Article2005

Promoting Positive Adult Functioning Through Social Development Intervention in Childhood

J. David Hawkins · Rick Kosterman · Richard F. Catalano · Sheryl A. Hemphill · Robert D. Abbott

329 citations0/0 files storedArchives of Pediatrics and Adolescent Medicine

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Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development Youth Development and Social Support

Abstract

OBJECTIVE: To examine the long-term effects of the Seattle Social Development Project intervention in promoting positive adult functioning and preventing mental health problems, crime, and substance use (including tobacco, alcohol, and other drugs) at 21 years of age. DESIGN: This nonrandomized controlled trial followed up participants to 21 years of age, 9 years after the intervention ended. We compared the following 3 intervention conditions: a full 6-year intervention (grades 1 through 6); a late 2-year intervention (grades 5 and 6 only); and a no-treatment control condition. SETTING: Eighteen public elementary schools serving diverse neighborhoods, including high-crime neighborhoods, of Seattle, Wash. PARTICIPANTS: A sex-balanced, multiethnic sample of 605 participants across the 3 conditions who completed interviews at 21 years of age (94% of the original sample in these conditions). INTERVENTIONS: Teacher training in classroom instruction and management, child social and emotional skill development, and parent training. MAIN OUTCOME MEASURES: Self-reports of functioning in school and work, emotional and mental health, and crime and substance use at 21 years of age and official court records. RESULTS: Broad significant effects on functioning in school and work and on emotional and mental health were found. Fewer significant effects on crime and substance use were found at 21 years of age. Most outcomes had a consistent dose effect, with the strongest effects in subjects in the full-intervention group and effects in the late-intervention group between those in the full-intervention and control groups. CONCLUSIONS: A theory-guided preventive intervention that strengthened teaching and parenting practices and taught children interpersonal skills during the elementary grades had wide-ranging beneficial effects on functioning in early adulthood.

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References

2013Diagnostic and Statistical Manual of Mental Disorders 2019Diffusion of Innovations 1 2022Diagnostic and Statistical Manual of Mental Disorders 1984Temperament: Early Developing Personality Traits 1986Age and Crime 1993Significant Benefits: The High/Scope Perry Preschool Study Through Age 27 1998Long-term Effects of Nurse Home Visitation on Children's Criminal and Antisocial Behavior 1996The social development model: A theory of antisocial behavior.

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2011Non-Production Benefits of Education: Crime, Health, and Good Citizenship 2013Fostering and Measuring Skills: Interventions That Improve Character and Cognition 2015The Economic Value of Social and Emotional Learning 2008Effects of Social Development Intervention in Childhood 15 Years Later 2015The dimensions of successful young adult development: A conceptual and measurement framework 2013Fostering and Measuring Skills: Interventions that Improve Character and Cognition

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