Service to Society for Prevention Research Award. Society for Prevention Research.
2017 Service to SPR Award was presented to the Conduct Problems Prevention Research Group (CPPRG) including Drs. Karen Bierman, John Coie, Ken Dodge, Mark Greenberg, John Lochman, and Robert McMahon. The individual members of the CPPRG have generously contributed their royalties from the CPPRG Fast Track program for the past seven years to SPR. The royalties which total more than $75,000 support SPR’s training and professional development programs and activities for early career prevention scientists.
Fast Track is a comprehensive intervention project designed to look at how children develop across their lives by providing academic tutoring and lessons in developing social skills and regulating their behaviors. Selection began
when the participants entered kindergarten and children were placed either in the intervention group or the control group. The intervention was guided by a developmental theory stating the interaction of multiple influences on the
development of behavior. There can be multiple stressors and influences on children and families that increase their risk levels. In such contexts, some families that experience marital conflict and instability can cause inconsistent and ineffective parenting. These children can sometimes enter school poorly prepared for the social, emotional, and cognitive demands of this setting. Often the child will then attend a school with a high number of other children who are similarly unprepared and are negatively influenced by disruptive classroom situations and punitive teacher practices. Over time, children in these circumstances tend to demonstrate particular behaviors, are rejected by
families and peers, and tend to receive less support from teachers, further increasing aggressive exchanges and academic difficulties. As youth get older, their risk for these behaviors increase due to peer influences, academic difficulties, and their personal identity development. The Fast Track project is thus based on the hypothesis that improving child competencies, parenting effectiveness, school context and school-home communications will, over time, contribute to preventing certain behaviors across the period from early childhood through adolescence.