Esther Mertens

170 | Chapter 7 Michie, S., Fixsen, D., Grimshaw, J. M., & Eccles, M. P. (2009). Specifying and reporting complex behavior change interventions: The need for a scientific method. Implementation Science, 4, 40-45. *Miller, S., Williams, J., Cutbush, S., Gibbs, D., Clinton-Sherrod, M., & Jones, S. (2015). Evaluation of the Start Strong initiative: Preventing teen dating violence and promoting healthy relationships among middle school students. Journal of Adolescent Health, 56, S14-S19. Minges, K. E., Chao, A., Nam, S., Grey, M., & Whittemore, R. (2015). Weight status, gender, and race/ethnicity: Are there differences in meeting recommended health behavior guidelines for adolescents? The Journal of School Nursing, 31, 135-145. Modecki, K. L., Zimmer-Gembeck, M. J., & Guerrà, N. (2017). Emotion regulation, coping, and decision making: Three linked skills for preventing externalizing problems in adolescence. Child Development, 88, 417-426. *Muck, C., Schiller, E., Zimmermann, M., & Kartner, J. (2018). Preventing sexual violence in adolescence: Comparison of a scientist-practitioner program and a practitioner program using a cluster-randomized design. Journal of Interpersonal Violence. doi:10.1177/0886260518755488 Multisite Violence Prevention Project (2008). The Multisite Violence Prevention Project : Impact of a universal school-based violence prevention program on social-cognitive outcomes. Prevention Science, 9, 231-244. Muthén, B., & Satorra, A. (1995). Complex sample data in Structural Equation Modeling. Sociological Methodology, 25, 267-316. Muthén, L., K., & Muthén, B. O. (1998-2017). Mplus user’s guide. 8th Edition. Los Angeles, CA: Muthén & Muthén. Mychailyszyn, M. P., Brodman, D. M., Read, K. L., & Kendall, P. C. (2012). Cognitive-behavioral school-based interventions for anxious and depressed youth: Ameta-analysis of outcomes. Clinical Psychology, Science and Practice, 19, 129-153. Myerson, J., Baumann, A. A., & Green, L. (2014). Discounting of delayed rewards: (A) theoretical interpretation of the Kirby Questionnaire. Behavioural Processes, 107, 99-105. Myerson, J., Baumann, A. A., & Green, L. (2017). Individual differences in delay discounting: Differences are quantitative with gains, but qualitative with losses. Journal of Behavioral Decision Making, 30, 359-372. N *Nash. K. A. (2007). Implementation and evaluation of the empower youth program. Journal of Holistic Nursing, 25, 26–36. Nehmy, T. J., & Wade, T. D. (2014). Reduction in the prospective incidence of adolescent psychopathology: A review of school-based prevention approaches. Mental Health and Prevention, 2, 66-79. *Noggle, J. J., Steiner, N. J., Minami, T., & Khalsa, S. B. S. (2012). Benefits of yoga for psychosocial well-being in a US high school curriculum: A preliminary randomized controlled trial. Journal of Developmental and Behavioral Pediatrics, 33, 193-201.

RkJQdWJsaXNoZXIy ODAyMDc0