Elias M J, Kress J S
Dept. of Psychology, Rutgers University, New Brunswick, NJ 08903.
J Sch Health. 1994 Feb;64(2):62-6. doi: 10.1111/j.1746-1561.1994.tb06180.x.
This article discusses a classroom-based social decision-making intervention for health promotion and prevention of problem behaviors. The social decision-making approach brings together social-cognitive, affective, behavioral, and social relationship areas with critical thinking skills important for academic achievement. These skills are the same ones needed to promote children's health and prevent substance abuse and related health-compromising behaviors. Key components of this program, its development, and theoretical background are discussed, focusing on implications for school-based health promotion. As such, social decision-making provides an approach to health promotion that enhances coordination among classroom and health education personnel. The middle school years, a time of increasing risk for negative health-related outcomes, are examined as a key period for intervention. Finally, empirical evidence supporting use of social decision-making and related approaches is discussed.
