Prevention of antisocial behavior in high-risk boys
It has been well established that disruptive behavior during early school years increases the risk for later antisocial behavior1. In order to change the course of disruptive behavior, interventions should aim at modifying the different sources of influence that affect the development of antisocial behavior. Current developmental theories suggest that parental practices and children’s social skills should be considered essential components of any intervention effort that aims to prevent antisocial behavior in high-risk children2. The Montreal Longitudinal and Experimental Study (MLES) included a multi-component prevention program aiming at preventing delinquency and social maladjustment in high-risk boys3. This chapter briefly describes the MLES prevention program, and reviews some of the positive short-term and long-term effects on various aspects of the boys’ psychosocial adjustment.
KeywordsAntisocial Behavior Disruptive Behavior Training Parent Regular Class Parental Supervision
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