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Facilitating effective prevention of child internalizing and externalizing problems in the Netherlands: Long-term effects and costs evaluation of two school-based preventive intervention trials

Projectomschrijving

Facilitating effective prevention of child internalizing and externalizing problems in the Netherlands: Long-term effects and costs evaluation of two school-based preventive intervention trials

Taakspel en PAD programma’s om psychische en gedragsproblemen bij kinderen te voorkomen. De programma’s worden op school, klassikaal uitgevoerd. Dit project onderzoekt de langetermijneffecten van Taakspel en PAD. Kunnen de programma’s gedrags- en emotionele problemen voorkomen en welke invloed hebben ze op schoolprestaties en gezondheidszorgconsumptie?
Taakspel wordt uitgevoerd door leraren. Het programma geeft hen praktische handvatten om een veilig en sociaal klassenklimaat te creëren. Dat kan gedragsproblemen voorkomen. In het Taakspelproject worden 750 kinderen jaarlijks gevolgd vanaf groep 3 tot en met 8. Taakspel was geïmplementeerd in de groepen 3 en 4.
PAD leert kinderen emoties te herkennen en benoemen. Ook traint het kinderen in sociale vaardigheden. In het PAD project worden ongeveer 750 kinderen gevolgd vanaf de kleuterschool tot en met groep 8. PAD wordt uitgevoerd in de eerste jaren van de basisschool.

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Samenvatting van de aanvraag

Effective prevention of behavioral and emotional problems can only be achieved if 1) knowledge about the long-term effectiveness of prevention programs on mental health and (reductions in) health impeding behaviors (e.g., substance use) is available, including the conditions under which these programs become effective, and 2) knowledge on the cost-effectiveness of the program, and knowledge about the influence in implementation fidelity on effectiveness is available, as this should guide public policy makers in facilitating nationwide implementation of prevention programs. In addition, 3) for effective prevention an accurate identification of children in need for intervention, at the earliest possible age is needed, as this knowledge allows for the early implementation of programs tailored to the needs of these children. The proposed study aims to address each of these topics in two school based primary preventive intervention programs (Project Spelregels, and project PATHS). In project Spelregels, 758 children of 31 elementary schools were randomly assigned to one of three conditions: (a) the school-based Good Behavior Game (GBG), (b) the combined GBG and the home-based parenting program Opvoeden en Zo (Parent Management, PM), or (c) a control condition. The GBG is a classroom behavior management intervention, aimed at creating a predictable, save classroom environment in which children can function optimally. The development of children during the intervention (from school groep 3 to 5, age period 6-8 years) was monitored annually (ended in 2007) and will be continued till age 13 years. In the implementation phase of project PATHS, the PATHS curriculum was implemented among 1325 children (quasi experimental design) in four cohorts (age 5, 6, 7, 9 years at the beginning of the project) in 18 elementary schools. PATHS is a social-emotional intervention, aimed at teaching children to recognize and cope with emotions, and to develop effective strategies to deal with social situations. Children were followed for two years (ended 2007). These four cohorts will be followed-up till age 19 years. In the proposed follow-up we aim at establishing the long-term (cost) effectiveness of the GBG and PATHS. Specifically, for the GBG sample, we will only focus on the effectiveness of the GBG but not of the PM program. Therefore the GBG only condition, and the GBG and PM condition will be combined. GBG impact will be studied while controlling for possible additional impact of the PM program. Specifically we aim: 1. To assess the long-term outcomes of the GBG and PATHS intervention in terms of symptoms of behavioral and emotional problems at ages 9, 10, 11, 12, and 13 years, and in terms of number of DSM-IV clinical diagnoses (age 13 years), cases of school failure (underachievement), and the amount of service use, and substance use prevented by the program; 2. To study how if, and how, neurocognitive, social-cognitive and social-relational variables influence prevention effectiveness, to identify cases in need for additional intervention; 3. To study the influence of implementation fidelity on effectiveness of the GBG and PATHS; 4. To study the cost-effectiveness of the GBG and PATHS; 5. To optimize the early identification of children at risk for developing DSM-IV disruptive behavior disorders.

Onderwerpen

Kenmerken

Projectnummer:
120620029
Looptijd: 100%
Looptijd: 100 %
2009
2014
Onderdeel van programma:
Projectleider en penvoerder:
Prof. dr. P.A.C. Lier
Verantwoordelijke organisatie:
Vrije Universiteit Amsterdam