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šolsko polje, letnik xxxi, številka 3–4
Pettigrew, T. F., Tropp, L. R., Wagner, U., and Christ, O. (2011) Recent
advances in intergroup contact theory. International Journal of
Intercultural Relations 35(3), pp. 271–280.
Pittman, K. J., Irby, M., Tolman, J., Yohalem, N., and Ferber, T. (2001)
Preventing problems, promoting development, encouraging engagement:
Competing priorities or inseparable goals? Retrieved from: http://www.
forumforyouthinvestment.org/preventproblems.pdf (15 July 2020).
Raabe, T., and Beelmann, A. (2011) Development of ethnic, racial, and na-
tional prejudice in childhood and adolescence: A multinational me-
ta-analysis of age differences. Child development 82(6), pp. 1715–1737.
Reiss, D., and Price, R. H. (1996) National research agenda for prevention
research: The National Institute of Mental Health report. American
Psychologist, 51, pp. 1109–1115.
Schonert-Reichl, K. A., and Lawlor, M. S. (2010) The effects of a mindful-
ness-based education program on pre-and early adolescents’ well-being
and social and emotional competence. Mindfulness 1(3), pp. 137–151.
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K.,
Oberlander, T. F., and Diamond, A. (2015) Enhancing cognitive and
social–emotional development through a simple-to-administer mind-
fulness-based school program for elementary school children: A rand-
omized controlled trial. Developmental Psychology 51(1), 52.
Seligman, M. E. P., and Csikszentmihalyi, M. (eds.) (2000) Special issue
on happiness, excellence, and optimal human functioning. American
Psychologist 55(1).
Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., and Gravesteijn, C. (2012)
Effectiveness of school-based universal social, emotional, and behav-
ioral programs: Do they enhance students’ development in the area of
skill, behavior, and adjustment?. Psychology in the Schools 49(9), pp.
892–909.
Stephan, C. W. (2004) Conclusion: Understanding Intergroup Relations
Programs. In Stephan, W. G., and Vogt, W. P. (eds.) Education pro-
grams for improving intergroup relations: Theory, research, and practice,
pp. 266–279. New York: Teachers College Press.
Stephan, C. W., Renfro, L., and Stephan, W. G. (2004) The evaluation of in-
tergroup relations programs: Techniques and a meta-analysis. Learning
together: Intergroup relations programs.
Taylor, R. D., Oberle, E., Durlak, J. A., and Weissberg, R. P. (2017)
Promoting positive youth development through school based social
and emotional learning interventions: A metaanalysis of followup ef-
fects. Child Development 88(4), pp. 1156–1171.
136
Pettigrew, T. F., Tropp, L. R., Wagner, U., and Christ, O. (2011) Recent
advances in intergroup contact theory. International Journal of
Intercultural Relations 35(3), pp. 271–280.
Pittman, K. J., Irby, M., Tolman, J., Yohalem, N., and Ferber, T. (2001)
Preventing problems, promoting development, encouraging engagement:
Competing priorities or inseparable goals? Retrieved from: http://www.
forumforyouthinvestment.org/preventproblems.pdf (15 July 2020).
Raabe, T., and Beelmann, A. (2011) Development of ethnic, racial, and na-
tional prejudice in childhood and adolescence: A multinational me-
ta-analysis of age differences. Child development 82(6), pp. 1715–1737.
Reiss, D., and Price, R. H. (1996) National research agenda for prevention
research: The National Institute of Mental Health report. American
Psychologist, 51, pp. 1109–1115.
Schonert-Reichl, K. A., and Lawlor, M. S. (2010) The effects of a mindful-
ness-based education program on pre-and early adolescents’ well-being
and social and emotional competence. Mindfulness 1(3), pp. 137–151.
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K.,
Oberlander, T. F., and Diamond, A. (2015) Enhancing cognitive and
social–emotional development through a simple-to-administer mind-
fulness-based school program for elementary school children: A rand-
omized controlled trial. Developmental Psychology 51(1), 52.
Seligman, M. E. P., and Csikszentmihalyi, M. (eds.) (2000) Special issue
on happiness, excellence, and optimal human functioning. American
Psychologist 55(1).
Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., and Gravesteijn, C. (2012)
Effectiveness of school-based universal social, emotional, and behav-
ioral programs: Do they enhance students’ development in the area of
skill, behavior, and adjustment?. Psychology in the Schools 49(9), pp.
892–909.
Stephan, C. W. (2004) Conclusion: Understanding Intergroup Relations
Programs. In Stephan, W. G., and Vogt, W. P. (eds.) Education pro-
grams for improving intergroup relations: Theory, research, and practice,
pp. 266–279. New York: Teachers College Press.
Stephan, C. W., Renfro, L., and Stephan, W. G. (2004) The evaluation of in-
tergroup relations programs: Techniques and a meta-analysis. Learning
together: Intergroup relations programs.
Taylor, R. D., Oberle, E., Durlak, J. A., and Weissberg, R. P. (2017)
Promoting positive youth development through school based social
and emotional learning interventions: A metaanalysis of followup ef-
fects. Child Development 88(4), pp. 1156–1171.
136
