MULTISITE PREVENTION OF CONDUCT PROBLEMS

描述(改编自申请者摘要)：本项目包括 继续执行和评价一个以发展为基础的、 旨在预防行为问题的长期、全面的干预 在青春期。这一系列急剧升级的行为问题 青春期包括犯罪，心理障碍， 滥用药物，学业失败和辍学，以及危险的性行为。 该项目正在四个地点(北卡罗来纳州达勒姆/达克、纳什维尔、 田纳西州/范德比尔特；宾夕法尼亚州/宾夕法尼亚州农村；西雅图，华盛顿州/大学。的 华盛顿)。三个连续的儿童队列参与了 项目。快速通道识别高危人群的筛选程序 幼儿园的孩子在家里和学校受到早期行为问题的影响。 这些幼儿园年龄的孩子被学校随机分配到一个 干预对照组。干预从一年级开始，从 高危儿童、他们的成年照顾者和他们的老师。这个 小学阶段的预防方案涉及六个领域或 来自发展模式的风险和保护因素： 父母教养、儿童问题解决和情绪应对技能、同伴 关系，课堂气氛和课程，学业成绩和 家庭和学校的关系。到目前为止的项目结果表明， 干预措施有效地改善了育儿实践和儿童的 社会认知技能、同伴关系、阅读成就和问题 小学期间在家庭和学校的行为。初级阶段 这项更新建议的目标是：1)带领这三个群体 项目的过渡到青春期阶段，有一个密集的 在六年级和七年级进行干预，然后通过监测和 促进他们在十年级期间的进步；以及2) 通过高中评估这项干预的长期结果 好几年了。 青少年阶段的干预强调四个保护因素： 父母的监督和积极的参与，保护他们不受越轨同伴的伤害 影响、积极认同和社会认知过程，以及学术 成就和对学校的承诺。拟议的青少年计划 包括以课程为基础的家长和青少年课程(5-7年级)，以及 从10年级到10年级的个性化预防服务(例如 辅导、职业发展支持、辅导、咨询 教师和家访)。使用多个信息源 青少年问题行为的五类结果评价 关注干预在缩短发病潜伏期方面的成功， 这些问题的频率、严重性和长期性。比较将会 继续对对照组和标准样本进行研究 四个社区的代表。对艾滋病的普遍预防作用 随着时间的推移，高危参与者的同学也将接受检查。

DESCRIPTION (Adapted from applicant's abstract): This project consists of the continued implementation and evaluation of a developmentally based, long-term, comprehensive intervention designed to prevent conduct problems in adolescence. This array of conduct problems which escalate sharply during the adolescent years includes delinquency, psychological disorder, substance abuse, school failure and dropout, and risky sexual practices. The project is being carried out at four sites (Durham, NC/Duck; Nashville, TN/Vanderbilt; rural Pennsylvania/Penn State; and Seattle, WA/Univ. of Washington). Three successive cohorts of children are involved in the project. The screening procedure of Fast Track identified high-risk children in kindergarten by their early conduct problems at home and school. These kindergarten-age children were randomly assigned by school to an intervention control group. Intervention began in the first grade with high-risk children, their adult caretakers, and their teachers. The elementary school phase of the prevention program addressed six areas or risk and protective factors derived from the developmental model: parenting, child problem-solving and emotional coping skills, peer relations, classroom atmosphere and curriculum, academic achievement and home-school relations. Project results thus far indicate that the intervention has effectively improved parenting practices and children's social-cognitive skills, peer relations, reading achievement, and problem behavior at home and school during the elementary school years. The primary aims of this renewal proposal are: 1) to take these three cohorts through the transition-to-adolescence phase of the project, with an intensive intervention in the sixth and seventh grades and then with monitoring and facilitation of their progress through the tenth grade year; and 2) to evaluate the long-term outcomes of this intervention through the high school years. The adolescent phase of intervention emphasizes four protective factors: parental monitoring and positive involvement, protection from deviant peer influences, positive identity and social-cognitive processes, and academic achievement and commitment to school. The proposed adolescent program includes curriculum-based parent and youth sessions (grades 5-7), and individualized prevention services through grade 10 (e.g., academic tutoring, vocational development support, mentoring, consultation with teachers, and home-visiting). Using multiple sources of information on the five categories of adolescent problem behavior, evaluations of outcome will focus on the intervention's success in reducing the latency to onset, frequency, severity, and chronicity of these problems. Comparisons will continue to be made to a control group and to a normative sample representative of the four communities. Universal prevention effects on the classmates of the high-risk participants will also be examined over time.