Problem behavior and urban, low-income youth: a randomized controlled trial of positive action in Chicago.
Problem behavior and urban, low-income youth: a randomized controlled trial of positive action in Chicago.
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DOI：
10.1016/j.amepre.2013.01.030
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发表时间：
2013-06
影响因子：
5.5
通讯作者：
Flay, Brian R.
中科院分区：
文献类型：
--
作者：
Lewis, Kendra M.;Schure, Marc B.;Bavarian, Niloofar;DuBois, David L.;Day, Joseph;Ji, Peter;Silverthorn, Naida;Acock, Alan;Vuchinich, Samuel;Flay, Brian R.
青少年问题行为仍然是一个公共卫生问题。低收入城市地区的青少年尤其面临从事攻击性、暴力和破坏性行为的风险。评估以学校为基础的社会情绪学习和健康促进计划对低收入城市青年问题行为和相关态度的影响。配对、群集RCT。参与者来自14所芝加哥公立学校，为期6年的项目交付，评估了3至8年级的一组青年的成果。从2004年秋季到2010年春季收集数据，并在2012年春季进行分析。积极行动计划包括一个范围和顺序的K-12课堂课程，有六个组成部分：自我概念，负责任地管理自己的社会和情感积极行动，以及针对身心健康，诚实，与他人沿着和不断提高自己的积极行动。该计划还包括教师，辅导员，家庭和社区培训以及针对全校气候发展的活动。青少年报告了他们的规范信念，支持侵略和欺凌，破坏性和暴力行为;家长评价青少年的欺凌行为和行为问题;全校范围内的纪律转介和停学的数据，从学校的记录。在试验完成后进行的多水平增长曲线模型分析表明，积极行动缓解了随着时间的推移增加（1）青少年报告的规范信念支持攻击性行为和从事破坏性行为和欺凌（仅女孩）;（2）青少年欺凌行为的父母报告（仅男孩）。在研究结束时，积极行动学校的学生也报告了比对照学校的学生更低的暴力相关行为率。全校的调查结果表明，积极的程序效果纪律转介和暂停。项目效应量范围为-0.26至-0.68。这些结果扩大了证据的积极行动计划的有效性，以低收入，少数民族，城市学校环境和中学适龄青年。本研究注册于ClinicalTrials.gov NCT 01025674。
Youth problem behaviors remain a public health issue. Youth in low-income, urban areas are particularly at risk for engaging in aggressive, violent, and disruptive behaviors. To evaluate the effects of a school-based social–emotional learning and health promotion program on problem behaviors and related attitudes among low-income, urban youth. A matched-pair, cluster RCT. Participants were drawn from 14 Chicago Public Schools over a 6-year period of program delivery with outcomes assessed for a cohort of youth followed from Grades 3 to 8. Data were collected from Fall 2004 to Spring 2010, and analyzed in Spring 2012. The Positive Action program includes a scoped and sequenced K–12 classroom curriculum with six components: self-concept, social and emotional positive actions for managing oneself responsibly, and positive actions directed toward physical and mental health, honesty, getting along with others, and continually improving oneself. The program also includes teacher, counselor, family, and community training as well as activities directed toward schoolwide climate development. Youth reported on their normative beliefs in support of aggression and on their bullying, disruptive and violent behaviors; parents rated youths’ bullying behaviors and conduct problems; schoolwide data on disciplinary referrals and suspensions were obtained from school records. Multilevel growth-curve modeling analyses conducted on completion of the trial indicated that Positive Action mitigated increases over time in (1) youth reports of normative beliefs supporting aggressive behaviors and of engaging in disruptive behavior and bullying (girls only); and (2) parent reports of youth bullying behaviors (boys only). At study end-point, students in Positive Action schools also reported a lower rate of violence-related behavior than students in control schools. Schoolwide findings indicated positive program effects on both disciplinary referrals and suspensions. Program effect sizes ranged from −0.26 to −0.68. These results extend evidence of the effectiveness of the Positive Action program to low-income, minority, urban school settings and to middle school–aged youth. This study is registered at ClinicalTrials.gov NCT01025674.
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影响因子：
12.7
作者：
Beets MW;Flay BR;Vuchinich S;Snyder FJ;Acock A;Li KK;Burns K;Washburn IJ;Durlak J
通讯作者：
Durlak J
影响因子：
11.3
作者：
Gustavson, Christina;Stahlberg, Ola;Anckarsater, Henrik
通讯作者：
Anckarsater, Henrik
影响因子：
2.3
作者：
Flay, BR
通讯作者：
Flay, BR
影响因子：
7.6
作者：
Huesmann, LR;Guerra, NG
通讯作者：
Guerra, NG
影响因子：
--
作者：
Flay, BR;Graumlich, S;Holliday, MY
通讯作者：
Holliday, MY