Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
1 recherche sur le mot-clé 'Childhood-aggression anti-bullying-intervention psychiatric-consultation mentalization randomized-controlled-trial'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
A cluster randomized controlled trial of child-focused psychiatric consultation and a school systems-focused intervention to reduce aggression / Peter FONAGY in Journal of Child Psychology and Psychiatry, 50-5 (May 2009)
[article]
Titre : A cluster randomized controlled trial of child-focused psychiatric consultation and a school systems-focused intervention to reduce aggression Type de document : Texte imprimé et/ou numérique Auteurs : Peter FONAGY, Auteur ; Stuart W. TWEMLOW, Auteur ; Eric M. VERNBERG, Auteur ; Jennifer MIZE NELSON, Auteur ; Edward J. DILL, Auteur ; Todd D. LITTLE, Auteur ; John A. SARGENT, Auteur Année de publication : 2009 Article en page(s) : p.607-616 Langues : Anglais (eng) Mots-clés : Childhood-aggression anti-bullying-intervention psychiatric-consultation mentalization randomized-controlled-trial Index. décimale : PER Périodiques Résumé : Background: While school-based anti-bullying programs are widely used, there have been few controlled trials of effectiveness. This study compared the effect of manualized School Psychiatric Consultation (SPC), CAPSLE (a systems and mentalization focused whole school intervention), and treatment-as-usual (TAU) in reducing aggression and victimization among elementary school children.
Method: Participants were 1,345 third to fifth graders in nine elementary schools in a medium-sized Midwestern city who took part in a cluster-level randomized controlled trial with stratified restricted allocation, to assess efficacy after two years of active intervention and effectiveness after one year of minimal input maintenance intervention. Outcome measures included peer and self-reports of bullying, bystanding, and mentalizing behavior and classroom behavioral observations of disruptive and off-task behavior.
Results: CAPSLE moderated the developmental trend of increasing peer-reported victimization (p < .01), aggression (p < .05), self-reported aggression (p < .05) and aggressive bystanding (p < .05), compared to TAU schools. CAPSLE also moderated a decline in empathy and an increase in the percent of children victimized compared to SPC (p < .01) and TAU conditions (p < .01). Results for self-reported victimization, helpful bystanding, and beliefs in the legitimacy of aggression did not suggest significantly different changes among the study conditions over time. CAPSLE produced a significant decrease in off-task (p < .001) and disruptive classroom behaviors (p < .01), while behavioral change was not observed in SPC and TAU schools. Superiority with respect to TAU for victimization (p < .05), aggression (p < .01), and helpful (p < .05) and aggressive bystanding (p < .01) were maintained in the follow-up year.
Conclusions: A teacher-implemented school-wide intervention that does not focus on disturbed children substantially reduced aggression and improved classroom behavior.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02025.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=731
in Journal of Child Psychology and Psychiatry > 50-5 (May 2009) . - p.607-616[article] A cluster randomized controlled trial of child-focused psychiatric consultation and a school systems-focused intervention to reduce aggression [Texte imprimé et/ou numérique] / Peter FONAGY, Auteur ; Stuart W. TWEMLOW, Auteur ; Eric M. VERNBERG, Auteur ; Jennifer MIZE NELSON, Auteur ; Edward J. DILL, Auteur ; Todd D. LITTLE, Auteur ; John A. SARGENT, Auteur . - 2009 . - p.607-616.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 50-5 (May 2009) . - p.607-616
Mots-clés : Childhood-aggression anti-bullying-intervention psychiatric-consultation mentalization randomized-controlled-trial Index. décimale : PER Périodiques Résumé : Background: While school-based anti-bullying programs are widely used, there have been few controlled trials of effectiveness. This study compared the effect of manualized School Psychiatric Consultation (SPC), CAPSLE (a systems and mentalization focused whole school intervention), and treatment-as-usual (TAU) in reducing aggression and victimization among elementary school children.
Method: Participants were 1,345 third to fifth graders in nine elementary schools in a medium-sized Midwestern city who took part in a cluster-level randomized controlled trial with stratified restricted allocation, to assess efficacy after two years of active intervention and effectiveness after one year of minimal input maintenance intervention. Outcome measures included peer and self-reports of bullying, bystanding, and mentalizing behavior and classroom behavioral observations of disruptive and off-task behavior.
Results: CAPSLE moderated the developmental trend of increasing peer-reported victimization (p < .01), aggression (p < .05), self-reported aggression (p < .05) and aggressive bystanding (p < .05), compared to TAU schools. CAPSLE also moderated a decline in empathy and an increase in the percent of children victimized compared to SPC (p < .01) and TAU conditions (p < .01). Results for self-reported victimization, helpful bystanding, and beliefs in the legitimacy of aggression did not suggest significantly different changes among the study conditions over time. CAPSLE produced a significant decrease in off-task (p < .001) and disruptive classroom behaviors (p < .01), while behavioral change was not observed in SPC and TAU schools. Superiority with respect to TAU for victimization (p < .05), aggression (p < .01), and helpful (p < .05) and aggressive bystanding (p < .01) were maintained in the follow-up year.
Conclusions: A teacher-implemented school-wide intervention that does not focus on disturbed children substantially reduced aggression and improved classroom behavior.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02025.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=731