TY - JOUR
T1 - Preventing behavior problems among elementary schoolchildren : impact of a universal school-based program in China
AU - Hong, Lin
AU - Wang, Yufeng
AU - Agho, Kingsley
AU - Jacobs, Jennifer
PY - 2011
Y1 - 2011
N2 - BACKGROUND: To evaluate the effect on problem behaviors of a universal school-based prevention curriculum of third grade students. METHODS: Six regular classes in 1 elementary school were randomly assigned to an intervention (n = 208) or control (n = 209) group. A 13-session program was offered to students in the intervention group. The Achenbach Child Behavior Checklist (CBCL), parent report, was used to assess problem behaviors at baseline, at the conclusion of the curriculum, and again at 6-month follow up. RESULTS: The unadjusted mean estimates of behavioral problems were significantly lower in the intervention group posttest (at the conclusion of the curriculum), -3.53 (95% confidence interval [CI] = -6.59 to -0.48; p =.023) and at the 6-month follow up, -5.22 (95% CI: -8.27 to -2.16; p =.001). After adjusting for potential confounders, gender (female), father's educational status (high school), family relationships (good and average), and child's age in months, intervention groups (intervention posttest and intervention after 6-month follow up) showed significantly lower total behavioral scores. CONCLUSIONS: A universal school-based prevention program for Chinese elementary school-age children resulted in a significant positive change in behavioral problems. This is an important finding in the context of the Chinese 1-child policy that places great value on the achievement of the child.
AB - BACKGROUND: To evaluate the effect on problem behaviors of a universal school-based prevention curriculum of third grade students. METHODS: Six regular classes in 1 elementary school were randomly assigned to an intervention (n = 208) or control (n = 209) group. A 13-session program was offered to students in the intervention group. The Achenbach Child Behavior Checklist (CBCL), parent report, was used to assess problem behaviors at baseline, at the conclusion of the curriculum, and again at 6-month follow up. RESULTS: The unadjusted mean estimates of behavioral problems were significantly lower in the intervention group posttest (at the conclusion of the curriculum), -3.53 (95% confidence interval [CI] = -6.59 to -0.48; p =.023) and at the 6-month follow up, -5.22 (95% CI: -8.27 to -2.16; p =.001). After adjusting for potential confounders, gender (female), father's educational status (high school), family relationships (good and average), and child's age in months, intervention groups (intervention posttest and intervention after 6-month follow up) showed significantly lower total behavioral scores. CONCLUSIONS: A universal school-based prevention program for Chinese elementary school-age children resulted in a significant positive change in behavioral problems. This is an important finding in the context of the Chinese 1-child policy that places great value on the achievement of the child.
UR - http://handle.uws.edu.au:8081/1959.7/536759
U2 - 10.1111/j.1746-1561.2011.00592.x
DO - 10.1111/j.1746-1561.2011.00592.x
M3 - Article
SN - 0022-4391
VL - 81
SP - 273
EP - 280
JO - Journal of School Health
JF - Journal of School Health
IS - 5
ER -