PREVENTING ANTISOCIAL BEHAVIOR IN HIGH-RISK CHILDREN

这项大都会地区儿童研究的主要目的是增加 对攻击性和反社会性的病因和预防的认识 通过评估三个相辅相成的、多年的行为影响 针对高危城市青年的预防性干预。这些干预措施 节目，扎根于心理学理论，反映了这样一种观点 只有对以下方面产生影响的多背景长期干预 儿童环境的多个维度很可能是有效的。 正在进行的三项干预措施旨在防止 7-13岁儿童出现严重反社会行为 生活在暴力程度较高的市中心和城市的少数民族儿童 社区。这些干预措施正在进行中，并在 实验设计的框架，其中四所学校被分配到 随机到三种干预条件中的每一种和不治疗 控制条件(共16所学校)。每种干预条件 代表更强烈和更全面的干预水平：水平 答：以课堂为基础的社会认知和同龄人的全面增强- 关系培训计划(是的，我可以)与广泛的 教师培训计划的重点是加强课堂和 学校环境；B级：与A级相同的处理，加上较小的 相应的团体社会认知和同伴关系培训 高危儿童；和C级：与B级相同的治疗加上a 对高危儿童及其家庭进行家庭干预。而当 给出了一般增强方案的教师培训部分 致所有A、B、C级学校的1-6年级教师 条件(作为最初为期一年的系列研讨会，然后每年两次 每月的维护研讨会和持续的教室监控)， 儿童(社会认知型和小群体)及其家庭组成部分 干预治疗(A、B和C级)是为期两年的计划 仅限于2/3年级(早期治疗)和5/6年级(后期 治疗)。 在这一拟议的延续期开始时，我们将完成 每所学校A级每个年级两年的教师培训， B和C条件(12所学校)。此外，在这12所学校中，有两所 队列(队列2和3：91-92年级2和3)将完成 适当的两年早期治疗；一个队列(队列5：91-5级- 92)将完成适当的两年延迟治疗；一 队列(队列4：91-92年级4)将完成一年的 晚期治疗；一个队列(队列1：91-92年1级)将 完成一年的早期治疗；以及各自的比较 来自这些队列的群体将在不治疗中进行评估 学校(4所)。拟议的三年续期将使我们能够 (1)为已接受治疗的队列2和队列3提供晚期治疗 早期治疗；(2)完成4组的晚期治疗；(3) 完成队列1的早期治疗；和(4)增加一项早期治疗 O组(91/92年幼儿园)和1组(91/91年学龄前儿童)。 根据这项计划，我们将能够为所有高危儿童提供 所选学校二年级至少接受一次完整治疗 续行期结束。这将使我们能够比较 我们对整个学校产生的全面的生态影响。

The major aim of this Metropolitan Area Child Study is to increase the understanding of the etiology and prevention of aggressive and antisocial behavior by evaluating the impact of three complementary, multi-year preventive interventions for high-risk, urban youth. These intervention programs, firmly grounded in psychological theory, reflect the view that only multi-context, long-term interventions that have an impact on multiple dimensions of the child's environment are likely to be effective. The three on-going interventions are directed towards preventing the emergence of serious antisocial behavior in 7-13-year-old predominantly minority children living in high violence inner city and urban communities. These interventions are being conducted and evaluated in the framework of an experimental design in which four schools were assigned at random to each of the three intervention conditions and a no-treatment control condition (16 schools in all). Each intervention condition represents a more intense and comprehensive level of intervention: Level A: A general enhancement classroom-based social-cognitive and peer- relationship training program (Yes I Can) combined with an extensive teacher training program focused on the enhancement of classroom and school environment; Level B: The same treatments as in Level A plus small group social-cognitive and peer-relationship training corresponding 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. While the teacher-training component of the general enhancement program is given to all grade 1-6 teachers in all schools in the Level A, B, and C conditions (as an initial one-year seminar series, followed by yearly bi- monthly maintenance seminars and continued classroom monitoring), the child (social-cognitive and small group) and family components of each intervention treatment (Levels A, B and C) are two-year programs given only in the 2nd/3rd grade (Early treatment) and in the 5th/6th grade (Late treatment). At the start of this proposed continuation period, we will have completed two years of teacher training in each grade in each school in the Level A, B, and C conditions (12 schools). In addition, in these 12 schools, two cohorts (Cohorts 2 & 3: Grades 2 & 3 in 91-92) will have completed the appropriate two-year Early treatment; one cohort (Cohort 5: Grade 5 in 91- 92) will have completed the appropriate two-year Late treatment; one cohort (Cohort 4: Grade 4 in 91-92) will have completed one year of the Late treatment; one cohort (Cohort 1: Grade 1 in 91-92) will have completed one year of the Early treatment; and the respective comparison groups from these cohorts will have been assessed in the no-treatment schools (4 schools). The proposed 3-year continUation will enable us to (1) provide the Late treatment for Cohorts 2 and 3 that have received the Early treatment; (2) complete the Late treatment for Cohort 4; (3) complete the Early treatment for Cohort 1; and (4) add an Early treatment for Cohort O (Kindergarten in 91/92) and Cohort -1 (Preschool in 91/91). Under this plan, we will be able to provide all high-risk children beyond the 2nd grade in the selected schools at least one complete treatment by the end of the continuation period. This will enable us to compare the full ecological effects of our impact on entire schools.