2005 · Étude · Anglais

Promoting positive adult functioning through social development intervention in childhood: Long-term effects from the Seattle Social Development Project

Hawkins, J. D., Kosterman, R., Catalano, R. F., Hill, K. G., & Abbott, R. D.

Hawkins, J. D., Kosterman, R., Catalano, R. F., Hill, K. G., & Abbott, R. D. (2005). Promoting positive adult functioning through social development intervention in childhood: Long-term effects from the Seattle Social Development Project. Archives of Pediatrics & Adolescent Medicine, 159(1), 25–31. doi.org/10.1001/archpedi.159.1.25

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Résumé

Long-term follow-up of the Seattle Social Development Project, a school-based intervention built on the social development model: teachers were trained in classroom instruction and management, children in social and emotional skills and parents in parenting. The study compared three conditions in 18 public elementary schools in Seattle, including high-crime neighbourhoods: the full intervention across six school years, a late intervention in grades 5 and 6, and a control condition. 605 participants were interviewed at age 21, nine years after the intervention ended (94 per cent of the original sample). It found broad significant effects on functioning in school and work and on emotional and mental health, and fewer significant effects on crime and substance use. Most outcomes followed a dose-response pattern, with the strongest effects in the full-intervention group. The design is controlled but not randomised; schools were not assigned to conditions by lot.