Research
SAFE Children

Investigator: Deborah Gorman-Smith, Ph.D.

The primary aim of this study is to test a family-based comprehensive preventive intervention with children, living in inner-city Chicago and entering first grade, for effects on key risk markers for later drug and other substance use. Over a 9 month period, this intervention combined components focused on 1) enhancing parent and child orientation to and involvement with school; 2) academic tutoring; 3) social competence and peer relations of the child; and 4) parent and family functioning to enhance the child's academic performance, the parental investment in the child's well-being and development, and the social competence and self-control of the child. Throughout the intervention, the unique impact of the social ecology of urban-poor and inner-city neighborhoods were considered (Gorman-Smith, Tolan & Henry, 1998; Tolan & Gorman-Smith, 1997). These components were integrated through a 20-session multiple-family group intervention and twice weekly individual tutoring in reading for each child in the intervention. A key consideration driving this approach is that a family-focused intervention is critical for parental investment in the prevention activities which is a requisite to obtain sufficient impact, lasting effects, and transfer of skills across settings and situations (Nye, Zucker, & Fitzgerald, 1995; Tolan & Gorman-Smith, 1997; Tremblay et al., 1990; Szapoxznik et al., 1986).

422 (84% of those targeted) families participated in the prevention program (SAFE Children; Schools and Families Educating Children). Data were obtained through individual interviews conducted with the primary caregiver(s) and target child five times over the course an 24 month period (two pre-test, one mid-test, post-test, follow-up). 401 families participated in all five waves of data collection (95%). Data were also obtained through teacher assessments and school records. Following the first wave of interviews, families were randomly assigned to treatment or control. Of the 217 families assigned to treatment, 82% completed the intervention.

Initial analyses suggest that the intervention has had positive effects on reading achievement (as measured through the Woodcock Johnson Reading Abilities), parental involvement in school, parenting practices (i.e., discipline effectiveness and positive parenting) and family relationship characteristics (i.e., communication, beliefs). A list of current publications from this study is available.