TY  - JOUR
PY  - 2001//
TI  - Long-Term Effects of the Seattle Social Development Intervention on School Bonding Trajectories
JO  - Applied developmental science
A1  - Hawkins, J. David
A1  - Guo, Jie
A1  - Hill, Karl G.
A1  - Battin-Pearson, Sara
A1  - Abbott, Robert D.
SP  - 225
EP  - 236
VL  - 5
IS  - 4
N2  - Bonding to school has been shown to be a protective factor against many problem behaviors. This study examines the effects of intervention during the elementary grades on changes in school bonding from middle school through high school, using hierarchical linear modeling. A full intervention group (Grades 1-6), a late intervention group (interventions in Grades 5 and 6 only), and a control group offered no special intervention were compared. The full intervention group was significantly more bonded to school than the control group at ages 13 and 18. Moreover, the full intervention group showed a curvilinear change in school bonding over time, decreasing to age 16 and then increasing to age 18, whereas bonding to school in both the control and late intervention groups continued to decline from age 13 to age 18. These findings suggest that social development interventions through elementary school can have positive long-term effects on school bonding and demonstrate the importance of long-term follow-up studies of preventive interventions. (Abstract Adapted from Source: Applied Developmental Science, 2001. Copyright © 2001 by Lawrence Erlbaum Associates, Inc.)  For more information on the Seattle Social Development Project (SSDP), a Blueprints for Violence Prevention Promising Program, see VioPro record number 2346.  Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Elementary School Student School Based School Bonding Intervention Program School Protective Factors Child Behavior Child Problem Behavior Juvenile Problem Behavior Juvenile Behavior Behavior Intervention Behavior Prevention Prevention Program Blueprints Promising Reference Long-Term Effects Program Effectiveness 01-03<p />
LA  - en
SN  - 1088-8691
UR  - http://dx.doi.org/
ID  - ref1
ER  -