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Reduce Risk Factors in Children

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Reduce Risk Factors in Children

Disruptive and aggressive behavior in classrooms as early as the first grade has repeatedly been identified as a risk factor for this spectrum of problems later in life (Kellam et al., 2008).

The Good Behavior Game (GBG), a universal (classroom) behavior management method, was tested in first- and second-grade classrooms in Baltimore beginning in the 1985–1986 school year. Followup at ages 19–21 found significantly lower rates of drug and alcohol use disorders, regular smoking, antisocial personality disorder, delinquency and incarceration for violent crimes, suicide ideation, and use of school-based services among students who had played the GBG.

 

Several replications with shorter followup periods have provided similar early results. We discuss the role of the GBG and possibly other universal prevention programs in the design of more effective systems for promoting children’s development and problem prevention and treatment services.

The Good Behavior Game (GBG) is a classroom-wide, teacher-implemented intervention that aims to improve classroom behavior and introduce young children to the role of being a student and a member of the classroom community.

In 1985, in close partnership with the Baltimore City Public School System (BCPSS), we initiated a large-scale, developmental field trial of the GBG that was epidemiologically based and randomized. The trial was implemented in 41 first- and second-grade classrooms within 19 elementary schools with two consecutive cohorts of first graders. The results in young adulthood were reported in a supplemental issue of Drug and Alcohol Dependence in June 2008. Here we summarize the theoretical basis, design, and results of the trial, which together lead to three conclusions:

  • Aggressive and disruptive behaviors in childhood play a causal role in a spectrum of social, behavioral, and psychiatric problems;
  • Introducing the GBG in first- and second-grade classrooms reduces the risk of some of these problems later in the life course;
  • The effectiveness of the GBG supports a role for universal prevention interventions in a redesigned system for child development and problem prevention and treatment.

We also briefly review the findings to date of ongoing replication trials and address the implications of this work for researchers, practitioners, advocates, and policymakers. We believe that the underlying theory, data, and analyses support the development of a newly designed human development services system that integrates prevention and treatment and is closely interrelated with schools and classrooms.

The GBG was developed to help teachers manage classrooms without having to respond on an individual basis each time a student disrupted class.

Source (and full publication):  http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3188824/


Kellam SG, et al. Effects of a universal classroom behavior management program in first and second grades on young adult behavioral, psychiatric, and social outcomes. Drug and Alcohol Dependence. 2008;95(Suppl 1):S5–S28. [PMC free article][PubMed]
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Rich Wermske

My pedigree and bona fides are published elsewhere. That said, I respect that a few may wish to learn more about the private person behind the writing.  While I accept I am exceptionally introverted (tending toward the misanthropic), I do enjoy socializing and sharing time with like-minded individuals. I have a zeal for integrity, ethics, and the economics of both interpersonal and organizational behavior.

The product of multi-generational paternal dysfunction, I practice healthy recovery (sobriety date December 11, 2001).  I am endogamous in my close personal relationships and belong to a variety of tribes that shape my worldview (in no particular order):

☯ I participate in and enjoy most geek culture. ☯ I am a practicing Buddhist and a legally ordained minister. I like to believe that people of other spiritual/faith systems find me approachable.  I am a member of the GLBTQA community -- I married my long-time partner in a ceremony officiated by Jeralita "Jeri" Costa of Joyful Joinings on November 18, 2013, certificated in King County, Seattle WA. We celebrate an anniversary date of February 2, 2002.  I am a service-connected, disabled, American veteran (USAF).  I am a University of Houston alumnus (BBA/MIS) and currently studying as a post baccalaureate for an additional degree in Philosophy and Law, Values, & Policy.  I am a retired Bishop in the Church of Commerce and Capitalism; the story arch of my prosecuting and proselytizing the technological proletariat is now behind me.  I am a native Houstonian (and obviously Texan).  At 50 years old, I am a "child of the sixties" and consider the 80's to be my formative years.

As I still struggle with humility, I strive to make willingness, honesty, and open mindedness cornerstones in all my affairs. Fourteen years of sobriety has taught me that none of "this" means a thing if I'm unwilling, dishonest, or close minded.  Therefore I work hard on the things I believe in --

  • I believe we can always achieve more if we collaborate and compromise.
  • I believe that liberal(ism) is a good word/concept and something to be proud to support.  The modern, systematic corruption of liberal ideas is a living human tragedy.
  • I believe in a worldview founded on ideas of liberty and equality. The pragmatism of this site and my journey is rooted in both classical and social liberalism.
  • I believe in democratic elections and institutions including a media free of commercial and governmental bias.  Liberty and equality perish when a society becomes uneducated and/or ill-informed.
  • I believe in diversity of life and ideas.  Life and ideas can only flourish when the gene pool is vast and abundantly differentiated.
  • I believe in advancing balance in civil, social, and privacy rights such that all of humanity is continuously uplifted.
  • I believe in separation of church (spirituality) and state (governance) -- with neither in supremacy nor subjugation.
  • I believe in private (real or tangible) property explicitly excluding ideas, knowledge, and methods; such non-tangibles, by natural law, being free for all humanity and emancipated at conception.

While change and the uncertainty of the future may be uncomfortable, I do not fear the unknown; therefore:

    • I believe I must be willing to make difficult choices, that those choices may not be all that I desire, and that such may result in undesirable (or unintended) consequences;
    • I believe we must be willing to make mistakes or be wrong; and I am willing to change my mind if necessary.
I undertake to abide the five precepts of Buddhism; therefore:
  1. I believe it is wrong to kill or to knowingly allow others to kill.
  2. I believe it is wrong to steal or to knowingly allow others to steal.
  3. I believe in abstention from sexual misconduct.
  4. I believe it is wrong to lie or to knowingly allow others to lie.
  5. I believe in abstention from non-medicinal intoxicants as such clouds the mind.

Suicide, major depression, borderline personality, and alcoholism are feral monsters ever howling at my doorstep. However, despite my turbulent and tragic past, rare is the day where I have to rationalize, defend, or justify the actions of that person I see looking back at me in the mirror...

Website: www.wermske.com
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