Prevention Science最新文献

This commentary responds to the paper recently published in Prevention Science, entitled "The Promise and Challenges of Integrating Biological and Prevention Sciences: A Community-Engaged Model for the Next Generation of Translational Research" by Leve and colleagues (2024). A framework is advanced to provide a rationale for and facilitate the difficult and oft-avoided task of integrating concepts, techniques, methods, and datasets from diverse disciplines. The unfortunate reality is that disciplines germane to prevention continue to be highly siloed. The field of prevention science stands to benefit from knowledge that leads to greater precision-based-and thereby more effective-approaches to intervention. What is particularly underappreciated is the potential for this information to also guide policymaking based on what we could learn about the social-ecological conditions that impact child and youth brain and behavioral development and are alterable in response to evidence-informed public health policies. In this commentary, we offer some context for and appraisal of the paper and provide additional rationale for a precision-based approach with appropriate precautions for the research and utility of findings. Discussion ensues on the economic pros and cons and the policy implications of this integrative "neuroprevention" strategy should the field of prevention science accept the challenge.

Behavioral interventions delivered in preschools can help young children who need support for their behavior. However, preschool teachers face barriers to implementing behavioral interventions, leading to a research-to-practice gap. To better understand how to support preschool teachers, we conducted a scoping review of determinants (i.e., barriers and facilitators) and strategies used to support the implementation of behavioral interventions in preschool settings. A systematic search identified peer-reviewed manuscripts describing the implementation of teacher-delivered behavioral interventions in preschools. Each included manuscript was evaluated to answer the following questions: (1) what determinants to teacher implementation of behavioral interventions have been explored and (2) what strategies have been identified as promising in addressing determinants (i.e., implementation strategies)? Twenty-two manuscripts met inclusion criteria. Data extraction and synthesis were used to summarize key findings. Results indicate that few studies have explored determinants of implementation, and while these determinants span numerous implementation domains, there was little consensus on common determinants. In contrast, all the included studies deployed an implementation strategy, and there were two clear foci of the strategies: training and quality monitoring. Implications and recommendations are discussed for both the preschool context and the implementation science field.

Beginning with the successful sequencing of the human genome two decades ago, the possibility of developing personalized health interventions based on one's biology has captured the imagination of researchers, medical providers, and individuals seeking health care services. However, the application of a personalized medicine approach to emotional and behavioral health has lagged behind the development of personalized approaches for physical health conditions. There is potential value in developing improved methods for integrating biological science with prevention science to identify risk and protective mechanisms that have biological underpinnings, and then applying that knowledge to inform prevention and intervention services for emotional and behavioral health. This report represents the work of a task force appointed by the Board of the Society for Prevention Research to explore challenges and recommendations for the integration of biological and prevention sciences. We present the state of the science and barriers to progress in integrating the two approaches, followed by recommended strategies that would promote the responsible integration of biological and prevention sciences. Recommendations are grounded in Community-Based Participatory Research approaches, with the goal of centering equity in future research aimed at integrating the two disciplines to ultimately improve the well-being of those who have disproportionately experienced or are at risk for experiencing emotional and behavioral problems.

Paternal incarceration is an important predictor of teen delinquency, but the factors that may explain this relationship-such as early child problem behaviors and level of father engagement-have not been adequately explored. The current longitudinal study examined paternal history of incarceration as a predictor of teen self-reported delinquency over a 15-year gap, considering early child problem behaviors and father engagement as mediators. Sex differences in these relationships were also evaluated. This four-wave longitudinal study included an analytic sample of 4897 teens who participated in the birth-cohort Future of Families and Child Well-Being Study. Mothers and fathers were interviewed shortly after the focal child's birth and were then reassessed in follow-up interviews at child ages 1, 3, 5, 9, and 15. The focal children were interviewed at ages 9 and 15. Results showed that paternal prior incarceration at year 1 was associated with greater child behavior problems and father engagement at year 5; however, those relationships disappeared by age 9. Paternal history of incarceration was not related to teen delinquency, but child behavior problems at age 9 were directly related to subsequent engagement in delinquent behaviors. Paternal current incarceration was related to subsequent father engagement but was not associated with later child behaviors. No significant indirect pathways emerged, indicating a lack of support for mediation. No sex differences in these relationships were observed. Overall, the findings underscore the complexity of the relationships between paternal incarceration, child behavior, and father engagement in the emergence of delinquent behaviors.

Electronic nicotine delivery system (ENDS or e-cigarette) use is at least as common as cigarette use among today's young adults. However, most prevention approaches are based on risk and protective factors (RPFs) that were identified with respect to cigarette use alone. To the extent that RPFs differ for cigarette and ENDS use, tailored approaches are needed to reduce the burden of nicotine use. In the current study, we examined both shared general RPFs and substance-specific RPFs across a developmental period spanning early adolescence to young adulthood, with the goal of identifying upstream preventive intervention targets for cigarette and ENDS use. The current study used data from the Community Youth Development Study (n = 4407) collected at 7 time points from early adolescence (age 12) through young adulthood (age 26). Using longitudinal structural equation modeling, we examined the contributions of adolescent and young adult RPFs to young adult cigarette and ENDS use. We examined general protective factors (e.g., family bonding and peer opportunities for prosocial involvement), cigarette-specific risk (e.g., friends' cigarette use and permissive community norms), and peer polysubstance use. General protective factors assessed in early adolescence had an indirect association with young adult cigarette and ENDS use, mediated through later RPFs. Whereas both cigarette-specific RPFs and peer polysubstance use predicted ENDS use in young adulthood, only cigarette-specific RPFs were related to cigarette use in young adulthood. Our findings suggest that, although addressing known RPFs holds value for preventing ENDS use, additional prevention targets should also be considered. Early prevention approaches might seek to strengthen protective factors, whereas later prevention approaches might target cigarette beliefs for cigarette use and peer polysubstance use for ENDS use.

To identify factors in adolescence that predict the onset of sexual violence in adolescence and young adulthood. Data were analyzed from six survey waves of the longitudinal Growing up with Media Study (2008-2018) conducted in the USA. Participants were 778 youth 13-18 years old at baseline, who completed online surveys assessing sexual violence behaviors and predictors. Sexual violence perpetration behaviors included sexual assault, rape, attempted rape, and coercive sex. Only 2% of females and 3% of males reported their first sexual violence perpetration by age 14. In contrast, by age 18, 6% of females and 12% of males had perpetrated their first sexual violence. For both males and females, the rate of the onset seems to plateau by age 22. Predictors of the onset of sexually violent behavior for those who began perpetrating when they were 14-17 years old were largely similar to those who began perpetrating when they were 18-25 years old. Alcohol plus other substance use, aggressive and delinquent behavior, caregiver monitoring, behavior problems at school, externalizing peers, exposure to community violence, and exposure to violent media were all implicated. Early prevention-well before college and perhaps even before high school-is needed to have an impact on the onset of sexual violence perpetration, as most perpetrators of sexual violence will have acted for the first time by age 23. Several modifiable risk factors observed in adolescence could signal the opportunity for targeted prevention to reduce the odds of onset of sexual violence.

The Research-based Developmentally Informed (REDI) program enriched Head Start classrooms with teacher-delivered curriculum components designed to enhance child social-emotional learning and language-literacy skills. Parents received information about the program via backpack express, including weekly handouts about program topics and three DVDs illustrating REDI interactive strategies and suggesting home learning activities. In addition to effects on child skill acquisition and school performance (reported previously), positive effects emerged on a family-based outcome: parents of children in REDI-enriched classrooms reported higher quality preschool parent-child conversations than parents in the randomized control group (usual practice) classrooms. This study examined the long-term benefits associated with intervention-related improvements in preschool conversations. The original sample included 356 children (58% White, 24% Black, and 18% Latinx; 54% girls, 46% boys); 77% had the high school follow-up data used in this study. Longitudinal GLM analyses documented significant REDI intervention effects on parent-adolescent communication quality (assessed in the 7th and 9th grades) and on parent- and youth-reported high school behavior problems (assessed in 11th grade). Path analyses revealed significant serial mediation from intervention-related improvements in preschool conversations to parent-adolescent communication quality (grades 7-9) to reductions in later youth-reported (but not parent-reported) behavior problems (grade 11). The findings suggest that including "light touch" parent engagement materials with preschool classroom interventions can contribute to long-term program benefits.

Rising child welfare costs and a desire to keep kids out of the system have encouraged the use of kinship care-of which custodial grandparents make up the majority of caregivers. Unfortunately, custodial grandparents report greater needs for social and emotional support to successfully care for their grandchildren. Yet, the resources required to provide preventive social-emotional support to these families are unknown. In the wake of the Family First Act and other policy actions to expand preventive services, we undertake a cost analysis of the social intelligence training (SIT) within a randomized controlled trial spanning 48 states of the United States of America. Estimated implementation costs were $90,638 (CI $45,254-186,998) which equated to $255 (CI $127-526) per participant. This dual-generation online approach offers key lessons into not only how to resource social-emotional learning (SEL) prevention for custodial grandparents-but also sheds light on how we might provide universal supports to this population. Child welfare system costs have risen to over $33 billion dollars a year-with nearly half of all spending being the result of out-of-home placement (Rosinsky et al., 2021) Child Welfare Financing SFY 2018: A survey of federal, state, and local expenditures. https://www.childtrends.org/wp-content/uploads/2021/05/ChildWelfareFinancing_ChildTrends_March2021.pdf ). Practitioners, policymakers, and child advocates are seeking solutions for how to both better protect children and manage these growing public costs (Ringel et al., 2018). Improving child welfare outcomes: Balancing investments in prevention and treatment. Rand health quarterly, 7(4)). Further, many extended families seek ways to keep children out of the "system" when parents are unable to care for their offspring (Lin, Children and Youth Services Review 93:203-216, 2018). A strategy used by all of these groups is the use of kinship care arrangements where extended family provides formal or informal care of children. Several important benefits are recognized from kinship care, including providing connections to family members, communities, and culture. Yet, little is known about how social-emotional supports could enhance kinship arrangements, and to date, no studies have systematically evaluated the costs of such supports. In this context, we conduct a cost analysis of such a program-known as social intelligence training.

This study evaluated a classroom program to address Intolerance of uncertainty (IU) in secondary school students in Australia. IU is a transdiagnostic vulnerability factor for a range of psychological difficulties. A universal classroom program aimed to increase student understanding of feelings of uncertainty and explored socioemotional factors that could influence behaviors when facing uncertainty. Classroom teachers in two high schools were trained to deliver an 18-lesson program under naturalistic classroom conditions. Relative to the control group, the intervention lowered IU at post-test, but not at a later follow-up. The only socioemotional outcome measure to demonstrate a concurrent change was social media use. Limitations of the study were associated with the naturalistic classroom intervention, including the high level of attrition. Future studies may need to address broader factors in the students' context that could influence intolerance of uncertainty.