PREVENTING THE DEVELOPMENT OF ANTISOCIAL BEHAVIOR

防止反社会行为的发展

• 批准号: 6011911
• 负责人: PATRICK H. TOLAN
• 金额: $ 22.75万
• 依托单位: UNIVERSITY OF ILLINOIS AT CHICAGO
• 依托单位国家: 美国
• 财政年份: 1990
• 资助国家: 美国
• 起止时间: 1990-09-30 至 2002-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6011911
• 关键词: academic achievement; behavioral /social science research tag; child behavior disorders; clinical research; curriculum; disease /disorder proneness /risk; education evaluation /planning; elementary school; family structure /dynamics; family therapy; human subject; human therapy evaluation; juvenile delinquency; longitudinal human study; mental disorder prevention; middle childhood (6-11); peer group; problem solving; small social group; social behavior disorders; teacher; training; urban poverty area; violence

DESCRIPTION (Adapted from the Applicant's Abstract): The aim of this proposal research is to test the proximal effects of the Metropolitan Area Child Study (MACS) on indicators of risk for later delinquency, drug use, school failure, and violence. The MACS compares three complementary, multi-year preventative interventions for over 4,000 high risk, primarily minority, urban youth comprising eight cohorts. These intervention programs, firmly grounded in a cognitive-ecological theory of risk (Tolan, Guerra, and Kendall, 1996), reflect the view that only multi-context, long-term interventions are likely to be effective in preventing these problems of antisocial behavior. In addition, the program design and evaluation are based in the perspective that prevention effects are best understood as an interaction with development. Each succeeding intervention condition represented a more intense and comprehensive level of intervention: Level A: A social problem-solving curriculum combined with an extensive teacher training program; Level B: The same treatments as in Level A plus small group social problem-solving and peer-relationship training for high risk children; and Level C. The same treatments as in level B plus a family intervention for the high-risk children and their families. Another major design feature was the comparison of early (2nd vs. 3rd grade) and later (5th and 6th grade) intervention timing. The project was carried out in two urban centers, in the poorer neighborhoods, and included 16 schools randomly assigned at the outset. Over the course of the intervention, circumstances resulted in requiring a quasi-experimental approach to analysis. With the advances in imputation of missing data and hierarchical models for intervention evaluation, we have applied a complex but sensitive method to examine the proximal effects. Thus, within this approach we can estimate effects of three increasingly complex theoretically-driven interventions on behavior and cognitive and ecological risk factors, the dependency of these effects on timing, school/residence location, gender, and ethnicity. We are requesting support to conduct these needed analyses to indicate the specific effects of the MACS and to determine the promise of this preventive intervention for long-term effects. The principal investigator and co-investigators have collaborated for the last 8 years on the development, assessment, and preliminary analyses of data related to this intervention. In addition to reports out of this project pertinent to development and risk, preliminary analyses suggest significant and broad effects of the intervention, with the most consistent and strongest effects for the full condition, delivered earlier, and when the intervention school is not in one of the poorest inner-city areas. We fully expect that the results of this study will contribute significantly to the general understanding of prevention (e.g., methods of evaluation, efficacy of different components, timing of intervention) and to specific effects for high risk youth living in the highest risk communities.

描述(改编自申请人的摘要)：本提案的目的 这项研究旨在测试大都会地区儿童研究的近期影响 (MACS)关于以后犯罪、吸毒、学业失败、 和暴力。互委会比较了三种相辅相成的多年预防性措施 对4000多名高危、主要是少数族裔的城市青年进行干预 由八个队列组成。这些干预计划牢牢植根于 风险的认知生态理论(Tolan，Guera和Kendall，1996)，反映了 这种观点认为，只有多背景、长期干预才可能是 有效地预防这些反社会行为的问题。此外， 方案的设计和评估是基于预防的观点 效果最好理解为与发展的互动。每一次成功 干预条件代表了更强烈和更全面的水平 干预：A级：社会问题解决课程与 广泛的教师培训计划；B级：与A级相同的待遇 外加小组社交问题解决和同伴关系培训 风险儿童；C级，与B级加一个家庭的治疗相同 对高危儿童及其家庭进行干预。另一大专业 设计特点是早期(二年级与三年级)和后期(五年级)的比较 和六年级)干预时机。 该项目在两个城市中心进行，在较贫穷的社区， 并纳入了最初随机分配的16所学校。在整个过程中 干预，情况导致需要一种准实验方法 去分析。随着缺失数据的补充和分层的进展 在干预评价模型中，我们应用了一个复杂而又敏感的模型 方法观察其远期效应。因此，在这种方法中，我们可以 三种日益复杂的理论驱动的估计效果 对行为、认知和生态风险因素的干预 这些影响对时间、学校/居住地、性别和 种族问题。 我们正在请求支持，以进行这些必要的分析，以表明 MACs的具体效果以及确定这种预防措施的前景 长期效果的干预。首席调查员和 在过去的8年里，联合调查员一直在合作开发这一项目， 评估和初步分析与这项干预相关的数据。在……里面 除了这个项目与开发和风险有关的报告外， 初步分析表明，干预的影响重大而广泛， 以最一致和最强烈的影响充分的条件， 更早交付，当干预学校不在 最贫穷的市中心地区。我们完全期待这项研究的结果将 极大地促进了对预防的一般理解(例如， 评价方法，不同成分的疗效，时机 干预)以及对生活在最高风险地区的高危青年的具体影响 风险社区。