Likewise, they expect the most out of the students in the morning because many of them do not return after lunch. Therefore, we had students missing large portions of the program, and we had large amounts of missing data because students missed multiple assessment sessions. Students in these settings miss for a variety of reasons, including lack of motivation, expectations that they take care of younger siblings, and expectations to work to earn an income for the family. Conclusions Researchers know considerably more about the state of the art of prevention programs because of the work of Greenberg et al. It is heartening to know that the wide range of prevention programs they report seem to have an impact.
Further research needs to be done.
Meta-analyses would be helpful to offer interpretations about the efficacy of programs. More comprehensive, universal programs need to be developed and tested. Given the movement toward empirically supported treatments in psychology, empirically supported prevention ought to be examined to keep in step with scientific standards. This may mean a more careful definition of at-risk children and the corresponding programs that meet the needs of targeted children. Also, cultural validity of the program cannot be left to chance.