PREVENTING ANTISOCIAL BEHAVIOR IN HIGH-RISK CHILDREN

本研究的主要目的是评估短期和长期的 三项程序对防止出现严重 8-15岁高危儿童反社会行为调查 孩子 研究将是3200主要是非洲裔美国人（40%）和西班牙裔 (40两个城市社区中有严重犯罪的男女儿童的百分比 比率大约是全国平均水平的三倍（芝加哥和奥罗拉， Illinois）。 800名儿童的高风险子样本将使用 多门控 预防程序是：（1）普遍提高 基于课堂的社会认知和教师培训计划;（2） 一般增强计划加和密集的同行为重点的社会， 仅针对高危儿童的认知训练计划;以及（3） 一般增强课堂计划加上以同伴为中心的培训 加上针对高危儿童的家庭关系干预， 家人 我们防止出现严重 反社会行为是针对一个或多个 微系统环境（教室，同伴，家庭）已经显示， 从经验上讲，在反社会的发展中最有影响力 行为 此外，我们的目标不仅是测试 干预影响行为，但要确定通过什么心理 发挥其主要作用的机制。 为了实现这一点， 建议进行一项为期三年的研究计划， 评估的浪潮和两个阶段的干预。 在第一 第一轮评估是对大多数措施进行的第一轮评估 将对所有受试者完成。 干预程序将是 进一步发展与顾问，教师和当地协调， 社区代表。 一个特别关注的问题是发展文化- 针对城市少数民族儿童的相关预防方案。 期间 第二年，20周的干预和随后的测试将是 进行。 第3年将重复这一程序。

The major goal of this study is to evaluate the short-term and long-term effectiveness of three procedures on preventing the emergence of serious antisocial behavior in 8-15 year old high risk children. The children studied will be 3200 predominantly African-American (40%) and Hispanic (40%) male and female children in two urban communities with serious crime rates approximately three times the national average (Chicago and Aurora, Illinois). A high-risk subsample of 800 children will be identified using multiple gating. The prevention procedures are: (1) a general enhancement classroom-based social-cognitive and teacher training program; (2) the general enhancement program plus and intensive peer-focused social- cognitive training program for targeted high-risk children only; and (3) the general enhancement classroom program plus the peer-focused training plus a family relations intervention for targeted high-risk children and their families. Our strategy for preventing the emergence of serious antisocial behavior is to target relevant aspects of one or more microsystem contexts (classroom, peers, family) which have been shown empirically to be most influential in the development of antisocial behavior. In addition, our objective is not only to test whether the interventions affect behavior, but to determine through what psychological mechanisms they exert their major effects. In order to accomplish this, it is proposed to conduct a three-year program of research involving three waves of assessment and two periods of intervention. During the first year, screening measures and the first wave of assessment on most measures will be completed for all subjects. The intervention procedures will be further developed in coordination with consultants, teachers, and local community representatives. A particular concern is to develop culturally- relevant prevention programs for urban minority children. During the second year, the 20 week intervention and subsequent testing will be conducted. This procedure will be repeated in year 3.