Kathryn S. Levene’s research while affiliated with National Institute of Public Cooperation and Child Development and other places

Objective This study examines the effect of an ecological and contextually responsive approach, during initial intake call, on engagement for multistressed families seeking child mental health services in an urban setting. Methods Using a randomized design, parents were allocated to phone Intake As Usual (IAU) or Enhanced Engagement Phone Intake (EEPI). IAU consisted of a lengthy mandated standardized phone intake interview. EEPI, wrapped around the standard intake, was a flexible approach, attuning to the parent’s concerns, help-seeking experience, and stressors and incorporating problem-solving and motivational interviewing. Results Controlling for child gender, child age, income, and marital status, parents in the EEPI condition were 3 times more likely to attend their initial face-to-face agency appointment and subsequent treatment services. Conclusions This study contributes to building the evidence base for early engagement approaches responsive to families’ broader ecological context to ensure that vulnerable children and families access and receive benefits of treatment.

Adult criminality is best understood in the context of delinquent behavior in childhood and adolescence (Farrington 1991). The first predictive models of criminal behavior were created long ago, but in recent years these models have been refined and provide a great deal of information about the pathways leading to criminal behavior (Moffitt et al. 2001; Pepler et al. 2010a). Boys and girls on the early onset pathway often experience the most troubled and diverse range of problems, which persist as they transition into adolescence and adulthood (Moffitt et al. 2001; Odgers et al. 2008; Yuile 2007). Because of the high prevalence of males in contact with the law, historically this research focused on boys and men. Increasing awareness of girls' delinquency and associated problems has led researchers and clinicians to advocate for the development of models to understand and address the development of delinquency in girls. © Springer Science+Business Media, LLC 2012. All rights reserved.

In response to a gap in gender-sensitive programming for young aggressive girls (5-11) and their families, the SNAP Girls Connection (GC) was developed in 1996. This multi-systemic intervention is built on a developmental model of risk and protective factors within the girl and her relationships. We evaluated the SNAP(R) GC using a prospective quasi-experimental design, randomly assigning 80 girls to treatment (N = 45) and waiting-list groups (N = 35) over 2 years. Fifty-five parents completed measures at assessment periods 1, 2 and 3. Results showed significant positive changes on girls' problem behavior and parenting skills for the treatment versus the waiting-list groups, as well as maintenance of treatment gains. Implications of the findings on treatment effectiveness of this gender-sensitive intervention are discussed.

The collection of chapters in this book heralds a burgeoning research and clinical interest in the nature of girls’ aggression, its developmental course, and the outcomes experienced by aggressive girls. Girls’ aggression has been shown to take somewhat different forms than that of boys, with generally lower levels of physical aggression and a higher reliance on socially directed aggression (Bjorkqvist, Osterman, & Kaukiainen, 1992; Cairns, Cairns, & Neckerman, 1989; Crick & Grotpeter, 1995; Pulkinnen, 1992; Underwood, 2003; Xie, Cairns, & Cairns, in press). Nonetheless, from a developmental perspective, the individual and family risk factors that contribute to boys’ aggression appear to operate in the development of girls’ aggression as well (Moffitt, Caspi, Rutter, & Silva, 2001; Pepler & Sedighdeilami, 1998). For example, troubled family contexts and ineffec-tive parenting, which are risk factors for the development of aggressive behaviour problems in boys, also relate to the development of girls’ ineffec-tive. Some outcomes are also common for aggressive girls and boys, such as conflictual peer relations, poor academic performance, school drop out, substance use, and truancy (Cairns & Cairns, 1994; Pepler, Craig, Connolly, & Henderson, 2002; Pepler & Sedighdeilami, 1998), although some, such as the latter two, are particularly characteristic of girls (Robins, 1986).

Increasing concern about how young girls are growing up is reflected in the scientific focus on the negative trajectories of girls (e.g., Côt¨¦, Zoccolillo, Tremblay, Nagin, & Vitaro, 2001; Moffitt, Caspi, Rutter, & Silva, 2001), and in the media attention they are receiving (Nebenzahl, 2001). The latter has largely been fueled by dramatic and tragic events that have involved girls in their early teens such as the brutal death of Reena Virk (Taffler, 1998). Correspondingly, there has been a push for answers to questions about the current state of affairs regarding incidence, onset, gender-related risk factors, and effective interventions associated with girlhood aggression. Little is known about treatment with regard to whether the same interven-tions apply to boys and girls and whether there is sufficient evidence to support a call for the widespread introduction of separate, gender-specific interventions. We have few answers to these questions, and the ones that we have suggest a challenging complexity. In this chapter we discuss two gender-specific initiatives that have been implemented at Earlscourt Child and Family Centre (ECFC), a family focused treatment centre for children under the age of 12 exhibiting serious aggressive and antisocial behaviors. These converging initiatives consist of a risk assessment device developed to augment and refine our understanding of the developmental pathways of aggressive and antisocial young girls and a gender-specific treatment program.

In 1996, the Earlscourt Girls Connection (EGC), a gender-specific program for young girls with conduct problems was initiated at Earlscourt Child and Family Centre, a children's mental health agency. As part of an evaluation of the EGC, analyses of behavioral change according to primary caregivers' ratings were conducted comparing admission scores with 6 and 12 mo follow-up among 72 and 58 5-11 yr old girls, respectively. At follow-up, the girls were rated as lower on the total score for externalizing behaviors and on several internalizing and externalizing subscales of the Standardized Client Information Systems (SCIS). The girls were also rated as having increased in prosocial behaviors. Differences in scores on externalizing behaviors had small to medium effect sizes and a large effect for the improvement in social relations. Variability in intervention responsiveness provided direction for future development of this multifaceted treatment program for aggressive girls. (PsycINFO Database Record (c) 2012 APA, all rights reserved)