Prävention von problemen des sozialverhaltens im vorschulalter: Evaluation des Eltern- und Kindertrainings EFFEKT

Translated title of the contribution: Prevention of social behavior problems at preschool age: Evaluation of the Parent and Child Training Program Package EFFEKT

Friedrich Lösel, Andreas Beelmann, Mark Kurt Stemmler, Stefanie Jaursch

Research output: Contribution to journalArticle

39 Citations (Scopus)

Abstract

Background: There is a lack of sound evaluations of developmental prevention programs in Germany. Objective: This study evaluates the effectiveness of a child social skills training program, a parenting training, and a combination of both. Method: From a sample of 675 kindergarten children and their families, 227 participated in one of the three training schemes and 227 were assigned to equivalent control groups. Outcomes were measured 2-3 months and up to 24 months after the programs by using preschool teachers' reports on the Preschool Social Behavior Questionnaire and a content analysis of the school report cards in first grade. Results: The programs showed positive short-term effects on conduct problems, hyperactivity, and emotional problems. Effects were most pronounced for the combined programs and for children with more problems. Long-term effects were less consistent across programs but revealed an overall reduction of problematic children at school. Conclusions: Results are concordant with international meta-analyses and justify a cautious optimism toward such programs.

Original languageGerman
Pages (from-to)127-139
Number of pages13
JournalZeitschrift fur Klinische Psychologie und Psychotherapie
Volume35
Issue number2
DOIs
StatePublished - Dec 1 2006

Fingerprint

Social Behavior
Social Problems
Education
Parenting
Germany
Meta-Analysis
Control Groups

All Science Journal Classification (ASJC) codes

  • Clinical Psychology

Cite this

Lösel, Friedrich ; Beelmann, Andreas ; Stemmler, Mark Kurt ; Jaursch, Stefanie. / Prävention von problemen des sozialverhaltens im vorschulalter : Evaluation des Eltern- und Kindertrainings EFFEKT. In: Zeitschrift fur Klinische Psychologie und Psychotherapie. 2006 ; Vol. 35, No. 2. pp. 127-139.
@article{78df087ed20c4104a741a2248a7f945a,
title = "Pr{\"a}vention von problemen des sozialverhaltens im vorschulalter: Evaluation des Eltern- und Kindertrainings EFFEKT",
abstract = "Background: There is a lack of sound evaluations of developmental prevention programs in Germany. Objective: This study evaluates the effectiveness of a child social skills training program, a parenting training, and a combination of both. Method: From a sample of 675 kindergarten children and their families, 227 participated in one of the three training schemes and 227 were assigned to equivalent control groups. Outcomes were measured 2-3 months and up to 24 months after the programs by using preschool teachers' reports on the Preschool Social Behavior Questionnaire and a content analysis of the school report cards in first grade. Results: The programs showed positive short-term effects on conduct problems, hyperactivity, and emotional problems. Effects were most pronounced for the combined programs and for children with more problems. Long-term effects were less consistent across programs but revealed an overall reduction of problematic children at school. Conclusions: Results are concordant with international meta-analyses and justify a cautious optimism toward such programs.",
author = "Friedrich L{\"o}sel and Andreas Beelmann and Stemmler, {Mark Kurt} and Stefanie Jaursch",
year = "2006",
month = "12",
day = "1",
doi = "10.1026/1616-3443.35.2.127",
language = "German",
volume = "35",
pages = "127--139",
journal = "Zeitschrift fur Klinische Psychologie und Psychotherapie",
issn = "1616-3443",
publisher = "Hogrefe Verlag GmbH and Co. KG",
number = "2",

}

Prävention von problemen des sozialverhaltens im vorschulalter : Evaluation des Eltern- und Kindertrainings EFFEKT. / Lösel, Friedrich; Beelmann, Andreas; Stemmler, Mark Kurt; Jaursch, Stefanie.

In: Zeitschrift fur Klinische Psychologie und Psychotherapie, Vol. 35, No. 2, 01.12.2006, p. 127-139.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Prävention von problemen des sozialverhaltens im vorschulalter

T2 - Evaluation des Eltern- und Kindertrainings EFFEKT

AU - Lösel, Friedrich

AU - Beelmann, Andreas

AU - Stemmler, Mark Kurt

AU - Jaursch, Stefanie

PY - 2006/12/1

Y1 - 2006/12/1

N2 - Background: There is a lack of sound evaluations of developmental prevention programs in Germany. Objective: This study evaluates the effectiveness of a child social skills training program, a parenting training, and a combination of both. Method: From a sample of 675 kindergarten children and their families, 227 participated in one of the three training schemes and 227 were assigned to equivalent control groups. Outcomes were measured 2-3 months and up to 24 months after the programs by using preschool teachers' reports on the Preschool Social Behavior Questionnaire and a content analysis of the school report cards in first grade. Results: The programs showed positive short-term effects on conduct problems, hyperactivity, and emotional problems. Effects were most pronounced for the combined programs and for children with more problems. Long-term effects were less consistent across programs but revealed an overall reduction of problematic children at school. Conclusions: Results are concordant with international meta-analyses and justify a cautious optimism toward such programs.

AB - Background: There is a lack of sound evaluations of developmental prevention programs in Germany. Objective: This study evaluates the effectiveness of a child social skills training program, a parenting training, and a combination of both. Method: From a sample of 675 kindergarten children and their families, 227 participated in one of the three training schemes and 227 were assigned to equivalent control groups. Outcomes were measured 2-3 months and up to 24 months after the programs by using preschool teachers' reports on the Preschool Social Behavior Questionnaire and a content analysis of the school report cards in first grade. Results: The programs showed positive short-term effects on conduct problems, hyperactivity, and emotional problems. Effects were most pronounced for the combined programs and for children with more problems. Long-term effects were less consistent across programs but revealed an overall reduction of problematic children at school. Conclusions: Results are concordant with international meta-analyses and justify a cautious optimism toward such programs.

UR - http://www.scopus.com/inward/record.url?scp=33750539001&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=33750539001&partnerID=8YFLogxK

U2 - 10.1026/1616-3443.35.2.127

DO - 10.1026/1616-3443.35.2.127

M3 - Article

AN - SCOPUS:33750539001

VL - 35

SP - 127

EP - 139

JO - Zeitschrift fur Klinische Psychologie und Psychotherapie

JF - Zeitschrift fur Klinische Psychologie und Psychotherapie

SN - 1616-3443

IS - 2

ER -