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Felner, R. D., Favazza, A., Shim, M., Brand, S., Gu, K., & Noonan, N. (2001). Whole school improvement and restructuring as prevention and promotion. Lessons form STEP and the Project on High Perfomance Learning Communities. Journal of School Psychology, 39, 177-202. doi:10.1016/S0022-4405(01)00057-7

has been cited by the following article:

• TITLE: The Role of Affects in Culture-Based Interventions: Implications for Practice

  AUTHORS: Terri Mannarini, Enrico Ciavolino, Mariangela Nitti, Sergio Salvatore

  KEYWORDS: Cultural-Based Intervention; Affective Semiosis; PLS Path Modeling

  JOURNAL NAME: Psychology, Vol.3 No.8, August 23, 2012

  ABSTRACT: The study aimed to show the relevance of two types of sense-making processes (i.e. cognitive and affective) in culture-based interventions. A hierarchical model based on a psychodynamic theoretical framework was tested. According to this model, a generalized affective meaning connoting the whole field of participants’ experience would have a regulative, downward, and causal influence on the specific meanings related to the issues addressed by the intervention. Secondary analyses—namely PLS Path Modeling with higher order constructs—were performed on a dataset resulting from a survey involving three hundred and ninety freshmen enrolled in a psychology course at the University of Salento, Italy. These analyses were aimed at detecting the anticipatory images of the University. Our findings provide evidence supporting the theoretical model proposed. Implications for culture-based interventions are discussed.