Applying the Social Development Model in Middle Childhood to Promote Healthy Development: Effects From Primary School Through the 30s and Across Generations.

IF 1.6 3区 社会学 Q2 CRIMINOLOGY & PENOLOGY Journal of Developmental and Life-Course Criminology Pub Date : 2021-03-01 Epub Date: 2020-09-17 DOI:10.1007/s40865-020-00152-6
Richard F Catalano, Hawkins J David, Rick Kosterman, Jennifer A Bailey, Sabrina Oesterle, Christopher Cambron, David P Farrington
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引用次数: 13

Abstract

Purpose: This paper describes the origins and application of a theory, the social development model (SDM), that seeks to explain causal processes that lead to the development of prosocial and problem behaviors. The SDM was used to guide the development of a multicomponent intervention in middle childhood called Raising Healthy Children (RHC) that seeks to promote prosocial development and prevent problem behaviors. This paper reviews and integrates the tests of the SDM and the impact of RHC. While the original results of both model and intervention tests have been published elsewhere, this paper provides a comprehensive review of these tests. As such this integrative paper provides one of the few examples of the power of theory-driven developmental preventive intervention to understand impact across generations and the power of embedding controlled tests of preventive intervention within longitudinal studies to understand causal mechanisms.

Methods: Application of the SDM in the RHC intervention was tested in a quasi-experimental trial nested in the Seattle Social Development Project (SSDP). SSDP is a longitudinal study of 808 students who attended 18 public schools in Seattle, WA, and whose parents consented for their participation in longitudinal research when they were in Grade 5 (77% of the eligible population in participating schools). Students assented at each survey administration and consented to longitudinal follow-up when they turned 18. Panel subjects were followed and surveyed 15 times from Grade 5 through age 39, with most completion rates above 90%.

Results: We describe effects of the full multicomponent RHC intervention delivered in Grades 1 through 6 by comparing outcomes of those children assigned to the full RHC intervention condition to controls from middle childhood through age 39. We also report the effects of the full RHC intervention on the firstborn children of participants compared with the firstborn children of controls.

Conclusions: We discuss use of the theory to guide development and testing of preventive interventions and the utility of nesting intervention tests within longitudinal studies for testing both theory and interventions.

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应用儿童中期社会发展模式促进健康发展:从小学到30多岁及代际的影响
目的:本文描述了一种理论的起源和应用,即社会发展模型(SDM),它试图解释导致亲社会行为和问题行为发展的因果过程。运用SDM理论指导幼儿健康成长多成分干预的发展,以促进幼儿亲社会发展和预防问题行为。本文对SDM和RHC影响的测试进行了综述和整合。虽然模型测试和干预测试的原始结果已在其他地方发表,但本文对这些测试进行了全面的回顾。因此,这篇综合论文提供了理论驱动的发展预防干预的力量的少数例子之一,以了解跨代影响,以及在纵向研究中嵌入预防干预的控制测试的力量,以了解因果机制。方法:在西雅图社会发展项目(SSDP)的准实验试验中,对SDM在RHC干预中的应用进行检验。SSDP是一项对808名学生的纵向研究,这些学生就读于华盛顿州西雅图的18所公立学校,他们的父母同意他们在五年级时参加纵向研究(占参与学校合格人口的77%)。学生们在每次调查中都表示同意,并同意在他们年满18岁时进行纵向随访。小组受试者从五年级到39岁被跟踪调查了15次,大多数完成率在90%以上。结果:我们通过比较从儿童中期到39岁被分配到完整RHC干预条件的儿童与对照组的结果,描述了在1至6年级进行完整RHC多组分干预的效果。我们还报告了完整的RHC干预对参与者的长子与对照组的长子的影响。结论:我们讨论了使用理论来指导预防性干预措施的开发和测试,以及在纵向研究中用于测试理论和干预措施的嵌套干预测试的效用。
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来源期刊
CiteScore
3.00
自引率
10.50%
发文量
28
期刊介绍: The Journal of Developmental and Life Course Criminology seeks to advance knowledge and understanding of developmental dimensions of offending across the life-course.  Research that examines current theories, debates, and knowledge gaps within Developmental and Life Course Criminology is encouraged.  The journal welcomes theoretical papers, empirical papers, and papers that explore the translation of developmental and life-course research into policy and/or practice.  Papers that present original research or explore new directions for examination are also encouraged.   The journal also welcomes all rigorous methodological approaches and orientations.  The Journal of Developmental and Life Course Criminology encourages submissions from a broad array of related disciplines including but not limited to psychology, statistics, sociology, psychiatry, neuroscience, geography, political science, history, social work, epidemiology, public health, and economics.
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