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.

Parental Engagement in Interventions for Children at Risk for Conduct Disorder

Parental engagement in interventions for children at risk for conduct disorder

The Challenge of Parental Engagement

Family-based intervention is an important, if not essential, part of a comprehensive treatment strategy for children at risk for conduct disorder (Kazdin, 1987; Miller & Prinz, 1990). The consistent relationships found between social interactions within the family and severe antisocial behaviors in childhood clearly emphasize the importance of parental involvement in intervention (Patterson, 1986; Vuchinich, Bank, & Patterson, 1992). The most promising family-based intervention approaches focus on improving interpersonal relations between children and adults, view parents as critical change agents in the modification of child behavior, and conceive intervention as a collaborative process that involves coaching, instruction, modeling, self-regulation, and ...

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