PERIODIC FOLLOW UP OF TWO UNIVERSAL PREVENTIVE TRIALS

描述（改编自申请人的摘要）：本提案旨在 延长槽早期青春期的影响的两个检查， 对远端目标的普遍、一级预防性干预， 物质滥用，行为和情感症状和障碍， 儿童心理健康和特别保健的相应需要和利用 教育服务。 我们将建立在现有的科学价值， 前瞻性的、发展中的流行病学数据库， 城市一年级学生，他们的心理健康（PWB）和 社会适应状况（SAS）I课堂，同伴群体和家庭 从1993年到1997年，对社会领域进行了定期评估（年龄 6 - 10）。 这一代表性的城市一年级学生人口包括 9所小学的678名儿童中， 巴尔的摩的中等收入地区。 在九所学校中，首先 五年级的孩子和他们的老师被随机分配到一个 标准设置（即，控制）教室或具有一个 两个方面，普遍的预防性干预措施。 每一次干预， 针对两个已确认的后来反社会行为的前因，精神病 症状和物质用途：1）攻击性和害羞行为， 后来的行为问题，反社会人格和物质使用，和2） 学习成绩差，是后来焦虑和抑郁的前因 症状 一种干预，即以课堂为中心的干预（CC），试图减少 学习成绩差、攻击性和害羞等早期危险行为 通过加强课堂课程和教师的行为 指导和行为管理实践。 第二次干预， 家庭-学校合作干预（FSP）旨在减少这些 通过改善家长与教师的合作， 提高家长教育和行为管理技能。 延长 11 - 14岁的数据集将使我们能够评估 CC和FSP干预措施在降低物质风险方面的作用 青少年早期的虐待、行为和情感症状和障碍， 以及相应地减少对、使用和相关成本的需求 儿童心理健康和特殊教育服务。 数据集将 也使我们能够评估发展路径的可塑性变化 根据儿童的初始和演变特征， 家庭、同伴群体、教室/学校和邻里的社会领域。 最后，继续随访将使我们能够确定发病率， 物质滥用、行为和情感障碍的患病率， 儿童心理健康和特别保健的相应需要和未满足的需要 青少年早期的教育服务。

DESCRIPTION (Adapted from applicant's abstract): This proposal seeks to extend trough early adolescence an examination of the impact of two, universal, first grade, preventive interventions on the distal targets of substance abuse, conduct, and affective symptoms and disorders and the corresponding need for and utilization of child mental health and special education services. We will build on the scientific value of an existing, prospective, developmental epidemiological data base involving a defined population of urban first-graders, whose psychological well-being (PWB) and social adaptational status (SAS) I the classroom, peer group, and family social fields have been assessed periodically from 1993 through 1997 (ages 6-10). This representative population of urban first graders is comprised of 678 children from 9 elementary schools in predominantly low to lower middle income areas in Baltimore. Within each of the nine schools, first grade children and their teachers were randomly assigned to either a standard setting (i.e., control) classroom or to a classroom featuring one of two, universal preventive interventions. Each intervention specifically targeted two confirmed antecedents of later antisocial behavior, psychiatric symptoms and substance use: 1) aggressive and shy behaviors, antecedents of later conduct problems, antisocial personality and substance use, and 2) poor school achievement, an antecedent of later anxious and depressive symptoms. One intervention, the classroom-centered intervention (CC), sought to reduce the early risk behaviors of poor achievement and aggressive and shy behaviors through the enhancement of classroom curricula and teacher instructional and behavior management practices. The second intervention, the family-school partnership intervention (FSP), sought to reduce these early risk behaviors by improving parent-teacher collaboration and by enhancing parents teaching and behavior management skills. Extension of the data set through ages 11-14 will enable us to assess the effectiveness of the CC and FSP interventions in terms of the reduced risk for substance abuse, conduct, and affective symptoms and disorders in early adolescence, and the corresponding reduction in the need for, use, and associated costs of child mental health and special education services. The data set will also allow us to assess variation in the malleability of developmental paths as a function of the initial and evolving characteristics of the child, and the social fields of family, peer group, classroom/school, and neighborhood. Finally, continued follow-up will enable us to determine the incidence and prevalence of substance abuse, conduct, and affective disorders, and the corresponding need and unmet need for child mental health and special education services in early adolescence.