© Child Trends 2003
PRIMARY PROJECT
OVERVIEW
Primary Project is a school-based, mental health prevention program for children at risk for school adjustment problems. In an evaluation of the program, 39 children in Grades 1 through 4 were randomly assigned to receive either the Primary Project prevention program or to a non-intervention control group. Children receiving the Primary Project prevention treatment showed significantly greater improvements than the children in the control group in five of seven measured indicators of school adjustment, including shy-anxiousness, learning problems, assertive social skills, task orientation, and peer social skills. There were no significant differences between groups for changes in acting out behaviors and frustration tolerance levels.
DESCRIPTION OF PROGRAM
Target population: Children between the ages of 5 and 10 who are at risk for school adjustment issues.
The Primary Project is a school-based, mental health program designed for the early detection and prevention of school adjustment issues in children. Children are screened for early warning signs of school adjustment issues (e.g., mild aggression, withdrawal, and learning difficulties). At-risk children then engage in one-on-one sessions led by trained paraprofessionals. In the sessions, the paraprofessionals oversee child play and encourage positive relationship techniques that can be used in the school environment. The mentors target outcomes such as task orientation, behavior control, assertiveness, and peer social skills. Sessions occur weekly for 10 to 14 weeks, and each session lasts between 30 and 40 minutes.
The sessions were conducted in specially designed playrooms using materials such as hand puppets, arts and crafts materials, clay, board games, punching bags, and clothes for dress up.
The trained paraprofessionals conducted play sessions according to a nondirective play model, which allows children to lead the playtime activities and initiated interaction with adults. The leader was available to provide support for the child and to serve as a positive role model. The leader provided unconditional acceptance of appropriate behaviors while setting limits on destructive behaviors.
The cost of one Primary Project session is typically under $40. A number of implementation materials are available for purchase including a program development manual ($50), measures guidelines booklets ($30), a rating scale examiner’s manual ($35), a program core component video ($20), a DVD on supervision ($90), a DVD on basic helping skills ($90), and a DVD on building connections through play ($45). The intervention developer can provide training, consultation, and scoring services for free.
EVALUATION(S) OF PROGRAM
Nafpaktitis, M., & Perlmutter, B.F. (1998). School-based early mental health intervention with at-risk students. School Psychology Review, 27, 420-432.
Evaluated population: 39 children in grades 1 through 4 who exhibited at-risk signs for poor school adjustment served as the sample for this evaluation. Participants resided in rural areas of central California and were 69% White, 23% Hispanic, and 5% African-American.
Approach: Children were randomly assigned either to receive the Primary Project prevention program or to a non-intervention control group. Children in the treatment group participated once a week in a series of 12, 30-minute, one-on-one pay sessions conducted by trained paraprofessionals.
Child aides attended a two-day training to review the goals of the project, data collection procedures, and confidentiality requirements. During the intervention, they received a minimum of two hours per week of supervision.
Results: Compared to children in the non-treatment control group, children receiving the Primary Project prevention program showed significantly greater improvements in five of seven measured indicators of school adjustment (i.e. shy-anxiousness, learning problems, assertive social skills, task orientation, and peer social skills). There were no significant differences between groups in acting out behaviors and frustration tolerance levels.
Deborah Johnson, M.S.
Director
Children’s Institute
274 North Goodman Street
Suite D103
Rochester, NY 14607
Phone: (585) 295-1000; Fax: (585) 295-1090
E-mail: djohnson@childrensinstitute.net
An implementation handbook is available, free of cost on the Children’s Institute Website:
http://www.childrensinstitute.net/catalog/manuals
Nafpaktitis, M., & Perlmutter, B.F. (1998). School-based early mental health intervention with at-risk students. School Psychology Review, 27, 420-432.
Program categorized in this guide according to the following:
Evaluated participant ages: 5 to 10 years
Evaluated participant grades: 1 to 4
Program age ranges in the guide: Early Childhood, Middle Childhood
Program components: Mentoring/Tutoring, School-Based
Measured Outcomes: Social and Emotional, Behavioral Problems, Mental Health
Program information last updated on 9/12/08.
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© Child Trends 2003 |