The DOI matches its Crossref record; 46 of the 48 references it cites were found in a registry or an index.
Effects of Social Development Intervention in Childhood 15 Years Later
Open accessAbstract
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.11”
From Critical connections: health and academics (2015) · cites this paper as [11]
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“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]
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“However, these components implemented independently cannot move the needle for academic achievement.”
From Critical connections: health and academics (2015) · cites this paper as [11]
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“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]
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“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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Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017) · Child Development · doi:10.1111/cdev.12864 · Cited by 2,345
(2009) · Cited by 2,013
Schools as Developmental Contexts During Adolescence
Eccles, J. S., & Roeser, R. W. (2011) · Journal of Research on Adolescence · doi:10.1111/j.1532-7795.2010.00725.x · Cited by 1,629
Social and Emotional Learning and Teachers
Schonert-Reichl, K. A. (2017) · The Future of Children · doi:10.1353/foc.2017.0007 · Cited by 861
Worldwide application of prevention science in adolescent health
Catalano, R. F., Fagan, A. A., Gavin, L. E., Greenberg, M. T., Irwin, C. E., Ross, D. A., & Shek, D. T. (2012) · The Lancet · doi:10.1016/s0140-6736(12)60238-4 · Cited by 674
Metadata
- 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)
- 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 › Psychology › Developmental and Educational Psychology › 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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