The Experts below are selected from a list of 412668 Experts worldwide ranked by ideXlab platform
Robert D. Abbott - One of the best experts on this subject based on the ideXlab platform.
-
Effects of Social Development Intervention in Childhood on Adult Life at Ages 30 to 39
Prevention Science, 2019Co-Authors: Rick Kosterman, J. David Hawkins, Karl G. Hill, Richard F Catalano, Jennifer A. Bailey, Robert D. AbbottAbstract:Elementary schools can be effective sites for universal preventive Interventions. Less is known about how long effects of Intervention in elementary grades last. Can they improve outcomes in adulthood? To test effects of a social Developmental Intervention in the elementary grades on adult life through the 30s, the Seattle Social Development Project, a nonrandomized controlled trial, followed all consenting 5th-grade students ( N = 808) from 18 Seattle public elementary schools from age 10 (in 1985) to age 39 (in 2014), with 88% retention. The sample was gender balanced and ethnically and economically diverse. The full Intervention, called Raising Healthy Children , continued from Grades 1 through 6 and consisted of teacher in-service training in classroom management and instructional methods; cognitive, social, and refusal skills training for children; and parent workshops in child behavior monitoring and management, academic support, and anticipatory guidance. Using structural equation modeling, we examined Intervention effects from age 30 to age 39 across 9 constructs indicating 3 domains of adult life: health behavior, positive functioning, and adult health and success. An omnibus test across all 9 constructs indicated a significant positive overall Intervention-control difference. Examined individually, significant Intervention effects included better health maintenance behavior, mental health, and overall adult health and success. Significant effects were not found on substance use disorder symptoms, sex-risk behaviors, or healthy close relationships in the 30s. Results indicate that sustained, theory-based, multicomponent Intervention in the elementary grades can produce lasting changes in health maintenance, mental health, and adult functioning through the 30s.
-
effects of social Development Intervention in childhood 15 years later
JAMA Pediatrics, 2008Co-Authors: David J Hawkins, Karl G. Hill, Rick Kosterman, Richard F Catalano, Robert D. AbbottAbstract:OBJECTIVE: To examine the long-term effects of a universal Intervention in elementary schools in promoting positive functioning in school, work, and community, and preventing mental health problems, risky sexual behavior, substance misuse, and crime at ages 24 and 27 years. DESIGN: Nonrandomized controlled trial. SETTING: Fifteen public elementary schools serving diverse neighborhoods including high-crime neighborhoods in Seattle, Washington. PARTICIPANTS: Sex-balanced and multiracial/multiethnic sample of 598 participants at ages 24 and 27 years (93% of the original sample in these conditions). InterventionS: Teacher training in classroom instruction and management, child social and emotional skill Development, and parent workshops. MAIN OUTCOME MEASURES: Self-reports of functioning in school, work, and community and of mental health, sexual behavior, substance use, and crime, and court records. RESULTS: A significant multivariate Intervention effect across all 16 primary outcome indices was found. Specific effects included significantly better educational and economic attainment, mental health, and sexual health by age 27 years (all P < .05). Hypothesized effects on substance use and crime were not found at ages 24 or 27 years. CONCLUSIONS: A universal Intervention for urban elementary schoolchildren, which focused on classroom management and instruction, children's social competence, and parenting practices, positively affected mental health, sexual health, and educational and economic achievement 15 years after the Intervention ended. Language: en
-
raising healthy children examining the impact of promoting healthy driving behavior within a social Development Intervention
Prevention Science, 2006Co-Authors: Kevin P Haggerty, Richard F Catalano, Charles B Fleming, Tracy W Harachi, Robert D. AbbottAbstract:This study evaluated the impact of two targeted family sessions focused on driving issues delivered within the context of the Raising Healthy Children project. The Raising Healthy Children project began in the fall of 1993, drawing students in the 1st or 2nd grades from 10 schools. Schools were assigned to an Intervention or control condition, and the school-wide, family- and student-focused preventive Intervention to address Developmentally salient risk and protective factors was delivered during elementary and middle school. The family driving sessions were administered to families in the Intervention condition prior to and after teenagers received their driver's license. The first session consisted of a home visit with families designed to help parents and their children improve decision-making skills concerning driving and to develop clear standards and expectations regarding driving-related behavior. A second session, at the time of licensure, was designed to help parents and teens develop a written contract that stated family expectations, a plan for monitoring compliance with these expectations, and consequences for compliance or non-compliance.
-
Raising Healthy Children: Examining the Impact of Promoting Healthy Driving Behavior within a Social Development Intervention
Prevention Science, 2006Co-Authors: Kevin P Haggerty, Richard F Catalano, Charles B Fleming, Tracy W Harachi, Robert D. AbbottAbstract:This study evaluated the impact of two targeted family sessions focused on driving issues delivered within the context of the Raising Healthy Children project. The Raising Healthy Children project began in the fall of 1993, drawing students in the 1st or 2nd grades from 10 schools. Schools were assigned to an Intervention or control condition, and the school-wide, family- and student-focused preventive Intervention to address Developmentally salient risk and protective factors was delivered during elementary and middle school. The family driving sessions were administered to families in the Intervention condition prior to and after teenagers received their driver's license. The first session consisted of a home visit with families designed to help parents and their children improve decision-making skills concerning driving and to develop clear standards and expectations regarding driving-related behavior. A second session, at the time of licensure, was designed to help parents and teens develop a written contract that stated family expectations, a plan for monitoring compliance with these expectations, and consequences for compliance or non-compliance. Consistent with the study's group-randomized design, Intervention effects were assessed with multi-level logistic regression models in which students were grouped by their original school assignment. These models assessed specific effects of the driving sessions by adjusting for control variables measured when students were in 8th grade, prior to the driving sessions. Results indicated that students in the Intervention group were more likely than students in the control group to report that they had a written driving contract ( p = .003, OR = 4.98), and had participated in making the driving rules in the family ( p = .025, OR = 1.70). Further, students in the Intervention group reported significantly fewer risky behaviors including driving under the influence of alcohol ( p = .021, OR = .45) and driving with someone who had been drinking ( p = .038, OR = .56).
-
promoting positive adult functioning through social Development Intervention in childhood long term effects from the seattle social Development project
JAMA Pediatrics, 2005Co-Authors: David J Hawkins, Karl G. Hill, Rick Kosterman, Richard F Catalano, Robert D. AbbottAbstract:Objective To examine the long-term effects of the Seattle Social Development Project Intervention in promoting positive adult functioning and preventing mental health problems, crime, and substance use (including tobacco, alcohol, and other drugs) at 21 years of age. Design This nonrandomized controlled trial followed up participants to 21 years of age, 9 years after the Intervention ended. We compared the following 3 Intervention conditions: a full 6-year Intervention (grades 1 through 6); a late 2-year Intervention (grades 5 and 6 only); and a no-treatment control condition. Setting Eighteen public elementary schools serving diverse neighborhoods, including high-crime neighborhoods, of Seattle, Wash. Participants A sex-balanced, multiethnic sample of 605 participants across the 3 conditions who completed interviews at 21 years of age (94% of the original sample in these conditions). Interventions Teacher training in classroom instruction and management, child social and emotional skill Development, and parent training. Main Outcome Measures Self-reports of functioning in school and work, emotional and mental health, and crime and substance use at 21 years ofage and official court records. Results Broad significant effects on functioning in school and work and on emotional and mental health were found. Fewer significant effects on crime and substance use were found at 21 years of age. Most outcomes had a consistent dose effect, with the strongest effects in subjects in the full-Intervention group and effects in the late-Intervention group between those in the full-Intervention and control groups. Conclusions A theory-guided preventive Intervention that strengthened teaching and parenting practices and taught children interpersonal skills during the elementary grades had wide-ranging beneficial effects on functioning in early adulthood.
Irene Akua Agyepong - One of the best experts on this subject based on the ideXlab platform.
-
strengthening health system leadership for better governance what does it take
Health Policy and Planning, 2018Co-Authors: Lucy Gilson, Irene Akua AgyepongAbstract:This editorial provides an overview of the six papers included in this special supplement on health leadership in Africa. Together the papers provide evidence of leadership in public hospital settings and of initiatives to strengthen leadership Development. On the one hand, they demonstrate both that current leadership practices often impact negatively on staff motivation and patient care, and that contextual factors underpin poor leadership. On the other hand, they provide some evidence of the positive potential of new forms of participatory leadership, together with ideas about what forms of leadership Development Intervention can nurture new forms of leadership. Finally, the papers prompt reflection on the research needed to support the implementation of such Interventions.
Richard F Catalano - One of the best experts on this subject based on the ideXlab platform.
-
Effects of Social Development Intervention in Childhood on Adult Life at Ages 30 to 39
Prevention Science, 2019Co-Authors: Rick Kosterman, J. David Hawkins, Karl G. Hill, Richard F Catalano, Jennifer A. Bailey, Robert D. AbbottAbstract:Elementary schools can be effective sites for universal preventive Interventions. Less is known about how long effects of Intervention in elementary grades last. Can they improve outcomes in adulthood? To test effects of a social Developmental Intervention in the elementary grades on adult life through the 30s, the Seattle Social Development Project, a nonrandomized controlled trial, followed all consenting 5th-grade students ( N = 808) from 18 Seattle public elementary schools from age 10 (in 1985) to age 39 (in 2014), with 88% retention. The sample was gender balanced and ethnically and economically diverse. The full Intervention, called Raising Healthy Children , continued from Grades 1 through 6 and consisted of teacher in-service training in classroom management and instructional methods; cognitive, social, and refusal skills training for children; and parent workshops in child behavior monitoring and management, academic support, and anticipatory guidance. Using structural equation modeling, we examined Intervention effects from age 30 to age 39 across 9 constructs indicating 3 domains of adult life: health behavior, positive functioning, and adult health and success. An omnibus test across all 9 constructs indicated a significant positive overall Intervention-control difference. Examined individually, significant Intervention effects included better health maintenance behavior, mental health, and overall adult health and success. Significant effects were not found on substance use disorder symptoms, sex-risk behaviors, or healthy close relationships in the 30s. Results indicate that sustained, theory-based, multicomponent Intervention in the elementary grades can produce lasting changes in health maintenance, mental health, and adult functioning through the 30s.
-
effects of social Development Intervention in childhood 15 years later
JAMA Pediatrics, 2008Co-Authors: David J Hawkins, Karl G. Hill, Rick Kosterman, Richard F Catalano, Robert D. AbbottAbstract:OBJECTIVE: To examine the long-term effects of a universal Intervention in elementary schools in promoting positive functioning in school, work, and community, and preventing mental health problems, risky sexual behavior, substance misuse, and crime at ages 24 and 27 years. DESIGN: Nonrandomized controlled trial. SETTING: Fifteen public elementary schools serving diverse neighborhoods including high-crime neighborhoods in Seattle, Washington. PARTICIPANTS: Sex-balanced and multiracial/multiethnic sample of 598 participants at ages 24 and 27 years (93% of the original sample in these conditions). InterventionS: Teacher training in classroom instruction and management, child social and emotional skill Development, and parent workshops. MAIN OUTCOME MEASURES: Self-reports of functioning in school, work, and community and of mental health, sexual behavior, substance use, and crime, and court records. RESULTS: A significant multivariate Intervention effect across all 16 primary outcome indices was found. Specific effects included significantly better educational and economic attainment, mental health, and sexual health by age 27 years (all P < .05). Hypothesized effects on substance use and crime were not found at ages 24 or 27 years. CONCLUSIONS: A universal Intervention for urban elementary schoolchildren, which focused on classroom management and instruction, children's social competence, and parenting practices, positively affected mental health, sexual health, and educational and economic achievement 15 years after the Intervention ended. Language: en
-
raising healthy children examining the impact of promoting healthy driving behavior within a social Development Intervention
Prevention Science, 2006Co-Authors: Kevin P Haggerty, Richard F Catalano, Charles B Fleming, Tracy W Harachi, Robert D. AbbottAbstract:This study evaluated the impact of two targeted family sessions focused on driving issues delivered within the context of the Raising Healthy Children project. The Raising Healthy Children project began in the fall of 1993, drawing students in the 1st or 2nd grades from 10 schools. Schools were assigned to an Intervention or control condition, and the school-wide, family- and student-focused preventive Intervention to address Developmentally salient risk and protective factors was delivered during elementary and middle school. The family driving sessions were administered to families in the Intervention condition prior to and after teenagers received their driver's license. The first session consisted of a home visit with families designed to help parents and their children improve decision-making skills concerning driving and to develop clear standards and expectations regarding driving-related behavior. A second session, at the time of licensure, was designed to help parents and teens develop a written contract that stated family expectations, a plan for monitoring compliance with these expectations, and consequences for compliance or non-compliance.
-
Raising Healthy Children: Examining the Impact of Promoting Healthy Driving Behavior within a Social Development Intervention
Prevention Science, 2006Co-Authors: Kevin P Haggerty, Richard F Catalano, Charles B Fleming, Tracy W Harachi, Robert D. AbbottAbstract:This study evaluated the impact of two targeted family sessions focused on driving issues delivered within the context of the Raising Healthy Children project. The Raising Healthy Children project began in the fall of 1993, drawing students in the 1st or 2nd grades from 10 schools. Schools were assigned to an Intervention or control condition, and the school-wide, family- and student-focused preventive Intervention to address Developmentally salient risk and protective factors was delivered during elementary and middle school. The family driving sessions were administered to families in the Intervention condition prior to and after teenagers received their driver's license. The first session consisted of a home visit with families designed to help parents and their children improve decision-making skills concerning driving and to develop clear standards and expectations regarding driving-related behavior. A second session, at the time of licensure, was designed to help parents and teens develop a written contract that stated family expectations, a plan for monitoring compliance with these expectations, and consequences for compliance or non-compliance. Consistent with the study's group-randomized design, Intervention effects were assessed with multi-level logistic regression models in which students were grouped by their original school assignment. These models assessed specific effects of the driving sessions by adjusting for control variables measured when students were in 8th grade, prior to the driving sessions. Results indicated that students in the Intervention group were more likely than students in the control group to report that they had a written driving contract ( p = .003, OR = 4.98), and had participated in making the driving rules in the family ( p = .025, OR = 1.70). Further, students in the Intervention group reported significantly fewer risky behaviors including driving under the influence of alcohol ( p = .021, OR = .45) and driving with someone who had been drinking ( p = .038, OR = .56).
-
promoting positive adult functioning through social Development Intervention in childhood long term effects from the seattle social Development project
JAMA Pediatrics, 2005Co-Authors: David J Hawkins, Karl G. Hill, Rick Kosterman, Richard F Catalano, Robert D. AbbottAbstract:Objective To examine the long-term effects of the Seattle Social Development Project Intervention in promoting positive adult functioning and preventing mental health problems, crime, and substance use (including tobacco, alcohol, and other drugs) at 21 years of age. Design This nonrandomized controlled trial followed up participants to 21 years of age, 9 years after the Intervention ended. We compared the following 3 Intervention conditions: a full 6-year Intervention (grades 1 through 6); a late 2-year Intervention (grades 5 and 6 only); and a no-treatment control condition. Setting Eighteen public elementary schools serving diverse neighborhoods, including high-crime neighborhoods, of Seattle, Wash. Participants A sex-balanced, multiethnic sample of 605 participants across the 3 conditions who completed interviews at 21 years of age (94% of the original sample in these conditions). Interventions Teacher training in classroom instruction and management, child social and emotional skill Development, and parent training. Main Outcome Measures Self-reports of functioning in school and work, emotional and mental health, and crime and substance use at 21 years ofage and official court records. Results Broad significant effects on functioning in school and work and on emotional and mental health were found. Fewer significant effects on crime and substance use were found at 21 years of age. Most outcomes had a consistent dose effect, with the strongest effects in subjects in the full-Intervention group and effects in the late-Intervention group between those in the full-Intervention and control groups. Conclusions A theory-guided preventive Intervention that strengthened teaching and parenting practices and taught children interpersonal skills during the elementary grades had wide-ranging beneficial effects on functioning in early adulthood.
Karl G. Hill - One of the best experts on this subject based on the ideXlab platform.
-
Effects of Social Development Intervention in Childhood on Adult Life at Ages 30 to 39
Prevention Science, 2019Co-Authors: Rick Kosterman, J. David Hawkins, Karl G. Hill, Richard F Catalano, Jennifer A. Bailey, Robert D. AbbottAbstract:Elementary schools can be effective sites for universal preventive Interventions. Less is known about how long effects of Intervention in elementary grades last. Can they improve outcomes in adulthood? To test effects of a social Developmental Intervention in the elementary grades on adult life through the 30s, the Seattle Social Development Project, a nonrandomized controlled trial, followed all consenting 5th-grade students ( N = 808) from 18 Seattle public elementary schools from age 10 (in 1985) to age 39 (in 2014), with 88% retention. The sample was gender balanced and ethnically and economically diverse. The full Intervention, called Raising Healthy Children , continued from Grades 1 through 6 and consisted of teacher in-service training in classroom management and instructional methods; cognitive, social, and refusal skills training for children; and parent workshops in child behavior monitoring and management, academic support, and anticipatory guidance. Using structural equation modeling, we examined Intervention effects from age 30 to age 39 across 9 constructs indicating 3 domains of adult life: health behavior, positive functioning, and adult health and success. An omnibus test across all 9 constructs indicated a significant positive overall Intervention-control difference. Examined individually, significant Intervention effects included better health maintenance behavior, mental health, and overall adult health and success. Significant effects were not found on substance use disorder symptoms, sex-risk behaviors, or healthy close relationships in the 30s. Results indicate that sustained, theory-based, multicomponent Intervention in the elementary grades can produce lasting changes in health maintenance, mental health, and adult functioning through the 30s.
-
effects of social Development Intervention in childhood 15 years later
JAMA Pediatrics, 2008Co-Authors: David J Hawkins, Karl G. Hill, Rick Kosterman, Richard F Catalano, Robert D. AbbottAbstract:OBJECTIVE: To examine the long-term effects of a universal Intervention in elementary schools in promoting positive functioning in school, work, and community, and preventing mental health problems, risky sexual behavior, substance misuse, and crime at ages 24 and 27 years. DESIGN: Nonrandomized controlled trial. SETTING: Fifteen public elementary schools serving diverse neighborhoods including high-crime neighborhoods in Seattle, Washington. PARTICIPANTS: Sex-balanced and multiracial/multiethnic sample of 598 participants at ages 24 and 27 years (93% of the original sample in these conditions). InterventionS: Teacher training in classroom instruction and management, child social and emotional skill Development, and parent workshops. MAIN OUTCOME MEASURES: Self-reports of functioning in school, work, and community and of mental health, sexual behavior, substance use, and crime, and court records. RESULTS: A significant multivariate Intervention effect across all 16 primary outcome indices was found. Specific effects included significantly better educational and economic attainment, mental health, and sexual health by age 27 years (all P < .05). Hypothesized effects on substance use and crime were not found at ages 24 or 27 years. CONCLUSIONS: A universal Intervention for urban elementary schoolchildren, which focused on classroom management and instruction, children's social competence, and parenting practices, positively affected mental health, sexual health, and educational and economic achievement 15 years after the Intervention ended. Language: en
-
promoting positive adult functioning through social Development Intervention in childhood long term effects from the seattle social Development project
JAMA Pediatrics, 2005Co-Authors: David J Hawkins, Karl G. Hill, Rick Kosterman, Richard F Catalano, Robert D. AbbottAbstract:Objective To examine the long-term effects of the Seattle Social Development Project Intervention in promoting positive adult functioning and preventing mental health problems, crime, and substance use (including tobacco, alcohol, and other drugs) at 21 years of age. Design This nonrandomized controlled trial followed up participants to 21 years of age, 9 years after the Intervention ended. We compared the following 3 Intervention conditions: a full 6-year Intervention (grades 1 through 6); a late 2-year Intervention (grades 5 and 6 only); and a no-treatment control condition. Setting Eighteen public elementary schools serving diverse neighborhoods, including high-crime neighborhoods, of Seattle, Wash. Participants A sex-balanced, multiethnic sample of 605 participants across the 3 conditions who completed interviews at 21 years of age (94% of the original sample in these conditions). Interventions Teacher training in classroom instruction and management, child social and emotional skill Development, and parent training. Main Outcome Measures Self-reports of functioning in school and work, emotional and mental health, and crime and substance use at 21 years ofage and official court records. Results Broad significant effects on functioning in school and work and on emotional and mental health were found. Fewer significant effects on crime and substance use were found at 21 years of age. Most outcomes had a consistent dose effect, with the strongest effects in subjects in the full-Intervention group and effects in the late-Intervention group between those in the full-Intervention and control groups. Conclusions A theory-guided preventive Intervention that strengthened teaching and parenting practices and taught children interpersonal skills during the elementary grades had wide-ranging beneficial effects on functioning in early adulthood.
-
Long-Term Effects of the Seattle Social Development Intervention on School Bonding Trajectories
Applied developmental science, 2001Co-Authors: J. David Hawkins, Jie Guo, Karl G. Hill, Sara Battin-pearson, Robert D. AbbottAbstract:Bonding to school has been shown to be a protective factor against many problem behaviors. This study examines the effects of Intervention during the elementary grades on changes in school bonding from middle school through high school, using hierarchical linear modeling. A full Intervention group (Grades 1-6), a late Intervention group (Interventions in Grades 5 and 6 only), and a control group offered no special Intervention were compared. The full Intervention group was significantly more bonded to school than the control group at ages 13 and 18. Moreover, the full Intervention group showed a curvilinear change in school bonding over time, decreasing to age 16 and then increasing to age 18, whereas bonding to school in both the control and late Intervention groups continued to decline from age 13 to age 18. These findings suggest that social Development Interventions through elementary school can have positive long-term effects on school bonding and demonstrate the importance of long-term follow-up stu...
Lucy Gilson - One of the best experts on this subject based on the ideXlab platform.
-
strengthening health system leadership for better governance what does it take
Health Policy and Planning, 2018Co-Authors: Lucy Gilson, Irene Akua AgyepongAbstract:This editorial provides an overview of the six papers included in this special supplement on health leadership in Africa. Together the papers provide evidence of leadership in public hospital settings and of initiatives to strengthen leadership Development. On the one hand, they demonstrate both that current leadership practices often impact negatively on staff motivation and patient care, and that contextual factors underpin poor leadership. On the other hand, they provide some evidence of the positive potential of new forms of participatory leadership, together with ideas about what forms of leadership Development Intervention can nurture new forms of leadership. Finally, the papers prompt reflection on the research needed to support the implementation of such Interventions.