Reducing child conduct problems and promoting social skills in a middle-income country: cluster randomised controlled trial.
Reducing child conduct problems and promoting social skills in a middle-income country: cluster randomised controlled trial.
复制标题
DOI：
10.1192/bjp.bp.111.096834
复制
发表时间：
2012-08
期刊：
影响因子：
--
通讯作者：
Walker S
中科院分区：
文献类型：
--
作者：
Baker-Henningham H;Scott S;Jones K;Walker S
背景 低收入和中等收入国家迫切需要有效、负担得起的干预措施来预防儿童心理健康问题。目的 确定基于学前教育的普遍干预对儿童在学校和家庭的行为问题和社交技能的影响。方法 采用整群随机设计，牙买加金斯敦市中心地区的 24 所社区学前班被随机分配接受不可思议的岁月教师培训干预组 (n = 12) 或对照组 (n = 12)。每个班选出 3 名教师报告的行为问题最高的儿童进行评估，共 225 名 3-6 岁的儿童。主要结果是观察儿童在学校的行为。次要结果是家长和老师报告的儿童行为、儿童出勤率和家长对学校的态度。该研究注册号为 ISRCTN35476268。结果 通过观察，干预学校的儿童表现出行为问题显着减少（效应大小 (ES) = 0.42）和友谊技能提高（ES = 0.74），教师报告（ES = 0.47）和家长报告（ES = 0.22）行为困难显着减少，教师报告社交技能（ES = 0.59）和儿童出勤（ES = 0.30）增加。对家长对学校的态度的好处并不显着。结论 在中等收入国家，以学校为基础的低成本干预措施可以大大减少儿童的行为问题，并提高儿童在家庭和学校的社交技能。
Background There is an urgent need for effective, affordable interventions to prevent child mental health problems in low- and middle-income countries. Aims To determine the effects of a universal pre-school-based intervention on child conduct problems and social skills at school and at home. Method In a cluster randomised design, 24 community pre-schools in inner-city areas of Kingston, Jamaica, were randomly assigned to receive the Incredible Years Teacher Training intervention (n = 12) or to a control group (n = 12). Three children from each class with the highest levels of teacher-reported conduct problems were selected for evaluation, giving 225 children aged 3–6 years. The primary outcome was observed child behaviour at school. Secondary outcomes were child behaviour by parent and teacher report, child attendance and parents’ attitude to school. The study is registered as ISRCTN35476268. Results Children in intervention schools showed significantly reduced conduct problems (effect size (ES) = 0.42) and increased friendship skills (ES = 0.74) through observation, significant reductions to teacher-reported (ES = 0.47) and parent-reported (ES = 0.22) behaviour difficulties and increases in teacher-reported social skills (ES = 0.59) and child attendance (ES = 0.30). Benefits to parents’ attitude to school were not significant. Conclusions A low-cost, school-based intervention in a middle-income country substantially reduces child conduct problems and increases child social skills at home and at school.
登录
查看更多内容
DOI：
10.1080/15374417809532835
发表时间：
1978-01-01
期刊：
JOURNAL OF CLINICAL CHILD PSYCHOLOGY
影响因子：
--
作者：
EYBERG, SM;ROSS, AW
通讯作者：
ROSS, AW
影响因子：
3.1
作者：
Ialongo, NS;Werthamer, L;Kellam, SG
通讯作者：
Kellam, SG
DOI：
10.1023/a:1013618309070
发表时间：
2001-12-01
期刊：
Prevention science : the official journal of the Society for Prevention Research
影响因子：
--
作者：
Reid, M J;Webster-Stratton, C;Beauchaine, T P
通讯作者：
Beauchaine, T P
DOI：
10.3758/bf03203616
发表时间：
1995-02-01
期刊：
BEHAVIOR RESEARCH METHODS INSTRUMENTS & COMPUTERS
影响因子：
--
作者：
TAPP, J;WEHBY, J;ELLIS, D
通讯作者：
ELLIS, D
影响因子：
2.7
作者：
SHAPIRO, SS;WILK, MB
通讯作者：
WILK, MB