Incorporating Well-Adjusted Peers in a Conduct Problems Prevention Program: Evaluation of Acceptability, Fidelity, and Safety of Implementation

Autor/inn/en	Hektner, Joel M.; Brennan, Alison L.; August, Gerald J.
Titel	Incorporating Well-Adjusted Peers in a Conduct Problems Prevention Program: Evaluation of Acceptability, Fidelity, and Safety of Implementation
Quelle	In: School Mental Health, 9 (2017) 1, S.66-77 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hektner, Joel M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-016-9199-7
Schlagwörter	Child Behavior; Kindergarten; Grade 1; Elementary School Students; Summer Programs; Intervention; Program Effectiveness; Peer Teaching; Mentors; Attendance; Student Adjustment; Victims; Peer Relationship; Aggression; Behavior Problems; Interpersonal Competence; Student Leadership; Safety; Fidelity + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Sommerkurs; Peer group teaching; Peer Group Teaching; Anwesenheit; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Victim; Opfer; Peer-Beziehungen; Interpersonale Kompetenz; Studentenwerk; Sicherheit
Abstract	In order to prevent iatrogenic effects associated with interventions that aggregate youth with behavior problems and to promote the integration of these youth into normative peer groups, a comprehensive evidence-based prevention program, Early Risers "Skills for Success" (August et al. in Preventing substance abuse: science-based programs for children and adolescents, American Psychological Association, Washington, 2007), was augmented to include well-adjusted children in a strategic peer affiliation component, or buddy system. A total of 190 kindergartners and first graders from five schools in a Midwestern US city were randomly assigned by school to receive the program or serve as controls. In the first summer program component, the children received 72 h of programming in academics, social skills, and creative arts, all within a highly structured social environment. The feasibility of the program was investigated through examination of acceptability, fidelity, and safety of programming, with special attention to acceptability and safety for well-adjusted peer mentors. Results showed that intervention fidelity, as measured by independent observers, was high. Acceptability was high as well, with no differences in attendance between well-adjusted children and children with behavioral problems. There was no evidence of iatrogenic effects or other unsafe outcomes: Peer-reported victimization did not increase, and well-adjusted children did not increase in aggression. In contrast, both well-adjusted children and their peers with behavior problems increased in teacher-rated social skills, and well-adjusted children increased in leadership. The results suggest that the pairing of well-adjusted children with behavior-problem children in a highly structured program such as Early Risers is a feasible program tactic in which the well-adjusted children may also derive some benefit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01