What Makes an Intervention a Life Course Intervention?-Reference-Cited by-同舟云学术

What Makes an Intervention a Life Course Intervention?

Published:2022-05-01 Issue:Supplement 5 Volume:149 Page:
ISSN:0031-4005
Container-title:Pediatrics
language:en
Short-container-title:

Author:

Russ Shirley A.¹²,Hotez Emily¹³,Berghaus Mary¹²,Verbiest Sarah⁴,Hoover Clarissa⁵,Schor Edward L.,Halfon Neal¹²⁶⁷

Affiliation:

1. Center for Healthier Children, Families, and Communities

2. Departments of Pediatrics

3. Medicine, Geffen School of Medicine, University of California, Los Angeles, Los Angeles, California

4. Jordan Institute for Families, School of Social Work, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

5. Family Voices, Lexington, Massachusetts

6. Department of Health Policy and Management, Fielding School of Public Health, University of California, Los Angeles, Los Angeles, California

7. Department of Public Policy, Luskin School of Public Affairs, University of California, Los Angeles, Los Angeles, California

Abstract

OBJECTIVES To develop an initial list of characteristics of life course interventions to inform the emerging discipline of life course intervention research. METHODS The Life Course Intervention Research Network, a collaborative national network of >75 researchers, service providers, community representatives, and thought leaders, considered the principles, characteristics, and utility of life course interventions. After an in-person launch meeting in 2019, the steering committee collaboratively and iteratively developed a list of life course intervention characteristics, incorporating a modified Delphi review process. RESULTS The Life Course Intervention Research Network identified 12 characteristics of life course interventions. These interventions (1) are aimed at optimizing health trajectories; (2) are developmentally focused, (3) longitudinally focused, and (4) strategically timed; and are (5) designed to address multiple levels of the ecosystem where children are born, live, learn, and grow and (6) vertically, horizontally, and longitudinally integrated to produce a seamless, forward-leaning, health optimizing system. Interventions are designed to (7) support emerging health development capabilities; are (8) collaboratively codesigned by transdisciplinary research teams, including stakeholders; and incorporate (9) family-centered, (10) strengths-based, and (11) antiracist approaches with (12) a focus on health equity. CONCLUSIONS The intention for this list of characteristics of life course interventions is to provide a starting point for wider discussion and to guide research development. Incorporation of these characteristics into intervention designs may improve emerging health trajectories and move critical developmental processes and pathways back on track, even optimizing them to prevent or reduce adverse outcomes.

Publisher

American Academy of Pediatrics (AAP)

Subject

Pediatrics, Perinatology and Child Health

Link

https://publications.aap.org/pediatrics/article-pdf/doi/10.1542/peds.2021-053509D/1282858/peds_2021053509d.pdf

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