Child and Adolescent Violence Research at NIH

Programs also range from those that intervene at multiple levels, including the child, parents, peers, and teachers, to those that focus solely on the child. For example, research is aimed at developing techniques for teachers to manage disruptive students. Several strong, multi-faceted programs that aim to prevent severe and persistent conduct problems in children have been launched.

The Families and Schools Together (FAST) Track Program is a multi-faceted, multi-year program designed for aggressive children in kindergarten starting at age 6. A four-site study in North Carolina, Pennsylvania, Tennessee, and Washington, the program involves working with the child, the family in their home, and school system, including teachers. Preschool children at high risk were identified at 55 different schools. These children were randomly assigned for intervention or no intervention.

The children initially enrolled in the study are now young adolescents. An evaluation of FAST TRACK indicated that by the third grade, students who took part in the program showed less oppositional and aggressive behavior and were less likely to require special education services than students who did not take part.

The Linking the Interests of Families and Teachers (LIFT) Program (in Oregon) is a 10-week intervention created for children and families who are at risk for the development of conduct problems due to residence in neighborhoods characterized by high rates of juvenile delinquency. The LIFT Program is a multi-component intervention that includes parent training, social skills training, a playground behavioral program, and regular communication between teachers and parents. Following program participation, students engaged in significantly less aggressive behaviors on the playground, parents demonstrated fewer negative behaviors during family problem-solving activities, and teachers reported improved student social behavior and peer interactions. Three years following the intervention, students who received the program were less likely to engage in consistent alcohol use, less likely to have troublesome friends, and less likely to have been arrested for the first time than students who did not receive the program. Students were also less likely to demonstrate inattentive, impulsive, overactive, and disruptive behaviors in the classroom than students who did not receive the program.

Programs have also been initiated which seek to enhance the skills and knowledge of all children in order to decrease their risk of future emotional and behavioral problems. NIMH has sponsored the Promoting Alternative Thinking Strategies (PATHS) Curriculum, based in Washington state, which teaches children about self-control, understanding emotions, and problem solving. The PATHS curriculum

Go To Page: 1 2 3 4 5 6 7 8 9 10 11 12 13

Articles in this Topic    Discussions in this Topic