Stormshak Elizabeth A, Connell Arin, Dishion Thomas J
Counseling Psychology Program, Child and Family Center, University of Oregon, Eugene, OR 97401-3408, USA.
Prev Sci. 2009 Sep;10(3):221-35. doi: 10.1007/s11121-009-0131-3.
This study examined the impact of an adaptive approach to family intervention in public schools on academic outcomes from age 11 to 17. Students were randomly assigned to the three-session Family Check-Up (FCU), which is designed to motivate change in parenting practices by using an assessment-driven approach and strengths-based feedback. All services were voluntary, and approximately 25% of the families engaged in the FCU. Compared with matched controls, adolescents whose parents received the FCU maintained a satisfactory GPA into high school, and intervention engagement was associated with improved attendance. The highest-risk families were the most likely to engage in the family-centered intervention, suggesting the efficacy of integrating supportive services to families in the context of other schoolwide approaches to promote the success and achievement of vulnerable students.
本研究考察了公立学校中一种适应性家庭干预方法对11至17岁学生学业成绩的影响。学生被随机分配到三节家庭检查（FCU）课程中，该课程旨在通过采用评估驱动方法和基于优势的反馈来激发育儿方式的改变。所有服务都是自愿的，约25%的家庭参与了FCU。与匹配的对照组相比，父母接受FCU的青少年在高中阶段保持了令人满意的平均绩点，且参与干预与出勤率提高相关。风险最高的家庭最有可能参与以家庭为中心的干预，这表明在其他全校性方法的背景下，为家庭提供支持性服务以促进弱势学生的成功和成就具有有效性。
