Fishbein Diana H, Domitrovich Celene, Williams Jason, Gitukui Stephanie, Guthrie Charles, Shapiro Daniel, Greenberg Mark
C. Eugene Bennett Chair in Prevention Research, Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University, 302 Biobehavioral Health Building, University Park, PA, 16802, USA.
Collaborative for Academic Social and Emotional Learning (CASEL), Chicago, IL, USA.
J Prim Prev. 2016 Dec;37(6):493-511. doi: 10.1007/s10935-016-0452-5.
Deficits in behavioral and cognitive regulation are prevalent in children reared in poverty relative to more affluent children due to the effects of adverse conditions on the developmental underpinnings of these skills. Despite evidence to suggest that these emergent processes are susceptible to environmental inputs, research documenting short-term intervention program influences on these regulatory domains in young impoverished children is limited. We sought to determine the proximal effects of a universal school-based intervention (the PATHS Curriculum) on social, emotional, relational, and cognitive outcomes in urban poor kindergarten children. Four schools in high-poverty neighborhoods with similar demographic characteristics were randomly assigned to either PATHS or an attentional control. Teacher-reported measures of behavior (e.g., attention, concentration, aggression), peer nominations (e.g., likability, aggression, acceptance), and tasks gauging inhibitory control were administered in the fall of kindergarten and again in the spring after one academic year (about 6 months) of PATHS. Children who received PATHS exhibited significantly greater improvements than control students across all teacher-rated behavioral measures of social competence (i.e., emotion regulation, prosocial behavior, peer relations) and behavioral problems (i.e., aggression, internalizing behaviors, impulsivity and hyperactivity) at post-test as well as improvements in motor inhibition. This line of research constitutes an important frontier for prevention research given the implications for improving ultimate outcomes for otherwise disadvantaged children.
由于不利条件对这些技能发展基础的影响，相对于较为富裕家庭的孩子，贫困家庭抚养的孩子在行为和认知调节方面存在缺陷。尽管有证据表明这些新兴过程易受环境因素影响，但记录短期干预项目对贫困幼儿这些调节领域影响的研究却很有限。我们试图确定一项基于学校的普及干预措施（PATHS课程）对城市贫困幼儿园儿童的社会、情感、人际关系和认知结果的近期影响。将四所具有相似人口特征的高贫困社区学校随机分为PATHS组或注意力控制组。在幼儿园秋季以及在接受PATHS干预一学年（约6个月）后的春季，采用教师报告的行为测量方法（如注意力、专注力、攻击性）、同伴提名（如可爱程度、攻击性、接受程度）以及评估抑制控制能力的任务。在测试后，接受PATHS干预的儿童在所有教师评定的社会能力行为测量指标（即情绪调节、亲社会行为、同伴关系）和行为问题（即攻击性、内化行为、冲动和多动）方面的改善都显著大于对照组学生，并且在运动抑制方面也有所改善。鉴于这对改善其他处境不利儿童的最终结果具有重要意义，这一系列研究构成了预防研究的一个重要前沿领域。
