behavior, and substance use, primarily in middle school group
settings (see Chapter 7 for discussion of programs that
specifically target substance use and abuse). Many of these
interventions involve social skills training using cognitive
components that alter perception and attributions or a
curriculum designed to change behaviors to improve social
relationships or promote nonresponse to provocative situations.
Universal interventions are often designed to affect school
structure; improve classroom management; or improve students’
relationships, self-awareness, or decision-making skills.
Selective and indicated interventions tend to focus on skill
development.  A growing body of research shows that many
negative outcomes, such as psychopathology, substance abuse,
delinquency, and school failure, have overlapping risk factors
and a significant degree of comorbidity (Feinberg, Ridenour, and
Greenberg, 2007). Emerging evidence suggests that some programs
have positive effects on several of these outcomes (Wilso