Author:
Baker-Henningham Helen,Scott Stephen,Jones Kelvyn,Walker Susan
Abstract
BackgroundThere is an urgent need for effective, affordable interventions to
prevent child mental health problems in low- and middle-income
countries.AimsTo determine the effects of a universal pre-school-based intervention on
child conduct problems and social skills at school and at home.MethodIn a cluster randomised design, 24 community pre-schools in inner-city
areas of Kingston, Jamaica, were randomly assigned to receive the
Incredible Years Teacher Training intervention (n = 12)
or to a control group (n = 12). Three children from each
class with the highest levels of teacher-reported conduct problems were
selected for evaluation, giving 225 children aged 3–6 years. The primary
outcome was observed child behaviour at school. Secondary outcomes were
child behaviour by parent and teacher report, child attendance and
parents' attitude to school. The study is registered as
ISRCTN35476268.ResultsChildren in intervention schools showed significantly reduced conduct
problems (effect size (ES) = 0.42) and increased friendship skills (ES =
0.74) through observation, significant reductions to teacher-reported (ES
= 0.47) and parent-reported (ES = 0.22) behaviour difficulties and
increases in teacher-reported social skills (ES = 0.59) and child
attendance (ES = 0.30). Benefits to parents' attitude to school were not
significant.ConclusionsA low-cost, school-based intervention in a middle-income country
substantially reduces child conduct problems and increases child social
skills at home and at school.
Publisher
Royal College of Psychiatrists
Subject
Psychiatry and Mental health
Cited by
93 articles.
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