A Comprehensive Meta-Analysis of Randomized Evaluations of the Effect of Child Social Skills Training on Antisocial Development

Funder: Friedrich-Schiller-Universität Jena (1010)Abstract Purpose Developmental and life course criminology (DLCC) engages not only in correlational longitudinal research but also in programs of developmental prevention. Within this context, child training on social skills plays an important role. The present article contains a comprehensive meta-analysis of randomized controlled trials (RCTs) on the effects of this type of intervention. Method We updated a meta-analysis on this topic Lösel &amp; Beelman (Annals of the American Academy of Political and Social Science 587:84–109, 2003) to cover more recent studies while focusing specifically on aggression, delinquency, and related antisocial outcomes. From a systematic search of 1133 reports, we found 113 studies with 130 eligible RCT comparisons between a program and control group. Overall, 31,114 children and youths were included in these evaluations. Most interventions were based on a cognitive-behavioral approach. Results Overall, the mean effect was positive, but rather small (d = 0.25 using the random effect model). There were similar effects on aggression, delinquency, and other outcomes, but a tendency to somewhat stronger effects in behavior observations and official records than in rating scales. Most outcome measurements were assessed within 3 months or up to 1 year after training. Only a minority (k = 14) had follow-up assessments after more than 1 year. In the latter studies, mean effects were no longer significant. Indicated prevention for youngsters who already showed some antisocial behavior had better effects than universal approaches and (partially related to this) older youngsters benefited more than preschool children. There was much heterogeneity in the findings. Evaluations performed since our previous meta-analysis in 2003 did not reveal larger effects, but training format, intensity, and other moderators were relevant. Conclusions Mean results are promising, but more long-term evaluations, replications, booster approaches, and combinations with other types of interventions are necessary to ensure a substantial impact on antisocial development in the life course. </jats:sec

Diskriminierung und Toleranz: psychologische Grundlagen und Anwendungsperspektiven

Transl. of title: Discrimination and tolerance: psychological foundations and applied perspectives

Implementation and effectiveness of a home-based early intervention program for blind infants and preschoolers

Beelmann A, Brambring M. Implementation and effectiveness of a home-based early intervention program for blind infants and preschoolers. RESEARCH IN DEVELOPMENTAL DISABILITIES. 1998;19(3):225-244.This article presents results from a comprehensive evaluation of a home-based early intervention project for congenitally blind young children. Five full-term and five preterm blind children, who had a mean age of 12 months at the beginning of the project, were visited at horne with their families every 2 weeks over a 2-year period. Results showed that art individualized, handicap-specific early intervention using different types of parent involvement (cotherapist, parent counseling) could be implemented successfully. Compared with controls, developmental test data from the ages of 12 to 36 months showed nn accelerating impact on the full-term children. However, no intervention effects could be found in the preterm children. This finding was mainly due to methodological limitations (e.g., selection bins). The best results among full-term children were found on blindness-specific scales (e.g., orientation and mobility). Ir is concluded that the outcomes in full-term children confirm the success of this type of early intervention

Entwicklung und Evaluation eines Trainings zur Optimierung der Überbringung von Todesnachrichten durch Polizeibeamte

This article consists of a presentation of the development and evaluation of a training program for police officers designed to optimise the delivery of notices about death. A previously run analysis showed that both the bereaved as well as the messengers are gravely emotionally affected. Therefore, a short-time training has been developed in order to impart knowledge as well as skills concerning this special type of professional stress. Furthermore and consequently, it is intended to prevent minatorial trauma. The pilot study was run with 12 students and yielded excellent evidence about contentment with the training, order of its constituents, learning matter, facilities and didactics. The statistical evaluation was conducted with 108 police apprentices. Again, very positive effects could be found: high contentment, significant gain in knowledge, and increase of self-efficacy were validated. Hence, an element of education is on hand that potentially improves the professional expertise and the ability to cope with stress