A cognitive-ecological approach to preventing aggression in urban settings: Initial outcomes for high-risk children
A cognitive-ecological approach to preventing aggression in urban settings: Initial outcomes for high-risk children
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DOI：
10.1037//0022-006x.70.1.179
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发表时间：
2002-02-01
影响因子：
5.9
通讯作者：
VanAcker, R
中科院分区：
文献类型：
--
作者：
Eron, L;Huesmann, R;VanAcker, R
在小学早期或晚期，在市中心和城市贫困社区提供了多年、多背景的攻击预防干预措施。十六所学校被随机分配到 4 个条件之一：(a) 无治疗对照，(b) 一般强化课堂计划，(c) 一般强化加小组同伴技能培训，或 (d) 一般强化加小组同伴技能培训加家庭干预。本文报告了 1,500 名儿童高风险子样本的结果。分层线性模型的结果表明，如果在早期年级提供综合干预措施。对于拥有足够资源支持学习和发展的学校中的儿童来说，这种方法可能是有效的，但如果在发展得太晚，最贫困社区的学校可能会出现一些意想不到的影响。
A multiyear, multicontext aggression prevention intervention was provided during the early or late elementary school years in an inner-city and an urban poor community. Sixteen schools were randomly assigned to 1 of 4 conditions: (a) no-treatment control, (b) general enhancement classroom program, (c) general enhancement plus small-group peer-skills training, or (d) general enhancement plus small-group peer-skills training plus family intervention. This article reports on results for the high-risk subsample of 1,500 children. Results from hierarchical linear modeling indicate that comprehensive interventions, if provided in early grades. can be effective for children in schools in settings with resources adequate to support learning and development, but some unintended effects can occur in schools in the most distressed communities when delivered too late in development.