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Originalia

Prävention von Problemen des Sozialverhaltens im Vorschulalter

Published Online:September 01, 2006https://doi.org/10.1026/1616-3443.35.2.127

Abstract

Zusammenfassung.Theoretischer Hintergrund: In Deutschland herrscht ein Mangel an methodisch kontrollierten Evaluationen von Programmen zur Prävention von Verhaltensproblemen bei Kindern und Jugendlichen. Fragestellung: Die vorliegende Studie evaluiert die Wirksamkeit eines Kindertrainings, eines Elterntrainings sowie einer Kombination aus beiden Programmen. Methode: Aus einer Stichprobe von 675 Kindergartenkindern und ihren Familien nahmen 227 an einer der drei Trainingsbedingungen teil, 227 Kinder dienten als äquivalente Kontrollgruppe. Erfolgsmaße wurden 2-3 Monate sowie bis zu 24 Monate nach Abschluss der Trainings erhoben. Sie bestanden aus den Angaben von Erzieherinnen im Preschool Social Behavior Questionnaire sowie aus Inhaltsanalysen von Schulzeugnissen der 1. Klasse. Ergebnisse: Die Trainings führten zu kurzzeitigen positiven Effekten bei Problemen des Sozialverhaltens, der Hyperaktivität/Unaufmerksamkeit und emotionalen Störungen. Die deutlichsten Effekte zeigten sich bei den kombinierten Programmen und bei Kindern mit ausgeprägteren Problemen des Sozialverhaltens. Die Langzeiteffekte in den verschiedenen Trainingsbedingungen waren weniger konsistent. Es zeigte sich aber eine generelle Reduktion multipler Verhaltensprobleme in der Schule. Schlussfolgerung: Die Ergebnisse stimmen mit internationalen Meta-Analysen überein und rechtfertigen einen vorsichtigen Optimismus hinsichtlich derartiger Präventionsprogramme.


Prevention of social behavior problems at preschool age: Evaluation of the Parent and Child Training Program Package EFFEKT

Abstract.Background: There is a lack of sound evaluations of developmental prevention programs in Germany. Objective: This study evaluates the effectiveness of a child social skills training program, a parenting training, and a combination of both. Method: From a sample of 675 kindergarten children and their families, 227 participated in one of the three training schemes and 227 were assigned to equivalent control groups. Outcomes were measured 2-3 months and up to 24 months after the programs by using preschool teachers’ reports on the Preschool Social Behavior Questionnaire and a content analysis of the school report cards in first grade. Results: The programs showed positive short-term effects on conduct problems, hyperactivity, and emotional problems. Effects were most pronounced for the combined programs and for children with more problems. Long-term effects were less consistent across programs but revealed an overall reduction of problematic children at school. Conclusions: Results are concordant with international meta-analyses and justify a cautious optimism toward such programs.

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