MAKING CHOICES--A SOCIAL DEVELOPMENT PROGRAM

这项建议的具体目标是充分发展和 为三年级儿童提供预防青少年暴力方案的试点， 高风险农村社区。旨在解决发育风险因素 与青少年暴力有关，拟议的两个要素计划的重点是 早期的攻击性行为和被同伴拒绝。虽然有许多 导致暴力行为的发展途径， 侵略性的，顽固的，挑衅的行为已经被牵连在 后来的战斗和暴力。“早起”青年公然使用武力 来解决社会问题，来自亲子交流的家庭， 强制性，表现出不良的学校适应，大约三分之一， 开始被亲社会的同龄人拒绝。年轻人“早 “初学者”在开始一个生命历程的风险更高-持续 犯罪的轨迹。这些年轻人代表大约六个 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（行为问题预防） 研究组，I 999 a）。 根据发展和干预研究的结果，我们有 设计了一个以学校为基础的干预措施，解决两个关键的风险因素， 8-9岁的孩子。这些危险因素是不良的社会信息 处理技巧，以及父母监督和纪律不一致。的 拟议的计划针对儿童、家长和教师， 和选择性预防元素。“做出选择”项目教孩子们 社会信息处理技能，并将提供作为例行的一部分， 在两个农村小学为所有三年级儿童开设健康研究班 学校强有力的家庭计划影响了强制性的育儿做法， 将以两种方式提供给三年级儿童的家长。第一、 各校将举行秋季、冬季和春季“家庭会议”， 所有三年级学生的家长都将被邀请。同时家长 一组高风险儿童-那些表现出高水平的 侵略和拒绝亲社会的同龄人-将进一步邀请， 多家庭团体，旨在制定具体的家庭计划， 孩子们的学校行为。 我们提出了一个部分析因设计，允许单独估计的 做出选择的效果和做出选择加强的组合 家庭也就是说，设计将“拆除”做出选择的效果 和强有力的家庭培训组成部分。我们的主要研究假设是：（a） 单独做出选择将比常规服务更有效;（B）做出选择 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）计划结果不会因 性别或种族/民族。我们否定第三个假设，因为 已制定的选择方案包括：（a）关于关系的内容 攻击，一种被认为使女孩处于更高风险的攻击形式，以及（B） 归因偏差和反应性攻击的内容，一个认知过程 和侵略的形式，认为把拉丁美洲和非洲裔美国儿童在 更高的风险。尽管这两个程序最近都被手动化了，我们预计 针对学校在社会方面面临的独特问题， 混乱的农村环境。在这方面，我们将认真记录 我们在项目中所做的改变和我们所采用的参与策略， 在家庭会议和多家庭小组中的社区各成员。

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.