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Reducing early childhood aggression: results of a primary prevention program
J D Hawkins1, E Von Cleve, R F Catalano
1Social Development Research Group, University of Washington, School of Social Work, Seattle 98195.
Summary
Parent and teacher training reduced aggression in white boys and self-destructive behaviors in white girls. This early intervention targets antisocial behavior, potentially preventing future delinquency and drug use.
Area of Science:
- Developmental Psychology
- Childhood Behavioral Interventions
- Educational Psychology
Background:
- Antisocial behavior in early elementary school predicts adolescent delinquency and substance use.
- Early identification and intervention are crucial for mitigating long-term behavioral issues.
Purpose of the Study:
- To assess the combined effects of parent and teacher training on early elementary antisocial behavior.
- To evaluate intervention outcomes at the end of second grade for a panel of subjects.
Main Methods:
- Subjects were assigned to experimental (parent and teacher training) or control classrooms in first grade.
- Teacher-rated antisocial behavior was assessed using the Teacher Form of the Child Behavior Checklist (CBCL).
- Outcomes were evaluated at the end of second grade.
Main Results:
- White boys in experimental classrooms showed lower rates of aggressiveness compared to controls.
- White girls in experimental classrooms exhibited lower rates of self-destructive behavior than controls.
- No significant differences in behavioral outcomes were observed for black subjects between groups.
Conclusions:
- Combined parent and teacher training can effectively reduce specific antisocial behaviors in white elementary school children.
- Intervention effects may vary by race and gender, necessitating further research into tailored approaches.
- Early behavioral interventions show promise in addressing precursors to adolescent delinquency and drug use.