Effects of the Seattle social development project on sexual behavior, pregnancy, birth, and sexually transmitted disease outcomes by age 21 years.

Social Development Research Group, 9725 3rd Ave NE, Suite 401, Seattle, WA 98115, USA.
Archives of Pediatrics and Adolescent Medicine (Impact Factor: 4.25). 06/2002; 156(5):438-47. DOI: 10.1001/archpedi.156.5.438
Source: PubMed

ABSTRACT To examine the long-term effects of the full Seattle Social Development Project intervention on sexual behavior and associated outcomes assessed at age 21 years.
Nonrandomized controlled trial with long-term follow-up.
Public elementary schools serving children from high-crime areas in Seattle, Wash.
Ninety-three percent of the fifth-grade students enrolled in either the full-intervention or control group were successfully interviewed at age 21 years (n = 144 [full intervention] and n = 205 [control]).
In-service teacher training, parenting classes, and social competence training for children.
Self-report measures of all outcomes.
The full-intervention group reported significantly fewer sexual partners and experienced a marginally reduced risk for initiating intercourse by age 21 years as compared with the control group. Among females, treatment group status was associated with a significantly reduced likelihood of both becoming pregnant and experiencing a birth by age 21 years. Among single individuals, a significantly increased probability of condom use during last intercourse was predicted by full-intervention group membership; a significant ethnic group x intervention group interaction indicated that after controlling for socioeconomic status, single African Americans were especially responsive to the intervention in terms of this outcome. Finally, a significant treatment x ethnic group interaction indicated that among African Americans, being in the full-intervention group predicted a reduced probability of contracting a sexually transmitted disease by age 21 years.
A theory-based social development program that promotes academic success, social competence, and bonding to school during the elementary grades can prevent risky sexual practices and adverse health consequences in early adulthood.


Available from: J. David Hawkins, May 28, 2015
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Introduction This review sought to determine the current evidence on the effectiveness of programmes available in the UK that aim to enhance the social and emotional skills development of children and young people aged 4-20 years. The review was commissioned by the Early Intervention Foundation (EIF), the Cabinet Office and the Social Mobility and Child Poverty Commission as part of wider efforts to encourage evidence-based commissioning and delivery of services for young people. Based on a systematic search of the literature, this report presents a narrative synthesis (i.e. a qualitative summary of findings as opposed to a statistical meta-analysis) of the review findings from evaluations of programmes implemented in the UK in both the school and out-of-school settings. This review addresses the question of ‘what works’ in enhancing children and young people’s social and emotional skills and the quality of existing provision in the UK. Extensive developmental research indicates that the effective mastery of social and emotional skills supports the achievement of positive life outcomes, including good health and social wellbeing, educational attainment and employment and the avoidance of behavioural and social difficulties. There is also a substantive international evidence base which shows that these skills can be enhanced and positive outcomes achieved through the implementation of effective interventions for young people. There are a number of ways of defining social and emotional skills. CASEL (2005) defined social and emotional skills as relating to the development of five interrelated sets of cognitive, affective and behavioural competencies: self-awareness, self-management, social awareness, relationship skills and responsible decision making. The Young Foundation (McNeil et al., 2012) identified a core set of social and emotional capabilities that are of value to young people. These capabilities have been grouped into seven clusters, each of which is supported by an evidence base that demonstrates their association with positive life outcomes. These capabilities include; managing feelings, communication, confidence and agency, planning and problem solving, relationships and leadership, creativity, resilience and determination. Drawing on existing models and frameworks, a list of these core social and emotional skills were included in this review. The key objective of this review was to systematically review the peer review and grey literature (2004- 2014) examining evidence on the effectiveness of school and out-of-school interventions implemented in the UK that are aimed at enhancing children and young people’s social and emotional skills. In reviewing the evidence, specific questions were addressed: • what programmes are effective in enhancing social and emotional skills in the (i) school setting and (ii) out-of-school setting? • what is the strength of the evidence? • what programmes/strategies are ineffective in enhancing social and emotional skills? • what are the key characteristics of effective programme? • what are the implementation requirements for these programmes / what implementation factors are important in achieving programme outcomes? • what interventions are effective according to age / gender / ethnicity /socio-economic background and level of vulnerability • what is the evidence on the costs and cost-benefits of these interventions?
  • Source
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: launched a systematic review of the research literature on programs to prevent teen pregnancy, sexually transmitted infections (STIs), and associated sexual risk behaviors. Findings have been used in part to identify programs with evidence of effectiveness in reducing these outcomes. To help inform researchers, policymakers, and practitioners about the size of the effects produced by these programs, this research brief summarizes an ongoing effort to collect and report program effect size information from the reviewed studies. Findings indicate substantial variation in effect sizes across programs, but also a clear need for improved standards and reporting of effect size information in teen pregnancy prevention research. Research in the teen pregnancy prevention literature has identified a broad range of programs with evidence of effectiveness in reducing teen pregnancy, STIs, and associated sexual risk behaviors. An ongoing systematic review of the literature conducted for HHS by Mathematica Policy Research and its partner, Child Trends, has identified 31 different programs with demonstrated evidence of effectiveness, based on a detailed assessment of research released from 1989 through early 2011. These programs range from short one-on-one clinical or counseling interventions to broad multi-year youth development programs. Many of the supporting research studies are based on rigorous randomized controlled trials that provide a sound basis for estimating program effects. However, relatively less is known about the size or magnitude of the effects produced by these programs. The supporting research studies demonstrate that youth who are