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Related Experiment Videos

Helping children adjust--a Tri-Ministry Study: II. Program effects.

J Hundert1, M H Boyle, C E Cunningham

  • 1McMaster University and Hamilton Health Sciences Corporation, Ontario, Canada.

Journal of Child Psychology and Psychiatry, and Allied Disciplines
|November 27, 1999
PubMed
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School-based social skills training (SS) and partner reading (RE) showed small effects on reducing child maladjustment. Some modest benefits were seen for externalizing problems with combined SS & RE or SS alone.

Area of Science:

  • Child Psychology
  • Educational Psychology
  • Preventive Psychiatry

Background:

  • School-based interventions are crucial for child mental health.
  • Previous studies show mixed results for universal prevention programs.
  • Assessing long-term program effects requires longitudinal data.

Purpose of the Study:

  • Evaluate classwide social skills training (SS), partner reading (RE), and combined (SS & RE) programs.
  • Determine effectiveness in reducing primary school children's maladjustment.
  • Contextualize findings within broader school-based prevention research.

Main Methods:

  • Longitudinal, 5-year school-based trial in Ontario.
  • Interventions included social skills training, partner reading, and a combination.

Related Experiment Videos

  • Measured program effects on child adjustment and compared with other studies.

    • Main Results:

    • Incremental intervention effects were small and inconsistent.
    • Statistically significant increases in prosocial behavior observed in playgrounds.
    • Modest reductions in externalizing problems noted for SS & RE and SS alone.

    Conclusions:

    • Universal school-based mental health programs yield mixed results.
    • Methodological and programmatic issues may limit intervention impact.
    • Further research is needed to optimize universal mental health prevention strategies.