This article discusses the effectiveness of a multicomponent intervention designed to disrupt developmental processes associated with conduct problems and peer rejection in childhood. Compared with 41 children randomized to a wait list control condition, 45 children in an intervention condition received a social skills training program. At the same time, their parents participated in an in-home family intervention. Compared with control group children, intervention children demonstrated significant improvements on five of six outcome measures. Differences between the experimental and control groups suggest the programs strengthen children’s prosocial behavior, promote their ability to regulate emotions, and increase social contact with peers. Intervention also was associated with significant improvements in classroom comportment and decreases in relational aggression, a measure of coercion in peer relationships. The findings are consistent with those of other programs effective in interrupting risk processes associated with conduct problems in childhood and early adolescence.
This article focuses on the mechanisms that African American women used during the Progressive Era to meet the needs of young African American women and girls. It identifies some of the early reform women and describes the girls and women who were the recipients of their beneficence. Attention is also given to specific strategies that were implemented by service organizations and groups, such as women’s clubs, sororities, schools, and settlement houses.
This paper reports on a pilot project funded jointly by South and West Devon Health Authority and Devon Social Service department which sought to overcome some of the problems encountered with liaison between services, and to improve carer experience and access to social services. This involved the placement in a Plymouth general practitioner (GP) surgery of a social service care manager who worked from the surgery and was allocated extra hours for carer support work. The project was evaluated and compared with the current experience of carers in the more 'traditional' setting. The experience and attitude of GPs in two other surgeries were also explored. The traditional model of work seen in Surgery B and C, the comparison surgeries, was a crisis intervention model which was regarded as adequate by the GPs involved, who had no experience of any other way of working. They directed the carers to telephone or write to social services themselves, or in a few cases the GP contacted social services on their behalf. However, the data showed that carers were less satisfied with this traditional model and preferred the more 'instant' access to support, made possible through the pilot worker in Surgery A. In the pilot project a short and informal visit to the pilot worker on request was seen as a relief by the carers. They had avoided the gate-keeping and bureaucracy involved in the 'normal' process. The drawing together of the various strands of the research showed conclusively that the pilot project in Surgery A was successful in meeting the majority of objectives set out for it. It has been a success in the perception of the carers and all of the professionals and staff involved. Staff involved all agreed that cross service collaboration between social services and the GP surgery had been improved, and that this had improved the service available to patients and carers.
Increasingly, aftercare services for children returning home from residential treatment are recogn~ed as vital to maintain a child's gains. However, to date, specific knowledge about effective aftercare services, as well as the actual deliveryof such services continue to require development. This paper describes an empirically-based, concrete aftercare program that addresses these concerns.
Practitioners constantly seek innovative ways to improve service delivery to high-risk children and families who are isolated and unlikely to seek help at an agency. Home-based practice is rapidly becoming an alternative to practice in office settings. The authors describe the enhanced assessment and intervention opportunities afforded through home-based practice. Intervention and personal management skills needed to conduct effective home-based practice are described and illustrated.
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