Early Risers

Categories

Categories associated with best practice:

  • Individual
  • Organization
  • Children (ages 6-12) icon
  • Before-After School Icon 1
  • Best Practices
  • Community/ Neighbourhood
  • Elementary School Icon 1
  • English
  • Healthy child development
  • Mental Health Icon 2
  • Personal health practices and coping skills
  • Preventing Violence Icon 1
  • Social Support Networks

Determinants of Health: Personal health practices and coping skills, Social support networks, Self determination, Healthy child development

Overview

A multi-component program for children aged 6-12 years who exhibit early adjustment difficulties (i.e., aggressive behaviour). The target of the program is to provide early intervention to mitigate later risky behaviours such as substance abuse.

The program is delivered over several weeks and facilitated by trained professionals. Program options are available to parents and children during the summer and school year. For children, activities aim to enrich academic and social development and improve emotional competence and behavioral adjustment. For parents, education and skill training are offered to support effective parenting.

Results and outcomes of interventions have demonstrated improved academic, social, and emotional functioning in children; and less personal distress for parents.

Primary Source Document

Hektner, August, Bloomquist, Lee, & Klimes-Dougan,, A 10-year randomized controlled trial of the Early Risers conduct problems preventive intervention: effects on externalizing and internalizing in late high school Journal of Consulting and Clinical Psychology 2014 Apr;82(2):355-60. Epub 2014 Jan 20.

Contact information of developer(s) and/or implementer(s)

Gerald August, Ph.D, Department of Psychiatry, University of Minnesota, Medical School F256/2B West, 2450 Riverside Avenue, Minneapolis, MN 55454-1495 Phone: 612-273-9711 Fax: 612-273-9779 E-mail: earlyrisers@umn.edu

Intervention Focus

Intervention Goal / ObjectiveLevel(s) TargetedEquity Focus
The goal is to alter the developmental trajectory of early aggressive, high-risk children onto a more adaptive developmental pathway.
  • Individual level
  • Interpersonal level
People living in conditions of disadvantage are not explicitly stated to be a target population of the intervention.
Academic Competence
  • Individual level
  • Interpersonal level
People living in conditions of disadvantage are not explicitly stated to be a target population of the intervention.
Social Skills and Aggressive Behavior
  • Individual level
  • Interpersonal level
People living in conditions of disadvantage are not explicitly stated to be a target population of the intervention.

Health Issue(s) that is/are addressed by the Intervention

Health Promotion

  • Mental Health

Risk Reduction

  • Prevent violence

Specific Activities of the Intervention

    • N/A

    Priority/Target Population for Intervention Delivery

    Life Stage

    • Children (age 6-12 years)

    Settings

    Educational Settings

    • Before/after school childcare (ages 5-12)
    • Elementary school

    Community Setting

    • Community/neighbourhood

    Outcomes

    Outcomes and Impact Chart
    Level of ImpactDescription of OutcomeEquity Focus
    Individual LevelFewer conduct disorder, major depressive, and oppositional defiant disorder symptoms compared with controls at 10 year follow up.Reported outcomes do not distinguish findings specific to people living in conditions of disadvantage.

    Adaptability

    Implementation History

    • Multiple implementations - Different settings/populations/providers - The intervention showed significant adaptability as it has been implemented in different settings or with different populations or by different provider(s). This can include multiple implementations during the same time period. Each implementation of the intervention must have been substantially the same and must have demonstrated positive results for the primary objectives of the intervention.

    Expertise Required for Implementation within the Context of the Intervention

    • Specialized skills training provided as part of the Intervention - The intervention does not require individuals or groups with highly specialized training, but requires that individuals or groups be trained as part of the implementation of the intervention.

    Are there supports available for implementation

    Yes.

    Are there resources and/or products associated with the interventions

    Yes.