MAKING CHOICES--A SOCIAL DEVELOPMENT PROGRAM

这项建议的具体目标是充分发展和 试行一项针对三年级儿童的青少年暴力预防计划 高危农村社区。旨在解决发展风险因素 与青少年暴力有关，拟议的两要素方案侧重于 早期的攻击性行为和同伴的拒绝。虽然有很多 导致暴力行为的发育途径，早期发病 咄咄逼人、顽固和挑衅的行为与 后来的战斗和暴力的发展。“早起”青年明目张胆 解决社会问题，来自亲子交流的家庭 强制性，表现出较差的学校适应能力，大约三分之一 年级，开始被亲社会的同龄人拒绝。“早起”的年轻人 初学者“走上一条坚持不懈的人生道路的风险更高 犯罪的轨迹。这些年轻人大约代表六个人 占总人口的10%，但他们犯下了近一半的罪行 青少年犯罪，包括青少年暴力(预防问题 研究小组，i 999a)。 根据发展和干预研究的结果，我们有 设计了以学校为基础的干预措施，解决了以下两个关键风险因素 8-9岁的儿童。这些风险因素都是不良的社会信息 处理技巧，以及父母的监督和纪律前后不一致。这个 拟议的计划针对儿童、家长和教师，并具有普遍性 和选择性预防要素。《做出选择》节目教孩子们 社会信息处理技能，并将作为例行程序的一部分提供 为两个农村小学的所有三年级儿童开设健康学习班 学校。强健家庭计划影响强制育儿做法和 将以两种方式提供给三年级儿童的家长。第一, 每所学校都会举办秋冬春三季的“家庭会议” 所有三年级儿童的家长都将被邀请。同时，家长们 一组精选的高危儿童-那些表现出高水平 攻击性和被亲社会的同龄人拒绝-将被进一步邀请 旨在制定与以下方面相关的具体住房计划的多家庭小组 孩子们在学校的行为。 我们提出了一种部分析因设计，它允许单独估计 做选择的效果和做选择加强势的结合 家人。也就是说，设计将“拆除”做出选择的效果 和强大的家庭培训组成部分。我们的主要研究假设是：(A) 单独作出选择会比常规服务更有效；(B) 选择加上强大的家庭将比单独做出选择更有效 或常规服务；以及(C)方案结果不会因以下原因而有显著差异 性别或种族/民族。我们假设第三个假设是因为 Choose计划已开发为包括：(A)关系上的内容 攻击性，一种被认为使女孩面临更高风险的攻击形式，以及(B) 关于归因偏差和反应性攻击的内容，一个认知过程 以及一种被认为将拉美裔和非裔美国儿童置于 风险更高。尽管这两个程序最近都已人性化，但我们预计 针对学校在社会生活中面临的独特问题量身定做课程 杂乱的农村环境。在这方面，我们将认真记录 我们在计划中所做的改变和我们所采用的策略 社区的不同成员参加家庭会议和多家庭小组。

The specific aim of this proposal is to fully develop and pilot-test a youth violence prevention program for third grade children in a high-risk rural community. Designed to address developmental risk factors associated with youth violence, the proposed two-element program focuses on early aggressive behavior and rejection by peers. While there are many developmental pathways that lead to violent behavior, the early onset of aggressive, stubborn, and defiant behavior has been implicated in the development of later fighting and violence. "Early start" youth use overt force to solve social problems, come from families where parent-child exchanges are coercive, demonstrate poor school adjustment, and, by approximately the third grade, begin to be rejected by their prosocial peers. Youth who are "early starters" are at heightened risk for embarking on a life-course-persistent trajectory of criminal offending. These youth represent approximately six percent of the general population, but they perpetrate nearly half of all adolescent crimes, including youth violence (Conduct Problems Prevention Research Group, I 999a). Based on findings from developmental and intervention research, we have designed a school-based intervention that addresses two key risk factors for 8-9 year old children. These risk factors are poor social information processing skills, and inconsistent parental supervision and discipline. The proposed program targets children, parents, and teachers and has both universal and selective prevention elements. The Making Choices program teaches children social information processing skills and will be provided as a part of routine health studies classes to all third grade children in two rural elementary schools. The Strong Families program impacts coercive parenting practices and will be provided in two ways to parents of the third grade children. First, each school will hold fall, winter, and spring "family conferences" to which all parents of third grade children will be invited. At the same time, parents of a select group of high-risk children - those who demonstrate high levels of aggression and are rejected by prosocial peers - will be further invited to multifamily groups designed to develop specific home plans related to children's school behavior. We propose a partial factorial design that permits separate estimation of the effects of Making Choices and the combination of Making Choices plus Strong Families. That is, the design will "dismantle" the effects of Making Choices and Strong Families training components. Our major research hypotheses are: (a) Making Choices alone will be more effective than routine services; (b) Making Choices plus Strong Families will be more effective than Making Choices alone or routine services; and (c) program outcomes will not vary significantly by gender or race/ethnicity. We posit the third hypothesis because the Making Choices program has been developed to include: (a) content on relational aggression, a form of aggression thought to place girls at higher risk, and (b) content on attributional biases and reactive aggression, a cognitive process and form of aggression thought to place Latino and African American children at higher risk. Even though both programs have recently been manualized, we expect to tailor the programs to the unique problems confronted by schools in socially disorganized rural environments. In that regard, we will carefully document both the changes we make in the programs and the strategies we employ to engage various members of the community in family conferences and multifamily groups.