Description and Immediate Impacts of a Preventive Intervention for Conduct Problems

Oregon Prevention Research Center, Oregon Social Learning Center
American Journal of Community Psychology (Impact Factor: 1.74). 07/1999; 27(4):483-518. DOI: 10.1023/A:1022181111368
Source: PubMed


A population-based randomized intervention trial for the prevention of conduct problems (i.e., oppositional defiant disorder and conduct disorder) is described. The LIFT (Linking the Interests of Families and Teachers) intervention was designed for all first- and fifth-grade elementary school boys and girls and their families living in at-risk neighborhoods characterized by high rates of juvenile delinquency. The 10-week intervention strategy was carefully targeted at proximal and malleable antecedents in three social domains that were identified by a developmental model of conduct problems. From 12 elementary schools, 671 first and fifth graders and their families participated either in the theory-based universal preventive intervention or in a control condition. The intervention consisted of parent training, a classroom-based social skills program, a playground behavioral program, and systematic communication between teachers and parents. A multiple measure assessment strategy was used to evaluate participant satisfaction and participation, fidelity of implementation, and the immediate impacts of the program on targeted antecedents.

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    • "Overall, evidence for the effectiveness of universal preventions is mixed – there were several positive findings, but also some null effects, as well as evidence that the universal prevention programs did not yield more beneficial effects compared with control conditions.53,54 Some evidence indicated that universal preventions may only be effective26,56 or may be especially effective50,51,58 for reducing mental and behavioral health problems among children displaying the highest levels of mental health issues. This interaction effect suggests that targeting interventions for youth who are at risk for mental and behavioral health problems may be a more efficient and productive strategy.60 "
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    ABSTRACT: Family support programs aim to improve parent wellbeing and parenting as well as adolescent mental and behavioral health by addressing the needs of parents of adolescents experiencing or at risk for mental health problems. Family support programs can be part of the treatment for adolescents diagnosed with mental or behavioral health problems, or family support programs can be delivered as prevention programs designed to prevent the onset or escalation of mental or behavioral health problems. This review discusses the rationale for family support programs and describes the range of services provided by family support programs. The primary focus of the review is on evaluating the effectiveness of family support programs as treatments or prevention efforts delivered by clinicians or peers. Two main themes emerged from the review. First, family support programs that included more forms of support evidenced higher levels of effectiveness than family support programs that provided fewer forms of support. Discussion of this theme focuses on individual differences in client needs and program adaptions that may facilitate meeting diverse needs. Second, family support prevention programs appear to be most effective when serving individuals more in need of mental and behavioral health services. Discussion of this theme focuses on the intensity versus breadth of the services provided in prevention programs. More rigorous evaluations of family support programs are needed, especially for peer-delivered family support treatments.
    Adolescent Health, Medicine and Therapeutics 07/2014; 5:127-42. DOI:10.2147/AHMT.S48057
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    • ") situated in neighborhoods with high levels of juvenile arrests relative to the local area (Reid et al., 1999). Six schools participated in the universal prevention condition (10 weeks), and six schools served as controls. "
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    ABSTRACT: This study tests a model of reciprocal influences between absenteeism and youth psychopathology using 3 longitudinal datasets (Ns = 20,745, 2,311, and 671). Participants in 1st through 12th grades were interviewed annually or biannually. Measures of psychopathology include self-, parent-, and teacher-report questionnaires. Structural cross-lagged regression models were tested. In a nationally representative data set (Add Health), middle school students with relatively greater absenteeism at Study Year 1 tended toward increased depression and conduct problems in Study Year 2, over and above the effects of autoregressive associations and demographic covariates. The opposite direction of effects was found for both middle and high school students. Analyses with 2 regionally representative data sets were also partially supportive. Longitudinal links were more evident in adolescence than in childhood.
    Child Development 12/2011; 83(1):351-66. DOI:10.1111/j.1467-8624.2011.01677.x · 4.92 Impact Factor
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    • "Participants The trial recruited first and fifth graders and their families from 12 local elementary schools to participate in the study. Children and families in the study reflected the local demographics which consisted of residents who were primarily Caucasian and from lower to middle classes (for more information, see Reid et al., 1999 "
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    ABSTRACT: Over the past two decades, the number of children with parents in prison has increased substantially. Using structural equation modeling with prospective longitudinal data gathered as part of the ongoing Linking the Interests of Families and Teachers (LIFT) trial, the study tests a theoretical model which examines the direct and indirect relationships of four specific domains (parental incarceration, social advantage, parent mental and physical health, effective parenting) as they relate to youth antisocial behavior in the 5th, 8th, and 10th grades. Across all three grades, the relationship between parental incarceration and youth antisocial behaviors was mediated through a complex set of both direct and indirect pathways involving social advantage, parent health, and effective parenting. The total amount of variation explained by the models for youth externalizing ranged from .60 (in 5th grade) to .21 (in 10th grade). The total effects in all the refined models were small.
    Journal of Community Psychology 07/2011; 39(5):551-565. DOI:10.1002/jcop.20451 · 0.99 Impact Factor
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