A thirty-year follow-up of treatment effects.

McCord, Joan

doi:10.1037/0003-066x.33.3.284

Cited by 408 publications

(216 citation statements)

References 2 publications

(2 reference statements)

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“…One of the rst, and one of the best designed, the Cambridge-Somerville study (McCord, 1978(McCord, , 1992Powers &Witmer, 1951), started in the 1930s. Although some of these studies have shown that interventions can have iatrogenic effects (Dishion, McCord, & Poulin, 1999;McCord, 1978), some have shown long-term positive effects (e.g., Hawkins, Farrington, & Catalano, 1998;Olds et al, 1998;Tremblay, Kurtz, Mâsse, Vitaro, & Pihl, 1995;Vitaro, Brendgen, & Tremblay, in press;Weikart & Schweinhart, 1992). However, to my knowledge, none have shown a signi cant long-term impact on the most feared form of aggression.…”

Section: Understanding and Changing The Course Of Developmentmentioning

confidence: 99%

The development of aggressive behaviour during childhood: What have we learned in the past century?

Tremblay

2000

International Journal of Behavioral Development

759

524

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Research on human aggression has been a flourishing industry in the 20th century. As the attention shifted from an instinctual paradigm to a drive paradigm and a social learning paradigm, what have we learned on the development of aggressive behaviour during childhood? Are children born with an aggressive instinct or do they have to learn to aggress?This question has deep philosophical roots, but it also has important practical implications. Should interventions prevent children from learning to aggress or should they help children learn to inhibit aggressive reactions? Since most of the 20th century work on the development of aggression was concentrated on adolescents and elementary school age children, there appeared to be an implicit assumption that aggression is learned during these developmental periods. It is argued that to understand the origins of aggressive behaviour and prevent chronic cases of physical aggression we will need to focus on the development of aggressive behaviour during the first few years after birth, and differentiate among forms of aggressive behaviour. The form of agressive behaviour that is generally considered more “serious” or “socially unacceptable” (physical aggression) is clearly ontogenetically antecedent to less “serious” forms of aggressive behaviour, such as verbal aggression or indirect aggression. Furthermore, as a rule the frequency of physical aggression appears to decrease with age. However, infants’ physical aggression has generally not been considered developmentally significant. This is probably because of “the weakness of their limbs” and the apparent lack of “intentionality”. To have a relatively complete description of the life-span developmental trajectories of human aggressive behaviour by the end of the 21st century, we will need to start recruiting pregnant women very soon.

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Section: Understanding and Changing The Course Of Developmentmentioning

confidence: 99%

The development of aggressive behaviour during childhood: What have we learned in the past century?

Tremblay

2000

International Journal of Behavioral Development

759

524

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“…3 This is not the only intervention to find no beneficial effects or unanticipated negative effects on participants. The well-known randomized, experimental trial of the communitybased treatment program Cambridge-Somerville Youth Study, whose objective was to prevent delinquency, found that youths in the treatment group were more likely to be rearrested for crimes and have other negative impacts on physical and psychological health compared to youths in the control group in the long-run (McCord, 1978 and1992). The intervention was targeted to boys ages 5 to 13, and children in the treatment group received an individual counselor who visited the family around twice a month for five years and were referred to or received services in a variety of areas: tutoring, medical, psychiatric, summer camps, Boy Scouts, YMCA, or other community programs.…”

Section: Alternative Explanations For Unanticipated Negative Effecmentioning

confidence: 99%

Mentoring, educational services, and incentives to learn: What do we know about them?

Rodríguez‐Planas

2012

Evaluation and Program Planning

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. This paper reviews recent studies on the effectiveness of services and incentives offered to disadvantaged youth. We focus our analysis on three types of interventions: mentoring, educational services, and financial rewards. The objective of this article is threefold. First, we explain alternative theoretical points of view in favor (or against -when applicable) each of these interventions. Then, we discuss how recent empirical work has affected that view, and we summarize the latest findings. We conclude with a discussion on what questions remain to be examined. Our hope is that this article will serve as a resource for those seeking to understand what educational interventions work and for whom, and to use as a starting point to illuminate the debate on where to go next.JEL Classification: C93, I21, I22, I28, J24

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“…Il est à noter qu'il ne s'agit pas d'un cas isolé. La Cambridge-Somerville Youth Study (CSYS) qui avait comme objectif de prévenir la délinquance chez les jeunes à risque est un exemple classique d'effet iatrogène (McCord, 1978). Les jeunes qui ont pris part à cette intervention dans les années quarante présentaient plus de problèmes d'ajustement 30 ans plus tard que ceux du groupe contrôle.…”

Section: Suivi 2 Ans Suivi 3 Ansunclassified

La prévention des problèmes de comportement à l’adolescence : le Adolescent Transition Program

Poulin¹,

Dishion²,

Kavanagh³

et al. 2005

crimino

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The Adolescent Transition Program (ATP) is a multi-component preventive intervention designed to reduce escalation in problem behaviors among high-risk young adolescents. A previous evaluation of this program showed that aggregating high-risk youths for intervention purposes led to an escalation in delinquency and smoking. The results of this study also suggested that an intervention targeting parenting practices was more beneficial. These findings led to the development of a new intervention program aimed at the modification of parenting practices. This school-based program proposes a multiple gating approach to parent intervention with each level of intervention building on the previous one to reduce the overall prevalence of risk. A pilot study designed to evaluate the implementation of this intervention program suggested that schools seem to be an appropriate setting for reaching parents of high-risk adolescents and delivering intervention services

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A thirty-year follow-up of treatment effects.

Cited by 408 publications

References 2 publications

The development of aggressive behaviour during childhood: What have we learned in the past century?

The development of aggressive behaviour during childhood: What have we learned in the past century?

Mentoring, educational services, and incentives to learn: What do we know about them?

La prévention des problèmes de comportement à l’adolescence : le Adolescent Transition Program

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