View clinical trials related to Social Control, Informal.
Filter by:This study tests a comprehensive approach to the promotion of school readiness in low-income families, beginning shortly after the birth of the child, through enhancement of positive parenting practices (and when present, reduction of psychosocial stressors) within the pediatric primary care platform. The investigators do so by integrating two evidence-based interventions: 1) a universal primary prevention strategy (Video Interaction Project [VIP]); and 2) a targeted secondary/tertiary prevention strategy (Family Check-up [FCU]) for families with infants/toddlers identified as having additional risks. VIP provides parents with a developmental specialist who videotapes the parent and child and coaches the parent on effective parenting practices at each pediatric primary care visit. FCU is a home-based, family-centered intervention that utilizes an initial ecologically-focused assessment to promote motivation for parents to change child-rearing behaviors, with follow-up sessions on parenting and factors that compromise parenting quality. Two primary care settings serving low-income communities in New York City, NY and Pittsburgh, PA will be utilized to test this integrated intervention in hospital-based clinics, providing information about translation across venues where one of the two interventions has been previously used alone. The investigators plan to test the VIP/FCU model in a randomized trial of 400 families utilizing parent surveys, observational data on parent-child interactions, and direct assessments of children's development, at key points during intervention follow-up. Analyses will address questions of program impact for the integrated program across all families and by key subgroups. The largest single contribution made by this study is to test whether an integrated primary and secondary/tertiary prevention strategy implemented in pediatric primary care can produce impacts on early school readiness outcomes, including social-emotional, pre-academic, and self-regulation. As such, this study has the potential to provide the scientific and practice communities with information about an innovative approach to promoting school readiness skills among low-income children.
This project is an evaluation of an intervention to involve youth in creating community change for peace promotion and violence prevention. The intervention, Youth Empowerment Solutions for Peaceful Communities (YES), includes three components: youth empowerment activities, neighborhood organization development, and community development projects that involve youth and organizations working together. Hypothesis 1: Efforts to engage youth in the community change process will enhance their attachment to their community, reduce their problem behaviors, and begin to change norms among their peers about community violence and interpersonal problem solving. Hypothesis 2: Efforts to make community-based organizations more youth-friendly and engaging will assist them to be more effective in reaching their community enhancement goals and will expand youth involvement in their mission. Hypothesis 3: Efforts to create more health-enhancing land use (e.g., beautification, community gardens, parks development) will improve social organization (e.g., social capital, social cohesion, and social support), and reduce the level of violent incidents and crime in the community.