Non-cognitive-behavioral counseling, social work, and other therapeutic interventions show consistently negative effects, whereas self-control or social competency promotion instruction using cognitive-behavioral and behavioral instructional methods shows consistently positive effects¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Non-cognitive-behavioral counseling, social work, and other therapeutic interventions show consistently negative effects on problem behaviors. → Wilson 2001
q3 i? Self-control or social competency promotion instruction that uses cognitive-behavioral and behavioral instructional methods shows consistently positive effects. → Wilson 2001
Evidence¶
Wilson 2001¶
Wilson, D.B., Gottfredson, D.C. & Najaka, S.S. (2001). School-Based Prevention of Problem Behaviors: A Meta-Analysis. Journal of Quantitative Criminology. https://doi.org/10.1023/A:1011050217296
q3 · i? · quant-synthesis · r?
Meta-analytic comparison of program types across the 165 studies. The synthesis contrasts therapeutic interventions, which "show consistently negative effects," with cognitive-behavioral and behavioral instruction, which show "consistently positive effects." No effect size values are printed.
"Non-cognitive-behavioral counseling, social work, and other therapeutic interventions show consistently negative effects, whereas self-control or social competency promotion instruction that makes use of cognitive-behavioral and behavioral instructional methods show consistently positive effects."
Discussion¶
Learner Variables¶
- Social Awareness and Relationship Skills — outcome: instruction changes it
Related Claims¶
- Parent Coaching Outperforms Information Only — related
- Universal school-based SEL programs improve students' behaviour, with a small and, in recent randomised trials, negligible effect on academic achievement — related
- SEL programs improve social emotional skills — related
- Noninstructional cognitive-behavioral and behavioral methods programs are also effective — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cognitive-behavioral-prevention-positive-therapeutic-negative |
title |
Non-cognitive-behavioral counseling, social work, and other therapeutic interventions show consistently negative effects, whereas self-control or social competency promotion instruction using cognitive-behavioral and behavioral instructional methods shows consistently positive effects |
description |
Non-cognitive-behavioral counseling, social work, and other therapeutic interventions show consistently negative effects, whereas self-control or social competency promotion instruction using cognitive-behavioral and... |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2001 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wilson-2001 |
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