Long term effects of a systems-oriented school prevention program.

Abstract

This study documents three-year effects of a grade school systems-oriented primary prevention program based on the Yale Child Study Center model. Follow-up indicated that children receiving the intervention performed significantly better on various indices, mainly academic. Implications of these findings are discussed.

PREVENTING YOUTH VIOLENCE: What Works?

“…Implemented in two poor, inner-city elementary schools in New Haven, Connecticut, the program integrates a planning and management team, a parent participation program, and a mental health team to promote community responsibility by parents, teachers, and students. A comparison of school performance to that of a set of nonequivalent control schools suggested that the program improved parent involvement, test scores, and student behavior (13). Assessment: Promising.…”

Insights from successful and unsuccessful implementations of school reform programs

“…Thus, they at least try to expand their reform efforts beyond the traditional boundaries of the school, by including the family-neighborhood-community level. Fourth, due to the programs' focus on holistic (vs. solely academic) development and community-school (vs. solely school) development, the programs have been assessed in regard to (i) community and parent involvement Haynes et al 1989;, (ii) school and classroom climate (Battistich and Hom 1997;Cook et al 1999;Haynes et al 1989), (iii) unsocial or delinquent behavior Comer 1989), (iv) pro-social behavior (Haynes et al 1988;Solomon et al 1990), and (v) academic achievement (Cauce et al 1987;Cook 2001;Cook et al 1999;Haynes and Comer 1996;Schaps et al 2004). Fifth, despite the fact that these two programs have been judged as successful in numerous individual studies, as well as in the two mentioned meta-analyses, the programs seem to have work very well in some cases, less well in others, and were even ineffective (and thus occasionally discontinued) in yet others (Cook 2001;Cook et al 1999Cook et al , 2000Schaps et al 2004).…”

Teenage pregnancy: Etiology and educational interventions

“…Instead, students have reported higher levels of self-competence, effective contraceptive use, growth toward self-esteem, more functional coping skills, better child-parent communication, improved health, fewer pregnancies and/or delay in sexual activity (Cauce, Comer, and Schwartz, 1987;Dryfoos, 1990;Harold, 1988;Zelnik and Kim, 1982).…”