Citation

Huesmann LR, Maxwell CD, Eron L, Dahlberg LL, Guerra NG, Tolan PH, VanAcker R, Henry D. Am. J. Prev. Med. 1996; 12(5, Suppl): 120-128.

Copyright

(Copyright © 1996, Elsevier Publishing)

DOI

unavailable

PMID

unavailable

Abstract

The Metropolitan Area Child Study (MACS) is a multifaceted school- and family-based intervention and evaluation study designed to prevent and understand the development of aggressive behavior. The multifaceted interventions are grounded in combined social-cognitive and ecologic theories. Social-cognitive theories contend that cognitive scripts, attributions, and beliefs acquired early in life mediate the effects of ecological factors that influence the development of antisocial behavior. Prevention programs aimed at these cognitions must address multiple dimensions of the childís environment including family, peer, school, and community. the program has three levels of intervention delivered in two-year segments: (1) Level 1: a general enhancement classroom intervention that stresses culturally sensitive student and teacher interaction involving instructional and classroom management strategies and a social-cognitive curriculum that mitigates aggressive development; (2) Level 2: intensive small-group sessions designed to change children's cognitions and enhance peer relationship skills for at-risk children added to the general classroom enhancement program; and (3) Level 3: a one-year family relationships intervention that stresses parenting skill building and emotional responsiveness in family interactions added to the general enhancement and small-group training conditions. Sixteen Chicago-area schools are randomly assigned (four each) to a control group or one of the three intervention levels. Individual child assessments, peer assessments, classroom behavioral observations, and archival data are collected before the interventions begin, during the interventions, at the end of each intervention, and at a follow-up point. The pre-tests indicate that the children on average have higher levels of aggression than found nationally and elevated clinical levels of other psychopathologies. Across the four intervention levels there are no significant differences in ethnic composition, socioeconomic status (SES), aggressive behavior, and normative beliefs about aggression. (Abstract Adapted from Source: American Journal of Preventive Medicine, 1996. Copyright © 1996 by Elsevier Science)

For more information on the Metropolitan Area Child Study (MACS), see VioPro record number 2649.

Illinois
Child Aggression
Child Violence
Child Offender
Violence Prevention
Prevention Program
Program Evaluation
Program Effectiveness
Program Description
Aggression Prevention
Aggression Intervention
Violence Intervention
Intervention Program
School Based
Family Based
At Risk Child
At Risk Youth
Ecological Factors
Environmental Factors
Urban Youth
Urban School
Cognitive Behavioral Intervention
07-05