A cluster randomized controlled trial of child‐focused psychiatric consultation and a school systems‐focused intervention to reduce aggression

Fonagy, Peter; Twemlow, Stuart W.; Vernberg, Eric M.; Nelson, Jennifer; Dill, Edward J.; Little, Todd D.; Sargent, John

doi:10.1111/j.1469-7610.2008.02025.x

Cited by 145 publications

(119 citation statements)

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“…Of these interventions, four had an evaluation in which the research design criteria for Tiers I-III were met, yet there were no statistically significant positive results on any of our outcomes of interest: Girls in the Game (Bohnert and Ward, 2013), Lessons in Character (Hanson et al, 2012), Peer Group Connection (Johnson, Simon, and Mun, 2014), and Teacher-Child Interaction Training (Fernandez et al, 2015). In addition, four interventions had an evaluation in which the research design criteria for Tiers I-III were met, and there was a statistically significant negative result on an outcome interest: Creating a Peaceful School Learning Environment (Fonagy et al, 2009), on a measure of school climate and safety; Guiding Responsibility and Expectations for Adolescents for Today and Tomorrow (Farrell, 2008), on a measure of interpersonal competencies; PeaceBuilders (Flannery et al, 2003), on a measure of interpersonal competencies; and Social Problem Solving (Gottfredson, Jones, and Gore, 2002), on a measure of academic attainment. We have not included these eight interventions on our list of evidence-based interventions.…”

Section: Search Resultsmentioning

confidence: 94%

Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Grant¹,

Hamilton²,

Wrabel³

et al. 2017

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Limited Print and Electronic Distribution RightsThis document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions.html.The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest.RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org For more information on this publication, visit www.rand.org/t/RR2133Published by the RAND Corporation, Santa Monica, Calif. © Copyright 2017 RAND CorporationR® is a registered trademark.iii PrefaceThe reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based interventions while giving states and districts new flexibility on the use of federal funds, including funds that could be used to support social and emotional learning (SEL).The RAND Corporation reviewed recent evidence on U.S.-based SEL interventions for K-12 students to better inform the use of SEL interventions under ESSA. This report discusses the opportunities for supporting SEL under ESSA, the standards of evidence under ESSA, and SEL interventions that should be eligible for federal funds through ESSA. Federal, state, and district education policymakers can use this report to identify relevant, evidence-based SEL interventions that meet their local needs.This research was conducted in RAND Education (a division of the RAND Corporation) and commissioned by The Wallace Foundation. The Wallace Foundation is committed to supporting programs and practices that help children and young people develop the social and emotional skills they need for success, and to commissioning research that contributes credible, useful evidence to the field. SummaryAmong educators and researchers, there is growing acknowledgement that student success depends not only on achievement in core academic subjects but also on learning a broader range of intrapersonal and interpersonal competencies. Efforts to develop these competencies are often described using the phrase social and emotional learning (SEL). Although the federal Every Student Succeeds Act (ESSA) legislation does not explicitly mention SEL, educators and policymakers can leverage funding offered under ESSA to support evidence-based programming that is related to SEL and ...

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Section: Search Resultsmentioning

confidence: 94%

Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Grant¹,

Hamilton²,

Wrabel³

et al. 2017

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“…All students were involved in a larger research project studying school violence. 19 Nursing logs were available for 6 of 9 schools that had agreed to participate in the Fonagy et al 19 study. The study was reviewed and approved by the institutional review board of the Menninger Clinic.…”

Section: Methodsmentioning

confidence: 99%

Victimization, Aggression, and Visits to the School Nurse for Somatic Complaints, Illnesses, and Physical Injuries

et al. 2011

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WHAT'S KNOWN ON THIS SUBJECT:Children who are frequent targets (victims) or perpetrators of peer aggression are at increased risk for psychosocial problems. Linkages between health and involvement in peer aggression have been proposed, but research evidence remains sparse. WHAT THIS STUDY ADDS:This study shows that self-reported victimization and classmate-reported aggression toward peers are both associated with more frequent visits to a school nurse for illness with objective symptoms, somatic complaints without objective symptoms, and injuries. abstract OBJECTIVE: To examine how involvement in aggressor-victim interactions is linked to somatic complaints, illnesses, and physical injuries among elementary school-aged children. STUDY DESIGN:This study was composed of a school-based sample of 590 children in grades 3 through 5. Independent sources were used to assess victimization (self-report) and aggression (peer report) in the fall semester. School nursing logs for the entire school year were collected in May and coded for the number of times each child presented with a somatic complaint, illness, or injury. RESULTS:Both aggression and victimization were significantly related to all 3 reasons for nurse visits, controlling for demographic variables. Higher levels of aggression and victimization each were independently associated with more frequent visits to the school nurse for somatic complaints, illnesses, and injuries. A significant victimization-timesaggression interaction was found for illnesses, with nonaggressive victimized children presenting most frequently for illness visits. CONCLUSIONS:Involvement in aggressor-victim interactions, as either aggressor, victim, or both, is associated with more frequent health complaints, based on school nursing logs. Prevention, early identification, and treatment of problems with victimization and aggression may have important health implications for children.

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“…For example, the prevalence of self-reported victimization at post-assessments was 23.3% 1 month after the termination of the Fear Not! intervention (Sapouna et al 2010), and 19.2% 2 years after the implementation of CAPSLE (Fonagy et al 2009). Evaluations of the KiVa intervention ) also demonstrated that rates of victimization did not decrease to zero: out of the total sample, 8.9% of children in Finland and 12.7% of Dutch children (Veenstra 2015) were still being victimized 1 and 2 years, respectively, after the intervention started.…”

mentioning

confidence: 99%

Why Does a Universal Anti-Bullying Program Not Help All Children? Explaining Persistent Victimization During an Intervention

et al. 2018

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Although anti-bullying interventions are often effective, some children continue to be victimized. To increase knowledge of potential factors that might impede children's benefiting from an anti-bullying intervention, we examined potential reasons for individual differences in victimization trajectories during a group-based anti-bullying intervention. Data stem from a five-wave survey among 9122 children (7-12 years old; grades 2-5) who participated in the KiVa anti-bullying intervention (n = 6142) or were in control schools (n = 2980 children). Three trajectories were found in the intervention sample, representing children who experienced stable high, decreasing, or stable low/no victimization. A two-trajectory model of high and low trajectories represented the control sample best. Multinomial regressions on the intervention sample showed that children who experienced particularly high levels of peer rejection, internalizing problems, and lower quality parent-child relationships decreased less in victimization; thus these characteristics appeared to contribute to persistent victimization. The results call for tailored strategies in interventions aiming to reduce victimization for more children.

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A cluster randomized controlled trial of child‐focused psychiatric consultation and a school systems‐focused intervention to reduce aggression

Abstract: A cluster randomized controlled trial of child-focused psychiatric consultation and a school systemsfocused intervention to reduce aggression. J CHILD PSYCHOL PSYC , 50 (5)

Cited by 145 publications

References 31 publications

Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Victimization, Aggression, and Visits to the School Nurse for Somatic Complaints, Illnesses, and Physical Injuries

Why Does a Universal Anti-Bullying Program Not Help All Children? Explaining Persistent Victimization During an Intervention

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