Huesmann L R, Maxwell C D, Eron L, Dahlberg L L, Guerra N G, Tolan P H, VanAcker R, Henry D
Institute for Social Research, University of Michigan, Ann Arbor 48106-1248, USA.
Am J Prev Med. 1996 Sep-Oct;12(5 Suppl):120-8.
The Metropolitan Area Child Study (MACS) is a multifaceted school- and family-based intervention and evaluation study designed to prevent and understand the development of aggressive behavior. The multifaceted interventions are grounded in combined social-cognitive and ecologic theories. Social-cognitive theories contend that cognitive scripts, attributions, and beliefs acquired early in life mediate the effects of ecological factors that influence the development of antisocial behavior. Prevention programs aimed at these cognitions must address multiple dimensions of the child's environment including family, peer, school, and community. The program has three levels of intervention delivered in two-year segments: (1) Level 1: a general enhancement classroom intervention that stresses culturally sensitive student and teacher interaction involving instructional and classroom management strategies and a social-cognitive curriculum that mitigates aggressive development; (2) Level 2: intensive small-group sessions designed to change children's cognitions and enhance peer relationship skills for at-risk children added to the general classroom enhancement program; and (3) Level 3: a one-year family relationship intervention that stresses parenting skill building and emotional responsiveness in family interactions added to the general enhancement and small-group training conditions. Sixteen Chicago-area schools are randomly assigned (four each) to a control group or one of the three intervention levels. Individual child assessment, peer assessments, classroom behavioral observations, and archival data are collected before the interventions begin, during the interventions, at the end of each intervention, and at a follow-up point. The pretests indicate that the children on average have higher levels of aggression than found nationally and elevated clinical levels of other psychopathologies. Across the four intervention levels there are no significant differences in ethnic composition, socio-economic status (SES), aggressive behavior, and normative beliefs about aggression.
都市地区儿童研究（MACS）是一项多方面的、基于学校和家庭的干预与评估研究，旨在预防并了解攻击性行为的发展。多方面的干预措施基于社会认知理论和生态理论的结合。社会认知理论认为，早年获得的认知脚本、归因和信念会介导影响反社会行为发展的生态因素的作用。针对这些认知的预防项目必须涉及儿童环境的多个维度，包括家庭、同伴、学校和社区。该项目分两个阶段，提供三个层次的干预：（1）第1层次：一种一般性强化课堂干预，强调具有文化敏感性的师生互动，包括教学和课堂管理策略以及减轻攻击性行为发展的社会认知课程；（2）第2层次：强化小组课程，旨在改变高危儿童的认知并提高其同伴关系技能，这些课程被添加到一般性课堂强化项目中；（3）第3层次：为期一年的家庭关系干预，强调在家庭互动中培养育儿技能和情感反应能力，该干预被添加到一般性强化和小组培训项目中。16所芝加哥地区的学校被随机分配（每组4所）到一个对照组或三个干预层次中的一个。在干预开始前、干预期间、每个干预阶段结束时以及随访时收集个体儿童评估、同伴评估、课堂行为观察和档案数据。预测试表明，这些儿童的平均攻击水平高于全国平均水平，其他精神病理学的临床水平也有所升高。在四个干预层次中，种族构成、社会经济地位（SES）、攻击性行为以及关于攻击的规范性信念方面没有显著差异。
