Outcome studies have shown that treatment does not work if administered too late. Preventing Childhood Disorders, Substance Abuse, and Delinquency presents the newest research on the effectiveness of prevention and early intervention programs with children, from birth to adolescence. The contributors to this volume examine the theory and practice of leading programs designed to prevent social and behavioral problems–including violence and substance abuse–in children and adolescents. The innovative programs analyzed here focus on social skills training for children with conduct disorders, anger coping group work for aggressive children, parent training programs, life skills training for substance abuse prevention, and programs for high-risk youth and rural populations. All designed to intervene before the onset of disorders or to deal effectively with problems when they first appear, many of the programs also emphasize strengthening family, school, and community involvement for successful risk reduction. Clinical psychologists and human services professionals who work with children and youths will find Preventing Childhood Disorders, Substance Abuse, and Delinquency illuminating. This book also will be of interest to policy makers who are looking for more effective and efficient interventions to child and adolescent problems.

Family-Based Intervention in the Fast Track Program1

Family-based intervention in the fast track program
RobertJ.McMahon
NancyM.SloughCONDUCT PROBLEMS PREVENTION RESEARCH GROUP

As noted in Chapter 4 by Bierman, Greenberg, and the Conduct Problems Prevention Research Group (CPPRG), Fast Track is a multisite, collaborative study that is investigating the efficacy of a comprehensive intervention designed to prevent the development of serious conduct problems in young at-risk children. The project is being conducted at four sites in the United States that represent urban, suburban, and rural communities. Children are identified as being at high risk on the basis of both parent and teacher reports of high levels of disruptive behavior and other conduct problems in kindergarten (Lochman & CPPRG, 1995). The intervention begins in Grade 1 and continues through Grade ...

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