Effects of social development intervention in childhood 15 years later

Hawkins, J. David; Kosterman, Rick; Catalano, Richard F.; Hill, Karl G.; Abbott, Robert D.

doi:10.1001/archpedi.162.12.1133

Cited by 296Early Childhood Education and DevelopmentChild and Adolescent Psychosocial and Emotional DevelopmentYouth Development and Social Support

Effects of social development intervention in childhood 15 years later

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Hawkins, J. David, Kosterman, Rick, Catalano, Richard F., Hill, Karl G., Abbott, Robert D.·2008·Archives of Pediatrics & Adolescent Medicine

DOI 10.1001/archpedi.162.12.1133PMC PMC2593733

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Abstract

OBJECTIVE: To examine the long-term effects of a universal intervention in elementary schools in promoting positive functioning in school, work, and community, and preventing mental health problems, risky sexual behavior, substance misuse, and crime at ages 24 and 27 years. DESIGN: Nonrandomized controlled trial. SETTING: Fifteen public elementary schools serving diverse neighborhoods including high-crime neighborhoods in Seattle, Washington. PARTICIPANTS: Sex-balanced and multiracial/multiethnic sample of 598 participants at ages 24 and 27 years (93% of the original sample in these conditions). INTERVENTIONS: Teacher training in classroom instruction and management, child social and emotional skill development, and parent workshops. MAIN OUTCOME MEASURES: Self-reports of functioning in school, work, and community and of mental health, sexual behavior, substance use, and crime, and court records. RESULTS: A significant multivariate intervention effect across all 16 primary outcome indices was found. Specific effects included significantly better educational and economic attainment, mental health, and sexual health by age 27 years (all P < .05). Hypothesized effects on substance use and crime were not found at ages 24 or 27 years. CONCLUSIONS: A universal intervention for urban elementary schoolchildren, which focused on classroom management and instruction, children's social competence, and parenting practices, positively affected mental health, sexual health, and educational and economic achievement 15 years after the intervention ended.

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Programs or interventions that include multiple components identified in WSCC can have a positive impact on health and education outcomes.
“programs or interventions that include multiple components identified in WSCC can have a positive impact on health and education outcomes.11”
From Critical connections: health and academics (2015) · cites this paper as [11]
Seattle's Social Development Program included child social and emotional skill development, professional development for teachers, and parent workshops (3 of the 10 components of WSCC).
“For example, Seattle's Social Development Program included child social and emotional skill development, professional development for teachers, and parent workshops (3 of the 10 components of WSCC).11”
From Critical connections: health and academics (2015) · cites this paper as [11]
The cross-cutting components implemented independently cannot move the needle for academic achievement.
“However, these components implemented independently cannot move the needle for academic achievement.”
From Critical connections: health and academics (2015) · cites this paper as [11]
Seattle's Social Development Program positively affected students' health behaviors and educational outcomes, and even 15 years after the intervention, showed positive effects on the participants' mental health, sexual health, and educational outcomes.
“This program positively affected student's health behaviors and educational outcomes, and even 15 years after the intervention, showed positive effects on the participants' mental health, sexual health, and educational outcomes.”
From Critical connections: health and academics (2015) · cites this paper as [11]
Programs that address multiple characteristics of the individual, family, school, and community are more likely to positively impact student learning and health behaviors.
“Researchers have found that programs that address multiple characteristics of the individual, family, school, and community are more likely to positively impact student learning and health behaviors.11,99”
From Critical connections: health and academics (2015) · cites this paper as [11]

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ARTICLE Effects of Social Development Intervention in Childhood 15 Years Later
Hawkins, J. D., Kosterman, R., Richard, P., Catalano, F., Hill, K. G., Robert, P., Abbott, D., Pediatr, A., & Med, A. (2013)
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Effects of Social Development Intervention in Childhood on Adult Life at Ages 30 to 39
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Preventing Adolescent Health-Risk Behaviors by Strengthening Protection During Childhood
Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R. D., & Hemphill, S. A. (1999) · Archives of Pediatrics and Adolescent Medicine · doi:10.1001/archpedi.153.3.226 · Cited by 1,034 · see citing works
Effects of the Seattle Social Development Project on Sexual Behavior, Pregnancy, Birth, and Sexually Transmitted Disease Outcomes by Age 21 Years
Lonczak, H. S., Abbott, R. D., Hawkins, J. D., Kosterman, R., & Catalano, R. F. (2002) · Archives of Pediatrics and Adolescent Medicine · doi:10.1001/archpedi.156.5.438 · Cited by 225 · see citing works

Authors: Hawkins, J. D., Kosterman, R., Catalano, R. F., Hill, K. G., & Abbott, R. D.
Affiliations: University of Washington (US)
ORCID: Kosterman, Rick
Venue: Archives of Pediatrics & Adolescent Medicine
Publisher: American Medical Association (AMA)
Published: 2008-12-01
Volume: 162
Issue: 12
Pages: 1133
ISSN: 1072-4710 (ISSN-L)
DOI: 10.1001/archpedi.162.12.1133
PMC: PMC2593733
OpenAlex: W2104010225
Cited by: 296
References: 48
Citations by year: 2026: 6 · 2025: 17 · 2024: 6 · 2023: 18 · 2022: 13 · 2021: 19 · 2020: 59 · 2019: 9 · 2018: 19 · 2017: 28 · 2016: 13 · 2015: 13 · 2014: 23 · 2013: 18 · 2012: 13
FWCI: 31.72
Type: journal article
Language: en
Open access: green
www.ncbi.nlm.nih.gov
Locations: Archives of Pediatrics and Adolescent Medicine (publishedVersion)
PubMed (publishedVersion)
PubMed Central (acceptedVersion)
Funders: National Institute of Mental Health (R01MH056587, R24MH056587, R24 MH56587-06)
National Institute on Drug Abuse (R01DA021426, R01DA009679, #1R01DA09679-11)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (R24HD042828)
Topics: Social Sciences › Education › Early Childhood Education and Development
Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Social Sciences › Safety Research › Youth Development and Social Support
Keywords: universal prevention, elementary school students, teacher professional development, classroom management, socioemotional skills, parent workshops, long-term outcomes, mental health, sexual behavior, substance use, crime, educational attainment
MeSH terms: Adolescent, Adult, Mental Disorders, Female, Follow-Up Studies, Humans, Juvenile Delinquency, Male, Mental Health, Parents, Retrospective Studies, School Health Services, Social Change, Socialization, Washington, Incidence, Substance-Related Disorders, Young Adult

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