Decreasing risk factors for later alcohol use and antisocial behaviors in children in foster care by increasing early promotive factors |
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| Institution: | 1. Oregon Social Learning Center, 10 Shelton McMurphey Blvd., Eugene, OR 97401, USA;2. Department of Child and Family Studies, College of Human Ecology, Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul 120-749, Republic of Korea;3. Department of Psychology, University of Oregon, Eugene, OR, 97403, USA;1. Oregon Social Learning Center, 10 Shelton McMurphey Blvd., Eugene, OR 97401, USA;2. Department of Child and Family Studies, College of Human Ecology, Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul 120-749, Republic of Korea;3. Department of Psychology, University of Oregon, Eugene, OR, 97403, USA;1. Child Health and Development Centre, College of Health Sciences, Makerere University, Kampala, Uganda;2. Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA;3. Department of Paediatrics and Child Health, College of Health Sciences, Makerere University, Kampala, Uganda;4. Infectious Diseases Institute, Makerere University, Kampala, Uganda;5. Medical Research Council/UVRI Uganda Research Unit on AIDS, Entebbe, Uganda;1. Rutgers University—Camden, 311 North Fifth Street, Camden, NJ 08102, USA;2. Chapin Hall at the University of Chicago, 1313 East 60th Street, Chicago, IL 60637, USA;3. Case Western Reserve University, 10900 Euclid Avenue, Cleveland, OH 44106, USA;4. Center for Innovation through Data Intelligence, Health and Human Services, New York, NY, USA |
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| Abstract: | Children in foster care are at high risk for poor psychosocial outcomes, including school failure, alcohol and other substance abuse, and criminal behaviors. Promoting healthy development by increasing broad-impact positive skills may help reduce some of the risk factors for longer-term negative outcomes. School readiness has been linked to a number of positive outcomes across childhood, adolescence, and adulthood, and may also boost intermediary positive skills such as self-competence. This paper presents findings from a longitudinal study involving 192 children in foster care who were 5 years old at the start of the study. They participated in a randomized controlled trial of a school readiness program to prepare them for kindergarten. Outcomes were assessed at third grade (9 years old) on variables associated with risk for later involvement in substance use and delinquency. These included positive attitudes towards alcohol use, positive attitudes towards antisocial behaviors, and involvement with deviant peers. Results showed that the intervention decreased positive attitudes towards alcohol use and antisocial behaviors. Further, the mediating role of children's self-competence was tested. The intervention positively influenced children's third-grade self-competence, which in turn, decreased their involvement with deviant peers. Findings suggest that promoting school readiness in children in foster care can have far-reaching, positive effects and that increased self-competence may be a mechanism for reducing risk. |
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