Combining school and family interventions for the prevention and early intervention of disruptive behavior problems in children: A public health perspective

"ZARPAR"-Educational Program for Cognitive and Behavioral Development: Results of an Experiment to Evaluate Its Impact on Antisocial and Pro-Social Behavior

Using an experimental design and a multi-measure and multi-informant approach, the current study sought to evaluate the impact of the early developmental prevention program "ZARPAR"-an intervention designed as a social and cognitive skills training program, that seeks to promote children's behavioral adjustment. A sample of elementary school children (experimental group n = 37; control group n = 66), attending Portuguese schools, was assessed before and 6 months after the intervention on the program's key-dimensions: behavioral problems, social skills, and executive functioning. Based on parent and teacher reports, the results largely suggested that the intervention had no effect or, for some dimensions, even the existence of negative outcomes. Possible reasons for these results are discussed. The current study highlights that, despite the overwhelmingly positive message about developmental prevention programs, not all interventions work, thus reinforcing the need for rigorous evaluations, in order to enhance the success of future interventions.

Universal Teacher-Child Interaction Training in early childhood special education: A cluster randomized control trial

Growing evidence suggests that Teacher-Child Interaction Training-Universal (TCIT-U) is effective for increasing teachers' use of strategies that promote positive child behavior, but more rigorous research with larger, diverse samples is needed to understand the effects of TCIT-U on teacher and child outcomes in early childhood special education. Using a cluster randomized control trial, we evaluated the effects of TCIT-U on (a) teacher skill acquisition and self-efficacy and (b) child behavior and developmental functioning. Teachers in the TCIT-U group (n = 37) exhibited significantly greater increases in positive attention skills, increased consistent responding, and decreased critical statements relative to teachers in the waitlist control group (n = 36) at post and 1-month follow-up (d's range from 0.52 to 1.61). Teachers in the TCIT-U group also exhibited significantly fewer directive statements (d's range from 0.52 to 0.79) and greater increases in self-efficacy compared to waitlist teachers at post (d's range from 0.60 to 0.76). TCIT-U was also associated with short-term benefits for child behavior. Frequency (d = 0.41) and total number of behavior problems (d = 0.36) were significantly lower in the TCIT-U group than in the waitlist group at post (but not follow-up), with small-to-medium effects. The waitlist group, but not the TCIT-U group, demonstrated an increasing trend in number of problem behaviors over time. There were no significant between-group differences in developmental functioning. Current findings build support for the effectiveness of TCIT-U as universal prevention of behavior problems with an ethnically and racially diverse sample of teachers and children, including children with developmental disabilities. Implications for implementation of TCIT-U in the early childhood special education setting are discussed.

Engagement in a brief preventive parenting intervention during the transition to kindergarten: Effects of parent stress and child behavior concerns

Although school-based preventive parenting interventions have been found to promote children's social-emotional skill development and behavioral functioning, it is important to understand potential barriers to engagement in such programs to ensure that intervention access is equitable and likely to reach those who could most benefit. In the present study, we tested independent and interactive associations between parents' concerns about their child's hyperactivity behavior and their perceived stress in relation to their participation in a preventive parenting intervention, the Family Check-Up (FCU), delivered when children were in kindergarten. Participants were parents of 164 children who were randomized to the intervention group of a randomized controlled trial that took place at five elementary schools. Results indicated that parents who reported higher levels of hyperactivity in their children and high levels of perceived stress were less likely to initially engage in the FCU, but if they did engage, they were more likely to participate more intensively as measured by total treatment time. Parents' motivation to change mediated the association between high parent stress and child hyperactivity in relation to total treatment time. This study has important implications for the use of motivational interviewing strategies to engage parents in school-based, family-centered interventions.

Using Motivational Interviewing to Improve Parenting Skills and Prevent Problem Behavior During the Transition to Kindergarten

In this study, we examined the efficacy of a version of the Family Check-Up (FCU) adapted for kindergarten school entry with regard to parenting skills during the transition to school. We also examined whether improvements in parenting skills would mediate improvements in parent- and teacher-rated child behavior problems from kindergarten to second grade. The FCU is a motivational interviewing (MI) intervention designed to engage parents in treatment to improve parenting skills. Participants were parents of 365 children enrolled in one of five elementary schools in the Pacific Northwestern United States. Main and indirect effects were tested with structural equation path modeling using an intent-to-treat approach. The FCU was associated with improved change in parenting skills, and changes in parenting skills, in turn, predicted reductions in child behavior problems. Implications for embedding MI in family-centered interventions at kindergarten school entry are discussed. Trial registration: NCT02289092.

Evaluation of long-term welfare initiatives on working equid welfare and social transmission of knowledge in Mexico

Working equids play an essential role in supporting livelihoods, providing resilience and income security to people around the world, yet their welfare is often poor. Consequently, animal welfare focussed NGOs employ a range of initiatives aimed at improving standards of working equid welfare. However, there is debate surrounding the efficacy of welfare initiatives utilised and long term monitoring and evaluation of initiatives is rarely undertaken. This study compares equid welfare and the social transmission of welfare information across Mexican communities that had previously received differing intervention histories (veterinary treatment plus educational initiatives, veterinary treatment only and control communities) in order to assess their efficacy. Indicators of equid welfare were assessed using the Equid Assessment Research and Scoping tool and included body condition score, skin alterations, lameness, general health status and reaction to observer approach. Owners were interviewed about their involvement in previous welfare initiatives, beliefs regarding equid emotions and pain, and the social transmission of welfare knowledge, including whether they ask advice about their equid or discuss its health with others and whether there is a specific individual that they consider to be ‘good with equids’ in their community. In total 266 owners were interviewed from 25 communities across three states. Better welfare (specifically body condition and skin alteration scores) was seen in communities where a history of combined free veterinary treatment and educational initiatives had taken place compared to those that had only received veterinary treatment or control communities. The social transfer of welfare knowledge was also higher in these communities, suggesting that the discussion and transfer of equid welfare advice within communities can act as a mechanism to disseminate good welfare practices more widely. Our results suggest that using a combined approach may enhance the success of welfare initiatives, a finding that may impact future NGO programming.

Peer teasing experiences of fathers and their children: Intergenerational associations and transmission mechanisms

Being the victim or perpetrator of peer teasing threatens children's immediate and long-term well-being. Given that many individual and contextual risk factors for peer victimization are transmitted within families, we tested whether fathers' childhood victimization experiences were directly or indirectly (via poor parenting and poor child adjustment) associated with their children's increased risk for similar experiences. Generation two (G2) fathers (n = 130) who had been assessed since age 9 years participated in an intergenerational study with their 268 G3 children and the 163 G2 mothers of these children. Peer teasing ratings were collected annually from G1 mothers, fathers, and teachers across G2 ages 9-16 years, and from the same three informant types across the same ages for G3 children. Also assessed was G2 fathers' poor parenting of G3 at ages 3-7 years and G3 poor adjustment (externalizing and internalizing behaviors, deviant peer association, low social competence) and body mass index (BMI) at ages 7-16 years. Models supported intergenerational stability in being teased that was partially mediated through G2 fathers' poor parenting and G3 poor adjustment. A direct intergenerational path in being teased remained significant, and G3 BMI uniquely predicted being teased. Childhood peer victimization is perpetuated across generations. Prevention aimed at poor parenting, child poor adjustment, and peer victimization itself may disrupt intergenerational stability in these adverse experiences.

THE CRITICAL ROLE OF SCHOOL PSYCHOLOGY IN THE SCHOOL MENTAL HEALTH MOVEMENT

School mental health (SMH) programs are gaining momentum and, when done well, are associated with improved academic and social-emotional outcomes. Professionals from several education and mental health disciplines have sound training and experiences needed to play a critical role in delivering quality SMH services. School psychologists, specifically, are in a key position to advance SMH programs and services. Studies have documented that school psychologists desire more prominent roles in the growth and improvement of SMH, and current practice models from national organizations encourage such enhanced involvement. This article identifies the roles of school psychologists across a three-tiered continuum of SMH practice and offers an analysis of current training and professional development opportunities aimed at such role enhancement. We provide a justification for the role of school psychologists in SMH, describe a framework for school psychologists in the SMH delivery system, discuss barriers to and enablers of this role for school psychologists, and conclude with recommendations for training and policy.

Effectiveness of an individual school-based intervention for children with aggressive behaviour: a randomized controlled trial

BACKGROUND

For elementary school-children with aggressive behaviour problems, there is a strong need for effective preventive interventions to interrupt the developmental trajectory towards more serious behaviour problems.

AIM

The aim of this RCT-study was to evaluate a school-based individual tailor-made intervention (Stay Cool Kids), designed to reduce aggressive behaviour in selected children by enhancing cognitive behavioural skills.

METHOD

The sample consisted of 48 schools, with 264 fourth-grade children selected by their teachers because of elevated levels of externalizing behaviour (TRF T-score>60), randomly assigned to the intervention or no-intervention control condition.

RESULTS

The intervention was found to be effective in reducing reactive and proactive aggressive behaviour as reported by children, mothers, fathers or teachers, with effect sizes ranging from .11 to .32. Clinically relevant changes in teacher-rated externalizing behaviour were found: the intervention reduced behaviour problems to (sub) clinical or normative levels for significantly more children than the control condition. Some aspects of problems in social cognitive functioning were reduced and children showed more positive self-perception. Ethnic background and gender moderated intervention effects on child and teacher reported aggression and child response generation.

CONCLUSIONS

The results of this study demonstrate the effectiveness on outcome behaviour and child cognitions of an individual tailor-made intervention across informants under real-world conditions.

Integrating the Family Check-Up and the parent Coping Power program

Engaging families in school-based preventive interventions for aggressive youth can be especially challenging. The current article describes an integration of a parent engagement model, called the Family Check-Up, with an evidence-based intervention for youth with aggressive behaviours called Coping Power. The overall goal of the integration was to increase parental involvement and exposure to the core elements of the Coping Power programme to optimize impact on families and their children. We describe both models, summarize evidence of their efficacy when implemented alone, and provide a rationale for their integration. We also provide case examples to illustrate the implementation of the integrated programme in schools as well as feasibility data to support its continued study and implementation.

International Classification of Functioning, Disability, and Health: Implications for School Psychologists

The International Classification of Functioning, Disability and Health (ICF) provides a framework for describing behaviors by viewing them from three broad and different perspectives: (1) physiologic, physical, and psychological functions; (2) a person’s engagement in functional life activities; and (3) their participation in social settings. The ICF Framework aligns well with current efforts in school psychology to adopt population-based models of service delivery, reflect public health models of service delivery, promote mental health, and prevent disorders or problem behaviors. Essential features of the ICF together with implications important to service delivery in general and psychoeducational assessment in particular are described.

Using Prevention Science to Promote Children’s Mental Health: The Founding of the Missouri Prevention Center

Decades of research have demonstrated, now convincingly, that emotional and behavioral syndromes and many of their antecedent risks can be prevented. Much of this progress can be traced to the founding and expansion of the relatively young field called prevention science, an interdisciplinary field that emerged in the early 1990s to address the need for an integrated model for prevention-related research. The present article is intended to provide a specific example of prevention science in action for counseling psychologists. To illustrate key preventive science principles, the authors describe the formation and activities of the Missouri Prevention Center, a program that uses prevention science to promote children’s mental health. In particular, the authors use research produced by the center to highlight the various phases of prevention intervention research. They conclude with implications for counseling psychologists.