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

Abstract

The prevention or reduction of early aggressive and disruptive behavior has important educational and mental health implications. Disruptive behavior problems contribute to loss of instruction time in the classroom, frustration for children and families, and considerable societal burden associated with antisocial acts, including delinquency and harm to others, making them a significant public health burden. Research indicates that both school and family factors contribute to behavior problems in children. Based on this knowledge, we describe the integration of two evidence‐based interventions, Positive Behavioral Interventions and Supports (PBIS; intervention targeting the school environment) and The Family Check‐Up (FCU; intervention targeting the family context). Both interventions use a three‐tier public health approach to providing supports to children. This article proposes combining PBIS with the FCU in an effort to improve and alter existing service delivery systems to prevent behavior problems in young children across both the school and family contexts. © 2008 Wiley Periodicals, Inc.

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

“…The present findings would suggest that if parenting interventions disrupt the poorer practices of parents who were victimized in childhood or enhance the socioemotional functioning of their children, then these interventions may prevent peer victimization—even if such interventions do not explicitly address peer relations, teasing, or bullying. Second, school-based prevention can improve children’s socioemotional adjustment (Reinke, Splett, Robeson, & Offutt, 2009). Again, the present findings suggest that by doing so these programs could reduce peer victimization, even if such services do not directly address it.…”

Enhancing Family Engagement in Interventions for Mental Health Problems in Youth

“…During the third meeting, the family receives feedback based on the assessments and collaboratively works with the clinician to create a plan for addressing any identified concerns. Other two-session adaptations of the FCU have collapsed session 1 and 2 into a single assessment session followed by a feedback session (Reinke, Splett, Robeson, & Offutt, 2009). …”

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

“…The ICF's role in such integration may be especially salient in school settings, as mental health services typically are provided within schools rather than in nonschool settings (Burns et al, 1995). Schools also are important settings for promoting children's socialization, thus enabling them to participate more effectively in society (Reinke, Splett, Robeson, & Offutt, 2009).…”