MULTISITE PREVENTION OF CONDUCT PROBLEMS

描述（改编自申请人摘要）：本项目包括 继续执行和评价以发展为基础的， 旨在预防行为问题的长期综合干预 在青春期。 这一系列的行为问题急剧升级 包括青少年犯罪，心理障碍， 药物滥用、学业失败和辍学以及危险性行为。 该项目正在四个地点进行（达勒姆，北卡罗来纳州/达克;纳什维尔， TN/范德比尔特;宾夕法尼亚州农村/宾夕法尼亚州立大学;以及华盛顿州西雅图/ 华盛顿）。 连续三组儿童参与了 项目 快速通道的筛选程序确定了高风险 幼儿园的儿童在家庭和学校的早期行为问题。 这些10岁的孩子被学校随机分配到一个 干预对照组。 干预始于一年级， 高危儿童、他们的成年看护人和他们的老师。 的 小学阶段的预防方案涉及六个领域， 从发展模式中得出的风险和保护因素： 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，学习成绩和 家校关系 迄今为止的项目结果表明， 干预措施有效地改善了父母的做法和儿童的 社会认知技能、同伴关系、阅读成绩和问题 小学期间在家里和学校的行为。 主 这项更新建议的目的是：1）使这三个组通过 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，然后进行监测， 促进他们在十年级的进步; 2） 通过高中评估这种干预的长期结果， 年 青少年阶段的干预强调四个保护因素： 父母的监控和积极参与，保护免受越轨同伴的影响 影响，积极的身份和社会认知过程，以及学术 成就和对学校的承诺。 青少年计划 包括以学校为基础的家长和青少年会议（5-7年级）， 通过10级的个性化预防服务（例如，学术 辅导、职业发展支持、指导、咨询 教师和家访）。 使用多个信息源， 青少年问题行为的五种类型，结果的评价， 关注干预在减少发病潜伏期方面的成功， 这些问题的频率、严重程度和慢性程度。 比较将 继续对对照组和正常样本进行 四个社区的代表。 普遍预防对儿童的影响 高风险参与者的同学也将在一段时间内接受检查。

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.