Changing Teaching Practices in Mainstream Classrooms to Improve Bonding and Behavior of Low Achievers

Hawkins, J. David; Doueck, Howard J.; Lishner, Denise M.

doi:10.2307/1163158

Cited by 28 publications

(40 citation statements)

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“…These results accord with the results of a recent study (Hawkins, Doueck, and Lishner, 1985) that showed that a similar set of interventions resulted in improving low-achieving students' attitudes toward school.…”

Section: Resultssupporting

confidence: 90%

An Evaluation of an Organization Development Approach To Reducing School Disorder

Gottfredson

1987

Eval Rev

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An organizational development method was used in a three-year effort to reduce disorder in a troubled Baltimore City school. Using the method, researchers and school staff collaborated to design, implement, and refine interventions aimed at increasing the predictability of responses to students' disciplinary infractions, increasing rewards for appropriate behavior, and increasing prosocial peer and teacher support. The evaluation suggests that the program improved the organizational health of the school, increased students'sense of belonging and their reports of rewards in school, and reduced disorder. This report describes the organizational development method and interventions and summarizes implementation and outcome data. he public lacks confidence in our nation's public schools.Gallup Polls show that the public perceives the quality of public schools as declining: The percentage giving the schools an &dquo;A&dquo; rating

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Section: Resultssupporting

confidence: 90%

An Evaluation of an Organization Development Approach To Reducing School Disorder

Gottfredson

1987

Eval Rev

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“…Evidence for the mediational role of school bonding was stronger in the survival analyses than in the path model, however, it could have dropped out in the path model due its correlation with the other mediators. Overall, it is plausible that gains in family functioning, school bonding and risk behavior attained through the full SSDP intervention during elementary grades (Hawkins et al, 1992; Hawkins, Doueck, & Lishner, 1988; Hawkins et al, 1991) put children on a positive trajectory that continued to affect adolescent and adult risk behaviors through age 30.…”

Section: Discussionmentioning

confidence: 99%

The Onset of STI Diagnosis Through Age 30: Results from the Seattle Social Development Project Intervention

et al. 2013

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Objectives To examine (1) whether onset of sexually transmitted infections (STI) through age 30 differed for youths who received a social developmental intervention during elementary grades compared to those in the control condition; (2) potential social-developmental mediators of this intervention; and (3) the extent to which these results differed by ethnicity. Design A nonrandomized controlled trial followed participants to age 30, 18 years after the intervention ended. Three intervention conditions were compared: a full intervention group, assigned to intervention in grades 1 through 6; a late intervention group, assigned to intervention in grades 5 and 6 only; and a no-treatment control group. Setting Eighteen public elementary schools serving diverse neighborhoods including high-crime neighborhoods of Seattle. Analysis Sample 608 participants in three intervention conditions interviewed from age 10 through 30. Interventions Teacher training in classroom instruction and management, child social and emotional skill development, and parent workshops. Outcome Cumulative onset of participant report of STI diagnosis. Intervention Mechanisms Adolescent family environment, bonding to school, antisocial peer affiliation, early sex initiation, alcohol use, cigarette use, and marijuana use were tested. Analysis and Results Complementary log-log survival analysis found significantly lower odds of STI onset for the full intervention compared to the control condition. The lowering of STI onset risk was significantly greater for African Americans and Asian Americans compared to European Americans. Family environment, school bonding and delayed initiation of sexual behavior mediated the relationship between treatment and STI hazard. Conclusions A universal intervention for urban elementary school children, focused on classroom management and instruction, children’s social competence, and parenting practices may reduce the onset of STI through age 30, especially for African Americans.

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“…For example, for measures of involvement with partner it was necessary to account for the partner’s engagement in prosocial activities (on the prosocial pathway) and the partner’s heavy alcohol use (on the antisocial pathway). This was accomplished by using an algorithm wherein involvement measures were weighted by the partner’s level of engagement in prosocial activities or heavy alcohol use, respectively (Hawkins, Doueck, & Lishner, 1988; Kosterman et al, 2011)y. For all measures, higher scores indicate more of the construct as labeled.…”

Section: Methodsmentioning

confidence: 99%

Young adult social development as a mediator of alcohol use disorder symptoms from age 21 to 30.

Kosterman

Hill

Lee

et al. 2014

Psychology of Addictive Behaviors

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Little research has examined social development in the young adult years relative to childhood and adolescence. This study tested the hypothesized pathways of the social development model (SDM) in young adulthood for predicting symptoms of alcohol use disorder (AUD) and positive functioning at age 30. A longitudinal panel study originally drawn from Seattle, Washington, elementary schools was examined. The sample included 808 participants with high retention and was gender balanced and ethnically diverse. Analyses focused on ages 21, 27, and 30. SDM constructs were assessed with self-reports of past-year behavior and combined multiple life domains. AUD symptoms corresponding to DSM-IV criteria were assessed using the Diagnostic Interview Schedule. Positive functioning combined measures of constructive engagement in work and school, civic engagement, physical exercise, and lack of depressive symptoms. The study found that AUD symptoms were moderately stable from age 21 to 30; however, developmental pathways hypothesized by the SDM at age 27 played a significant role in partially mediating this association. Alcohol-specific factors were key mediating mechanisms, whereas prosocial factors played little role. Conversely, prosocial factors had an important role in predicting positive functioning at age 30, while there were no significant pathways involving alcohol-specific factors. Findings suggest that age 27 is not too late for interventions targeting adult social development to help diminish alcohol use disorder symptoms by age 30. Alcohol-specific factors such as reducing perceived opportunities or rewards for heavy alcohol use or challenging beliefs accepting of drunkenness are likely to be key ingredients of effective adult interventions.

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Changing Teaching Practices in Mainstream Classrooms to Improve Bonding and Behavior of Low Achievers

Cited by 28 publications

References 0 publications

An Evaluation of an Organization Development Approach To Reducing School Disorder

An Evaluation of an Organization Development Approach To Reducing School Disorder

The Onset of STI Diagnosis Through Age 30: Results from the Seattle Social Development Project Intervention

Young adult social development as a mediator of alcohol use disorder symptoms from age 21 to 30.

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