Guzder Jaswant, Paisley Vanessa, Robertson-Hickling Hilary, Hickling Frederick W
McGill Department of Psychiatry, Divisions of Child and Transcultural Psychiatry, Montreal, Quebec ; Centre for Child Development and Mental Health, Institute of Community and Family Psychiatry, Montreal, Quebec.
J Can Acad Child Adolesc Psychiatry. 2013 May;22(2):125-30.
To assess the effectiveness of a multimodal afterschool and summer intervention called the Dream-A-World (DAW) Project for a cohort of school-aged Jamaican children from an impoverished, disadvantaged inner-city community in Kingston, Jamaica. Children were selected by their teachers based on severe disruptive disorders and academic underachievement and compared with a matched control group. The pilot was a child focused therapeutic modality without parental intervention for disruptive conduct and academic failure.
A group psychotherapeutic intervention of creative arts therapies and remedial academic support adapted for the Jamaican context was implemented with 30 children from an inner-city primary school. The intervention was implemented over 2½ years spanning grade three to six with evaluation of outcomes using the ASEBA Teacher Report Form (TRF) and end of term grades for the intervention group versus matched controls who were offered usual school supports.
The intervention group made significant improvements in school social and behavior adjustment measured by the TRF, with more successful outcome amongst boys for behavioral gains. No significant improvements were made by the girls. Limitations of cohort size, lack of parent data and questions of gender disparities in outcome were unresolved interpretative issues.
This multi-modal mental health and academic intervention for high-risk children living in an impoverished, violent neighbourhood, improved global functioning of boys more than girls, and raised questions for design of further preventive planning.
评估一项名为“梦想世界”（DAW）项目的多模式课后及暑期干预措施对来自牙买加金斯敦贫困、弱势市中心社区的一群学龄儿童的效果。教师根据严重的破坏性行为障碍和学业成绩不佳挑选出这些儿童，并与匹配的对照组进行比较。该试点是一种以儿童为中心的治疗方式，不涉及家长对破坏性行为和学业失败的干预。
对一所市中心小学的30名儿童实施了一项根据牙买加情况改编的创造性艺术疗法和学业辅导支持的团体心理治疗干预。干预在三年级至六年级的2.5年时间里实施，使用儿童行为评估系统教师报告表（TRF）以及干预组与接受常规学校支持的匹配对照组的学期末成绩对结果进行评估。
通过TRF衡量，干预组在学校社交和行为调整方面有显著改善，男孩在行为改善方面取得了更成功的结果。女孩没有显著改善。队列规模的局限性、缺乏家长数据以及结果中的性别差异问题是未解决的解释性问题。
这项针对生活在贫困、暴力社区的高危儿童的多模式心理健康和学业干预，对男孩整体功能的改善超过女孩，并为进一步预防计划的设计提出了问题。
