Schools and Families Educating Children: A Preventive Intervention for Early Elementary School Children.

Gorman‐Smith, Deborah; Tolan, Patrick H.; Henry, David B.; Quintana, Elena; Lutovsky, Kelly; Leventhal, Amy

doi:10.1037/11488-005

Cited by 12 publications

(10 citation statements)

References 39 publications

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“…Guided by developmental-ecological theories, the intervention aims to improve family relationships, children' s academic achievement and school bonding, family involvement in school, and ultimately children' s self-control and social competence, which are believed to reduce substance use later in adolescence (Gorman-Smith et al, 2007). Initial impacts from a randomized trial suggest improvements in reading ability for children and stable school involvement for parents participating in the intervention, with additional improvements in aggression and hyperactivity for high-risk children (Tolan, Gorman-Smith, & Henry, 2004).…”

Section: Role Of Core Competencies In Adolescent Substance Use Prevenmentioning

confidence: 99%

Core competencies and the prevention of adolescent substance use

Haegerich

Tolan

2008

New Directions for Child and Adolescent Development

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Adolescence is a developmental period during which youth are at increased risk for using substances. An empirical focus on core competencies illustrates that youth are less likely to use substances when they have a positive future orientation, a belief in the ability to resist substances, emotional and behavioral control, sound decision-making ability, a belief that substance use is wrong, and a strong bond to prosocial peers and family. Such etiological research is beginning to provide a strong foundation for successful competence-building prevention programs. Focusing on the developmental-ecological context of adolescent substance use will expedite advances in prevention.

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Section: Role Of Core Competencies In Adolescent Substance Use Prevenmentioning

confidence: 99%

Core competencies and the prevention of adolescent substance use

Haegerich

Tolan

2008

New Directions for Child and Adolescent Development

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“…Several of the programs listed in Table 1 conducted such analyses, particularly when the intervention focused on parents’ use of limit setting or monitoring. For instance, the SAFE Children intervention – implemented at the transition to school – significantly increased parents’ use of consistent caregiving and limit setting, with concomitant improvements in children’s self-regulation (Gorman-Smith et al, 2007; Tolan, Gorman-Smith, Henry, & Schoeny, 2009). The New Beginnings Program (Wolchik, Schenck, & Sandler, 2009) was designed to promote children’s resilience to their parents’ impending divorce, in part by teaching parents effective discipline and conflict resolution skills.…”

Section: Family-based Interventions To Optimize Regulation and Resilimentioning

confidence: 99%

Resilience as Regulation of Developmental and Family Processes

2015

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Resilience can be defined as establishing equilibrium subsequent to disturbances to a system caused by significant adversity. When families experience adversity or transitions, multiple regulatory processes may be involved in establishing equilibrium, including adaptability, regulation of negative affect, and effective problem-solving skills. The authors’ resilience-as-regulation perspective integrates insights about the regulation of individual development with processes that regulate family systems. This middle-range theory of family resilience focuses on regulatory processes across levels that are involved in adaptation: whole-family systems such as routines and sense of coherence; coregulation of dyads involving emotion regulation, structuring, and reciprocal influences between social partners; and individual self-regulation. Insights about resilience-as-regulation are then applied to family-strengthening interventions that are designed to promote adaptation to adversity. Unresolved issues are discussed in relation to resilience-as-regulation in families, in particular how risk exposure is assessed, interrelations among family regulatory mechanisms, and how families scaffold the development of children’s resilience.

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“…Two major aspects of family functioning are often targeted in intervention programs (1) family cohesion, which is a felt sense of shared affection, support, and caring within the family (Moos & Moos, 1976); and (2) parental monitoring, which is “a set of correlated parenting behaviors involving attention to and tracking of the child's whereabouts, activities, and adaptations” (Dishion & McMahon, 1998; p. 61). Interventions that include a focus on family functioning have been shown to prevent a number of problem behaviors in adolescence, including delinquency and aggression (Bradshaw, Zmuda, Kellam & Ialongo, 2009; Conduct Problems Prevention Research Group [CPPRG], 2011; Gorman-Smith, Tolan, Henry, Quintana, Lutovsky, & Leventhal, 2007; Kumpfer & Alvarado, 2003). …”

Section: Introductionmentioning

confidence: 99%

Family Functioning and High Risk Adolescents’ Aggressive Behavior: Examining Effects by Ethnicity

Henneberger

Varga

Moudy

et al. 2014

J Youth Adolescence

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The relationship between family functioning and adolescents’ physical aggression has been well established, but whether these relationships might differ by ethnicity has received less attention. Ethnic variations may be important for targeting prevention programs to specific youth and families. This study examined the longitudinal relationship between family cohesion, parental monitoring, and physical aggression using data from the Multisite Violence Prevention Project sample of high-risk youth (elevated aggression). Participants were 1,232 high-risk middle school students (65% male; 70% African American; 15% Hispanic). Meaningful demographic variations were identified. After controlling for intervention condition and study site, family cohesion was significantly negatively related to physical aggression, more so for Hispanic youth. Parental monitoring was negatively associated with physical aggression for African American youth only. Our findings point to the importance of developing culturally sensitive family interventions to prevent physical aggression in middle school.

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Schools and Families Educating Children: A Preventive Intervention for Early Elementary School Children.

Cited by 12 publications

References 39 publications

Core competencies and the prevention of adolescent substance use

Core competencies and the prevention of adolescent substance use

Resilience as Regulation of Developmental and Family Processes

Family Functioning and High Risk Adolescents’ Aggressive Behavior: Examining Effects by Ethnicity

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