PREVENTING ANTISOCIAL BEHAVIOR IN HIGH-RISK CHILDREN

预防高危儿童的反社会行为

• 批准号: 3442929
• 负责人: Nancy G. Guerra
• 金额: $ 86.39万
• 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 1998-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3442929
• 关键词: African American; Hispanic Americans; academic achievement; aggression; antisocial personality; behavior test; child behavior disorders; curriculum; disease /disorder proneness /risk; elementary school; family structure /dynamics; health service demonstration project; human subject; juvenile delinquency; longitudinal human study; mental disorder prevention; middle childhood (6-11); peer group; personality tests; questionnaires; small social group; social behavior disorders; teacher; urban poverty area

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.

这项大都会地区儿童研究的主要目的是增加 了解侵略性和反社会的病因和预防 通过评估三个互补的，多年的影响， 针对高风险城市青年的预防性干预措施。这些干预 节目，牢固地扎根于心理学理论，反映了这样的观点， 只有多方面的、长期的干预措施， 儿童环境的多个方面可能是有效的。 三项持续的干预措施旨在防止 严重反社会行为主要发生在7-13岁 生活在暴力高发区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和评估， 一个实验设计的框架，其中四所学校被分配在 随机分为三种干预条件和一种无治疗条件 控制条件（共16所学校）。 每个干预条件 代表更密集和全面的干预水平： 答：一个普遍的增强课堂为基础的社会认知和同侪， 关系培训计划（是的，我可以）结合广泛的 教师培训方案的重点是加强课堂教学， 学校环境; B级：与A级相同的待遇，加上小 团体社会认知和同伴关系训练， 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 给出了一般增强计划的教师培训部分 A、B和C级所有学校的所有1-6年级教师 条件（作为最初的一年研讨会系列，然后每年两次， 每月的维护研讨会和持续的教室监测）， 儿童（社会认知和小群体）和家庭组成部分 干预治疗（A、B和C级）是一个为期两年的项目， 仅在2/3年级（早期治疗）和5/6年级（晚期 治疗）。 在拟议的延续期开始时，我们将完成 A级学校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， 第二组和第三组：91-92年的2年级和3年级）将完成 适当的2年早期治疗;一个队列（队列5：91- 99岁儿童中的5级） 92)将完成适当的两年后期治疗;一个 队列（队列4：91-92年4级）将完成一年的 晚期治疗;一个队列（队列1：91-92年的1级）将有 完成一年的早期治疗;以及各自的比较 这些队列中的组将在无治疗中进行评估 学校（4所）。拟议的三年延续期将使我们能够 (1)为已接受治疗的队列2和3提供晚期治疗 早期治疗;（2）完成队列4的晚期治疗;（3） 完成队列1的早期治疗;以及（4）添加早期治疗 O队列（91/92年的幼儿园）和队列-1（91/91年的学前班）。 根据这项计划，我们将能够为所有高危儿童提供 所选学校的二年级至少进行一次完整的治疗 延续期的结束。 这将使我们能够比较 我们对整个学校的影响的完整生态效应。