PERIODIC FOLLOW UP OF TWO UNIVERSAL PREVENTIVE TRIALS

描述(改编自申请人的摘要)：本提案旨在 延伸到青春期早期的两个方面的影响， 关于远端目标的第一级普遍预防性干预措施 药物滥用、行为、情感症状和障碍以及 相应地需要和利用儿童的心理健康和特殊 教育服务。我们将建立在现有的、 前瞻性、发展性流行病学数据库，涉及已定义的 城市一年级学生的心理幸福感(PWB)和 社会适应状况(SAS)：课堂、同龄人和家庭 从1993年到1997年，定期对社会领域进行评估(年龄 6-10)。这群具有代表性的城市一年级学生包括 在来自9所小学的678名儿童中，主要是从低到低 巴尔的摩的中等收入地区。在九所学校中的每一所学校，首先 年级儿童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 两种，普遍的预防性干预措施。每一次干预都明确 针对两个已确认的后来反社会行为的前驱因素，精神病 症状和药物使用：1)攻击性和害羞行为， 后来的行为问题，反社会人格和药物使用，以及2) 学业成绩差，是后来焦虑和抑郁的前驱 症状。 其中一项干预是以课堂为中心的干预(CC)，旨在减少 学业不良、攻击性和害羞的早期危险行为 通过加强课堂课程和教师的行为 教学和行为管理实践。第二次干预， 家庭-学校伙伴关系干预(FSP)旨在减少这些 通过改善家长与教师的合作和通过 增强家长教育和行为管理技能。的扩展 从11-14岁收集的数据将使我们能够评估 CC和FSP在降低物质风险方面的干预 青春期早期的虐待、行为、情感症状和障碍， 以及相应的需求、使用和相关成本的降低 儿童心理健康和特殊教育服务。该数据集将 也使我们能够评估发育路径延展性的变化 作为儿童最初和逐渐发展的特征的函数，以及 家庭、同龄人团体、教室/学校和邻里的社会领域。 最后，持续的后续行动将使我们能够确定发病率和 药物滥用、行为和情感障碍的流行率，以及 儿童心理健康的相应需要和未得到满足的需要 青春期早期的教育服务。

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.