Efficacy of the Fast Track Friendship Group Program for Peer-rejected Children: A Randomized-Controlled Trial

Bierman, Karen L.; Welsh, Janet A.; Hall, Cristin M.; Jacobson, Linda; Lee, David L.; Jones, Damon

doi:10.1080/15374416.2022.2051523

Cited by 8 publications

(6 citation statements)

References 59 publications

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“…According to the World Health Organization, schools are the key setting when it comes to mental health promotion, being the most cost-effective investment that a nation can make. Even though several SEL intervention programs have been developed to tackle behavior problems in early childhood (for reviews, see Bierman & Motamedi, 2015), interventions that support teachers to promote socialemotional competencies in early childhood are limited (e.g., Bierman et al, 2008;Bierman, 2002;Conners-Burrow et al, 2017;Fox et al, 2011;Han, 2014;McLaren et al, 2009) particularly in Europe (for a review, see Jensen & Rasmussen, 2019). Large scale implementation of SEL intervention programs for specific groups such as socioeconomically disadvantaged children (e.g., Head Start Redi; Bierman et al, 2008), or children at risk for conduct disorder (e.g., Fast Track;Bierman, 2002), have shown that early interventions can have positive effects on socioeconomically disadvantaged children.…”

Section: Promoting Social-emotional Learning and Preventing Behavior ...mentioning

confidence: 99%

Differential Effects of an Early Childhood Care Preventive Intervention Program on Behavior and Emotional Problems

Zarra-Nezhad,

Moazami-Goodarzi,

Muotka

et al. 2023

J Child Fam Stud

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Early childhood is a crucial time for developing social-emotional skills, offering the opportunity to lay the foundation for healthy development. However, early childhood behavior problems are risk factors for problems and disorders in later life phases, including depression, antisocial behavior, and substance abuse. This study uses a longitudinal design to examine the differential impact of a preventive intervention and social-emotional learning program (Papilio-3to6) on children’s social-emotional development. The program was evaluated using a 1-year-randomized controlled trial design with an intervention (IG) and control group (CG) that provided data at a pretest and post-test. Teachers rated 627 children’s behaviors (MAGE = 56.77 months at pretest) from 50 daycare center groups using the Strengths and Difficulties Questionnaire (SDQ). To investigate differential effectiveness, a latent profile analysis at the pretest identified three distinct subgroups of children with different patterns in SDQ subscales: 1) Internalizers with high internalizing problems, 2) Prosocials with high prosocial behaviors, and 3) Externalizers with high externalizing problems. Latent change score analysis showed significantly reduced externalizing problems and increased prosocial behaviors in the IG compared to the CG. Further, the children categorized as Internalizers, Prosocials, and Externalizers benefited from the program regarding externalizing problems. However, no effect was found regarding internalizing problems.

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Section: Promoting Social-emotional Learning and Preventing Behavior ...mentioning

confidence: 99%

Differential Effects of an Early Childhood Care Preventive Intervention Program on Behavior and Emotional Problems

Zarra-Nezhad,

Moazami-Goodarzi,

Muotka

et al. 2023

J Child Fam Stud

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“…Relative to the “usual practice” control group, children in the intervention group showed significantly more improvement in teacher-rated social skills and reduced externalizing behaviors, along with greater increases in student–teacher closeness. Friendship Group also increased sociometric friendship nominations and “like most” nominations, although “like least” nominations were not affected (Bierman et al, 2022).…”

Section: School-based Social Skill Training Interventionsmentioning

confidence: 99%

“…By fueling positive parent engagement, the intervention might have directly increased parent feelings of warmth, affection, and connectedness with their child. The intervention also successfully improved child social skills and increased teacher support and peer acceptance at school (Bierman et al, 2022). These child effects might have enhanced parent–child closeness in indirect ways, by increasing the child’s ability to communicate and problem-solve with the parent and by reducing negative social experiences at school and associated spillover effects on child mood and behavior at home (Bai et al, 2017).…”

Section: Potential Sst Effects On Parent–child and Parent Attitudes T...mentioning

confidence: 99%

Impact of a school-based social skills training program on parent–child relationships and parent attitudes toward school

Slotkin,

Bierman,

Jacobson

2023

International Journal of Behavioral Development

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Developmental research suggests that peer rejection has negative spillover effects which strain parent–child relationships and parent attitudes toward the child’s school. This study tested whether a school-based social skill training program could reverse these effects and improve parent–child closeness and parent attitudes toward the school. Participants included 217 children who were rejected by peers (57% White, 17% Black, 20% Latinx, 5% multiracial; 68% male; Mage = 8.1 years old) identified with sociometric social preference scores and randomized to intervention or control groups. Parents rated parent–child closeness and parent attitudes toward school at the start and end of the intervention year. Multilevel path analyses indicated that intervention improved parent–child closeness and, for children in the older grade levels only, enhanced parent attitudes toward the school. Additional analyses revealed that intervention effects on parent–child closeness were direct whereas effects on attitudes toward school were mediated by intervention-related increases in teacher support and peer liking. Implications for intervention design and future research are discussed.

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“…Across a range of organizations and systems, a cause for concern is that it can often take years to develop and implement a well‐defined and well‐researched intervention program (Bierman, 2002; Fixsen et al, 2010; Panzano & Roth, 2006). In response to this problem, research examining the adoption of evidence‐based prevention and intervention programs in school settings is growing, including studies that examine factors that influence the implementation of programs addressing trauma in schools (Nadeem & Ringle, 2016).…”

Section: Introductionmentioning

confidence: 99%

School partner perspectives on the implementation of the Your Voice Your View sexual assault prevention program for high school students

Orchowski

Paszek

Lopez

et al. 2023

Journal Community Psychology

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Despite the high risk for sexual assault among adolescents, few sexual assault prevention programs designed for implementation in high schools have sustained rigorous evaluation. The present study sought to better understand the factors that influenced the implementation of Your Voice Your View (YVYV), a four‐session sexual assault prevention program for 10th grade students, which includes a teacher “Lunch and Learn” training as well as a 4‐week school‐specific social norms poster campaign. Following program implementation, eight school partners (i.e., health teachers, guidance counselors, teachers, and principals) participated in an interview to provide feedback on the process of program implementation. The Consolidated Framework for Implementation Research was utilized to examine site‐specific determinants of program implementation. Participants discussed the importance of the design quality and packaging of the program, as well as the relative advantage of offering students a violence prevention program led by an outside team, as opposed to teachers in the school. School partners highlighted the importance of intensive preplanning before implementation, clear communication between staff, the utility of engaging a specific champion to coordinate programming, and the utility of offering incentives for participation. Having resources to support implementation, a desire to address sexual violence in the school, and a positive classroom climate in which to administer the small‐group sessions were seen as school‐specific facilitators of program implementation. These findings can help to support the subsequent implementation of the YVYV program, as well as other sexual assault prevention programs in high schools.

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Efficacy of the Fast Track Friendship Group Program for Peer-rejected Children: A Randomized-Controlled Trial

Cited by 8 publications

References 59 publications

Differential Effects of an Early Childhood Care Preventive Intervention Program on Behavior and Emotional Problems

Differential Effects of an Early Childhood Care Preventive Intervention Program on Behavior and Emotional Problems

Impact of a school-based social skills training program on parent–child relationships and parent attitudes toward school

School partner perspectives on the implementation of the Your Voice Your View sexual assault prevention program for high school students

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