parents to Talk to”
Student self-ratings of social-emotional competencies
Promoting Social and Emotional Learning in Middle School
The Effects of Two Elementary School-Based Universal Preventive Interventions on Special Education Students’ Socioemotional Outcomes
A group, randomized, comparative effectiveness trial of two elementary universal preventive interventions (PAX Good Behavior Game [PAX GBG] and the integration of PAX GBG with Promoting Alternative THinking Strategies [PATHS to PAX]) was carried out in general education classrooms in 27 urban elementary schools. Ialongo et al. report on results of the trial for all students. Here, we examine the outcomes of students receiving special education se…
A randomized controlled trial of the combination of two school-based universal preventive interventions
The Good Behavior Game (GBG, Barrish, Saunders, & Wolf, 1969) and the PATHS Curriculum (Promoting Alternative Thinking Strategies; Greenberg, Kusche, Cook, & Quamma, 1995) represent 2 universal, elementary school, preventive interventions which have been shown in large-scale, randomized controlled trials to have an immediate and beneficial impact (GBG, Dolan et al., 1993; PATHS, Conduct Problems Prevention Research Group [CPPRG], 1999) on aggress…
Social and Emotional Learning as a Public Health Approach to Education
Evidence-based social and emotional learning (SEL) programs, when implemented effectively, lead to measurable and potentially long-lasting improvements in many areas of children's lives. In the short term, SEL programs can enhance children's confidence in themselves; increase their engagement in school, along with their test scores and grades; and reduce conduct problems while promoting desirable behaviors. In the long term, children with greater…
Social-Emotional Competence
Social-emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost-effective interventions; and (d) plays a critical role in the behavior change process. This article…
One or two years of participation
Establishing systemic social and emotional learning approaches in schools
Social and emotional learning (SEL) is a fundamental part of education. Incorporating high-quality SEL programming into day-to-day classroom and school practices has emerged as a main goal for many practitioners over the past decade. The present article overviews the current state of SEL research and practice, with a particular focus on the United States. The need for a model of SEL that goes beyond the classroom is illustrated, and a systemic ap…
Short-Term Intervention Effects of the PATHS Curriculum in Young Low-Income Children
Assessing the quality of mental health promotion and prevention in Croatia
While the availability of mental health promotion and prevention programs worldwide is growing, there is divergence in their level of effectiveness that has led to increasing interest in the development of 'effect management' strategies. Mental health promotion and prevention science and practice has a relatively young history in Croatia, but major investments towards its development have been made over the last decade. This paper reports on a re…
The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children
One versus two years
Is More Better? Outcome and Dose of a Universal Drug Prevention Effectiveness Trial
Implementation quality
Examining the link between preschool social–emotional competence and first grade academic achievement
The contribution of inhibitory control to preschoolers' social–emotional competence
Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support
This randomized controlled trial tested whether teaching quality in Head Start classrooms could be improved with the addition of evidence-based curriculum components targeting emergent language or literacy and social-emotional development and the provision of associated professional development support. Participants were lead and assistant teachers in 44 Head Start classrooms. Teachers received 4 days of workshop training along with weekly in-cla…
Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools
Increased availability of research-supported, school-based prevention programs, coupled with the growing national policy emphasis on use of evidence-based practices, has contributed to a shift in research priorities from efficacy to implementation and dissemination. A critical issue in moving research to practice is ensuring high-quality implementation of both the intervention model and the support system for sustaining it. The paper describes a …
Identity and Adolescent Adjustment
This article is the report of an investigation of relations among identity coherence/identity confusion, the ego strength of competence, antisocial behavior, academic competence, and perceptions of school environment in a sample of 574 adolescents. The primary results of this cross-sectional study suggest significant associations between identity-related constructs and indicators of adolescent adjustment. Study implications are discussed in terms…
The science of a good childhood
This article reviews the contents of the previous year's editions of the Journal of Children's Services (Volume 2, 2007), as requested by the Journal's editorial board. It draws out some of the main messages for how high‐quality scientific research can help build good childhoods in western developed countries, focusing on: the need for epidemiology to understand how to match services to needs; how research can build evidence of the impact of prev…
Promoting Academic and Social-Emotional School Readiness
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI-Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to…
Examining the link between preschool social–emotional competence and first grade academic achievement
Implementation quality
Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support
This randomized controlled trial tested whether teaching quality in Head Start classrooms could be improved with the addition of evidence-based curriculum components targeting emergent language or literacy and social-emotional development and the provision of associated professional development support. Participants were lead and assistant teachers in 44 Head Start classrooms. Teachers received 4 days of workshop training along with weekly in-cla…
Behavioral and Cognitive Readiness for School
Utilizing a diverse sample of 356 4-year-old children attending Head Start, this study examined the degree to which behavioral aspects of school readiness, including classroom participation, prosocial behavior, and aggression control were related to direct assessments of child cognitive readiness (academic knowledge, executive function skills) at the start of the pre-kindergarten year. Classroom participation and prosocial behavior each accounted…
One or two years of participation
One versus two years
Shared book reading and children’s language comprehension skills
Promoting Social and Emotional Learning in Middle School
The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children
The Study of Implementation
Prevention science is a rapidly advancing field and is at the point where a number of preventive interventions have documented the ability to change developmental trajectories and reduce negative outcomes. Recently, reports summarizing these "effective" programs have circulated among researchers and practitioners. Surprisingly, many of the highest-quality programs fail to take adequate steps to monitor and verify program integrity. This weakens t…
Shared book reading and children’s language comprehension skills
Improving Young Children’s Social and Emotional Competence
Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools
Increased availability of research-supported, school-based prevention programs, coupled with the growing national policy emphasis on use of evidence-based practices, has contributed to a shift in research priorities from efficacy to implementation and dissemination. A critical issue in moving research to practice is ensuring high-quality implementation of both the intervention model and the support system for sustaining it. The paper describes a …
Identity and Adolescent Adjustment
This article is the report of an investigation of relations among identity coherence/identity confusion, the ego strength of competence, antisocial behavior, academic competence, and perceptions of school environment in a sample of 574 adolescents. The primary results of this cross-sectional study suggest significant associations between identity-related constructs and indicators of adolescent adjustment. Study implications are discussed in terms…
The science of a good childhood
This article reviews the contents of the previous year's editions of the Journal of Children's Services (Volume 2, 2007), as requested by the Journal's editorial board. It draws out some of the main messages for how high‐quality scientific research can help build good childhoods in western developed countries, focusing on: the need for epidemiology to understand how to match services to needs; how research can build evidence of the impact of prev…
Behavioral and Cognitive Readiness for School
Utilizing a diverse sample of 356 4-year-old children attending Head Start, this study examined the degree to which behavioral aspects of school readiness, including classroom participation, prosocial behavior, and aggression control were related to direct assessments of child cognitive readiness (academic knowledge, executive function skills) at the start of the pre-kindergarten year. Classroom participation and prosocial behavior each accounted…
Promoting Academic and Social-Emotional School Readiness
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI-Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to…
The contribution of inhibitory control to preschoolers' social–emotional competence
Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support
This randomized controlled trial tested whether teaching quality in Head Start classrooms could be improved with the addition of evidence-based curriculum components targeting emergent language or literacy and social-emotional development and the provision of associated professional development support. Participants were lead and assistant teachers in 44 Head Start classrooms. Teachers received 4 days of workshop training along with weekly in-cla…
Is More Better? Outcome and Dose of a Universal Drug Prevention Effectiveness Trial
Implementation quality
Examining the link between preschool social–emotional competence and first grade academic achievement
One versus two years
Assessing the quality of mental health promotion and prevention in Croatia
While the availability of mental health promotion and prevention programs worldwide is growing, there is divergence in their level of effectiveness that has led to increasing interest in the development of 'effect management' strategies. Mental health promotion and prevention science and practice has a relatively young history in Croatia, but major investments towards its development have been made over the last decade. This paper reports on a re…
The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children
Establishing systemic social and emotional learning approaches in schools
Social and emotional learning (SEL) is a fundamental part of education. Incorporating high-quality SEL programming into day-to-day classroom and school practices has emerged as a main goal for many practitioners over the past decade. The present article overviews the current state of SEL research and practice, with a particular focus on the United States. The need for a model of SEL that goes beyond the classroom is illustrated, and a systemic ap…
Short-Term Intervention Effects of the PATHS Curriculum in Young Low-Income Children
Social and Emotional Learning as a Public Health Approach to Education
Evidence-based social and emotional learning (SEL) programs, when implemented effectively, lead to measurable and potentially long-lasting improvements in many areas of children's lives. In the short term, SEL programs can enhance children's confidence in themselves; increase their engagement in school, along with their test scores and grades; and reduce conduct problems while promoting desirable behaviors. In the long term, children with greater…
Social-Emotional Competence
Social-emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost-effective interventions; and (d) plays a critical role in the behavior change process. This article…
One or two years of participation
A randomized controlled trial of the combination of two school-based universal preventive interventions
The Good Behavior Game (GBG, Barrish, Saunders, & Wolf, 1969) and the PATHS Curriculum (Promoting Alternative Thinking Strategies; Greenberg, Kusche, Cook, & Quamma, 1995) represent 2 universal, elementary school, preventive interventions which have been shown in large-scale, randomized controlled trials to have an immediate and beneficial impact (GBG, Dolan et al., 1993; PATHS, Conduct Problems Prevention Research Group [CPPRG], 1999) on aggress…
The Effects of Two Elementary School-Based Universal Preventive Interventions on Special Education Students’ Socioemotional Outcomes
A group, randomized, comparative effectiveness trial of two elementary universal preventive interventions (PAX Good Behavior Game [PAX GBG] and the integration of PAX GBG with Promoting Alternative THinking Strategies [PATHS to PAX]) was carried out in general education classrooms in 27 urban elementary schools. Ialongo et al. report on results of the trial for all students. Here, we examine the outcomes of students receiving special education se…
Student self-ratings of social-emotional competencies
Promoting Social and Emotional Learning in Middle School
Psychology (28 works) · Developmental psychology (20 works) · Early Childhood Education and Development (20 works) · Medicine (18 works) · Child and Adolescent Psychosocial and Emotional Development (15 works) · Psychological intervention (12 works) · Social Psychology (11 works) · Psychiatry (10 works) · Medical education (9 works) · Pedagogy (9 works)