***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: A population -based r and omized intervention trial for the prevention of conduct problems ( i.e. , oppositional defiant disorder and conduct disorder ) is described . The LIFT ( Linking the Interests of Families and Teachers ) intervention was design ed for all first- and fifth- grade elementary school boys and girls and their families living in at-risk neighborhoods characterized by high rates of juvenile delinquency . The 10-week intervention strategy was carefully targeted at proximal and malleable antecedents in three social domains that were identified by a developmental model of conduct problems . From 12 elementary schools , 671 first and fifth grade rs and their families participated either in the theory-based universal preventive intervention or in a control condition . The intervention consisted of parent training , a classroom-based social skills program , a playground behavioral program , and systematic communication between teachers and parents . A multiple measure assessment strategy was used to evaluate participant satisfaction and participation , fidelity of implementation , and the immediate impacts of the program on targeted antecedents With the increased number of schools adopting social-emotional learning ( SEL ) programming  , there is increased emphasis on the role of implementation in obtaining desired outcomes . Despite this , the current knowledge of the active ingredients of SEL programming is lacking , and there is a need to move from a focus on “ whether ” implementation matters to “ what ” aspects of implementation matter . To address this gap , the current study utilizes a latent class approach with data from year 1 of a r and omized controlled trial of Second Step ® ( 61 schools , 321 teachers , over 7300 students ) . Latent classes of implementation were identified , then used to predict student outcomes . Teachers reported on multiple dimensions of implementation ( adherence , dosage , competency ) , as well as student outcomes . Observational data were also used to assess classroom behavior ( academic engagement and disruptive behavior ) . Results suggest that a three-class model fits the data best , labeled as high- quality , low-engagement , and low-adherence classes . Only the low-engagement class showed significant associations with poorer outcomes , when compared to the high- quality class ( not the low-adherence class ) . Findings are discussed in terms of implication s for program development and implementation science more broadly This study reports on aggressive outcomes from a cluster r and omized trial of the Promoting Alternative Thinking Strategies ( PATHS ) curriculum .  Fourteen elementary schools were r and omly assigned to intervention or control condition and third grade students were followed through the fifth grade .  Teacher and self-reports of student aggression , conduct problems , delinquency , acting out problems , and social information processing ( SIP ) variables were collected . Linear change for each of the SIP variables was noted with control students demonstrating increased normative beliefs about aggression , increased aggressive social problem solving , increased hostile attribution bias , and increased aggressive interpersonal negotiation strategies over time while PATHS students remained relatively stable . Teachers reported significant curvilinear change in student aggression , conduct problems , and acting out behavior problems ; all favoring PATHS students OBJECTIVE To report experimental impacts of a universal , integrated school-based intervention in social-emotional learning and literacy development on change over 1 school year in 3rd- grade children 's social-emotional , behavioral , and academic outcomes . METHOD This study employed a school-r and omized , experimental design and included 942 3rd- grade children ( 49 % boys ; 45.6 % Hispanic/Latino , 41.1 % Black/African American , 4.7 % non-Hispanic White , and 8.6 % other racial/ethnic groups , including Asian , Pacific Isl and er , Native American ) in 18 New York City public elementary schools . Data on children 's social-cognitive processes ( e.g. , hostile attribution biases ) , behavioral symptomatology ( e.g. , conduct problems ) , and literacy skills and academic achievement ( e.g. , reading achievement ) were collected in the fall and spring of 1 school year . RESULTS There were main effects of the 4Rs Program after 1 year on only 2 of the 13 outcomes examined . These include children 's self-reports of hostile attributional biases ( Cohen 's d = 0.20 ) and depression ( d = 0.24 ) . As expected based on program and developmental theory , there were impacts of the intervention for those children identified by teachers at baseline with the highest levels of aggression ( d = 0.32 - 0.59 ) on 4 other outcomes : children 's self-reports of aggressive fantasies , teacher reports of academic skills , reading achievement scaled scores , and children 's attendance . CONCLUSIONS This report of effects of the 4Rs intervention on individual children across domains of functioning after 1 school year represents an important first step in establishing a better underst and ing of what is achievable by a schoolwide intervention such as the 4Rs in its earliest stages of unfolding . The first-year impacts , combined with our knowledge of sustained and exp and ed effects after a second year , provide evidence that this intervention may be initiating positive developmental cascades both in the general population of students and among those at highest behavioral risk . ( PsycINFO Data base Record ( c ) 2010 APA , all rights reserved ) The Media Ready Program was design ed as a middle school , media literacy education , preventive intervention program to improve adolescents '  media literacy skills and reduce their intention to use alcohol or tobacco products . In a short-term efficacy trial , schools in North Carolina were r and omly assigned to conditions ( Media Ready : n = 214 ; control : n = 198 ) . Boys in the Media Ready group reported significantly less intention to use alcohol in the future than did boys in the control group . Also , students in the Media Ready group who had used tobacco in the past reported significantly less intention to use tobacco in the future than did students in the control group who had previously used tobacco . Multilevel multiple mediation analyses suggest that the set of logical analysis Message Interpretation Processing variables mediated the program 's effect on students ' intentions to use alcohol or tobacco in the future Raising Healthy Children ( RHC ) is a preventive intervention design ed to promote positive youth development by targeting developmentally appropriate risk and protective factors . In this study , the authors tested the efficacy of the RHC intervention on reducing  adolescent alcohol , marijuana , and cigarette use . Ten public schools , which comprised 959 1st- and 2nd- grade students ( 54 % male students , 18 % minority , 28 % low socioeconomic status ) , were matched and assigned r and omly to either intervention or control conditions . A 2-part latent growth modeling strategy was used to examine change in both use-versus-nonuse and frequency-of-use outcomes while students were in Grade s 6 - 10 . Results indicated significant ( p < .05 ) intervention effects in growth trajectories for frequency of alcohol and marijuana use but not for use versus nonuse . These findings provide support for preventive interventions that take a social development perspective in targeting empirically supported risk and protective factors and demonstrate the use of 2-part models in adolescent substance use research PURPOSE To evaluate the impact of the Second Step : Student Success Through Prevention ( SS-SSTP ) Middle School Program on reducing youth violence including peer aggression , peer victimization , homophobic name calling , and sexual violence perpetration and victimization among middle school sixth- grade students . METHODS The study design was a nested cohort ( sixth grade rs ) longitudinal study . We r and omly assigned 18 matched pairs of 36 middle schools to the SS-SSTP or control condition . Teachers implemented 15 weekly lessons of the sixth- grade curriculum that focused on social emotional learning skills , including empathy , communication , bully prevention , and problem-solving skills . All sixth grade rs ( n = 3,616 ) in intervention and control conditions completed  self-report measures assessing verbal/relational bullying , physical aggression , homophobic name calling , and sexual violence victimization and perpetration before and after the implementation of the sixth- grade curriculum . RESULTS Multilevel analyses revealed significant intervention effects with regard to physical aggression . The adjusted odds ratio indicated that the intervention effect was substantial ; individuals in intervention schools were 42 % less likely to self-report physical aggression than students in control schools . We found no significant intervention effects for verbal/relational bully perpetration , peer victimization , homophobic teasing , and sexual violence . CONCLUSIONS Within a 1-year period , we noted significant reductions in self-reported physical aggression in the intervention schools . Results suggest that SS-SSTP holds promise as an efficacious prevention program to reduce physical aggression in adolescent youth We report results from a group-r and omized trial of a prevention program aim ed at preventing bullying and other aggressive behaviors . Fourth grade classrooms at 28 public elementary schools were assigned to receive selected modules of the Youth Matters prevention curriculum or to a no-treatment control condition . Cross-classified multilevel models were fitted to four waves of data collected over 2 years to test the effect of the intervention on self-reported bullying and bully victimization . No systematic change in bullying other students was observed . In a continuous outcome growth model , bully victim scale scores declined over the course of the study and the rate of decline in victimization was significantly higher in experimental schools relative to control schools . But the results from binary outcome growth models indicate no significant treatment effects on bully status or bully victim status over time . Implication s of findings for the implementation of anti-bullying strategies in urban public school setting s are discussed AIMS To compare the relationship between cannabis abuse/dependence and risk of medically serious suicide attempts  in individuals making serious suicide attempts and r and omly selected comparison subjects . DESIGN Case-control comparison . SETTING Cases , a general hospital ; controls , the local community . PARTICIPANTS Cases were 302 consecutive individuals making medically serious suicide attempts ; 1028 r and omly selected control subjects . MEASUREMENTS DSM-III-R mental disorder diagnoses ; measures of socio-demographic characteristics and childhood and family experiences . FINDINGS Of those making serious suicide attempts , 16.2 % met DSM-III-R criteria for cannabis abuse/dependence at the time of the attempt , compared with 1.9 % of comparison subjects ( OR = 10.3 ; 95%CI , 5.95 - 17.8 , p < 0.0001 ) . Risks of serious suicide attempt were significantly related to a series of socio-demographic and childhood characteristics , and to mental disorders that were co-morbid with cannabis abuse/dependence . When the association between cannabis abuse/dependence and suicide attempt risk was controlled for socio-demographic factors , childhood factors and concurrent psychiatric morbidity , there was a marginally significant association ( OR = 2.0 ; 95%CI , 0.97 - 5.3 , p < 0.06 ) between cannabis abuse/dependence and serious suicide attempt risk . CONCLUSIONS These results suggested that much of the association between cannabis abuse/dependence and suicide attempt risk arose because : ( a ) individuals who develop cannabis abuse/dependency tend to come from disadvantaged socio-demographic and childhood background s which , independently of cannabis abuse , are associated with higher risk of suicide attempt , or ( b ) because cannabis abuse/dependence is co-morbid with other mental disorders which are independently associated with suicidal behaviour . Nevertheless , the possibility remains that cannabis abuse/dependence may make an independent contribution to risk of serious suicide attempt , both directly and through the possible effects of cannabis abuse on risk of other mental disorders Substance use outcomes were examined for 351 youth participating in a r and omized controlled trial design ed to assess the efficacy of a  school-based multimodal universal preventive intervention  , Linking the Interests of Families and Teachers ( LIFT ) . Frequency of any use of tobacco , alcohol , and other drugs was assessed via self-report from grade s 5 through 12 . Latent variable growth models specified average level , linear growth and accelerated growth . The LIFT intervention had a significant effect on reducing the rate of growth in use of tobacco and illicit drugs , particularly for girls , and had an overall impact on average levels of use of tobacco , alcohol , and illicit drugs . Average tobacco use reductions were mediated by increases in family problem solving . The intervention had significant indirect effects on growth in substance use through intervention effects on reduced playground aggression and increased family problem solving . The intervention was also associated with roughly a 10 % reduced risk in initiating tobacco and alcohol use . Implication s for future studies of multimodal preventive interventions are discussed Organizational climate has been proposed as a factor that might influence a school ’s readiness to successfully implement school-wide prevention programs . The aim of this study was to evaluate the influence of teachers ’ perceptions of three dimensions of school organizational climate on the dosage and quality of teacher implementation of Positive Action , a social-emotional and character development ( SECD ) program . The dimensions measured were teachers ’ perceptions of ( a ) the school ’s openness to innovation , ( b ) the extent to which schools utilize participatory decision-making practice s , and ( c ) the existence of supportive relationships among teachers ( teacher-teacher affiliation ) .  Data from 46 teachers in seven schools enrolled in the treatment arm of a longitudinal , cluster-r and omized , controlled trial were analyzed . Teacher perceptions of a school ’s tendency to be innovative was associated with a greater number of lessons taught and self-reported quality of delivery , and teacher-teacher affiliation was associated with a higher use of supplementary activities . The findings suggest that perceptions of a school ’s organizational climate impact teachers ’ implementation of SECD programs and have implication s for school administrators and technical assistance providers as they work to implement and sustain prevention programs in schools PURPOSE To describe the Gatehouse Project which addresses the social context of high school with an aim of changing students ' sense of school connection and in turn , health risk behavior and well-being . METHODS Distinguishing features of the project were its conceptual framework , implementation 
    Output:
    
An overarching theory that emerged was that eroding ‘ boundaries ’ at multiple and mutually reinforcing levels — by integrating academic and health education , by transforming relationships between teachers and students , by generalising learning from classrooms to the wider school environment and by ensuring consistent messages from schools and families — is intended to lead to the development of a community of engaged students oriented towards pro-social behaviour and away from substance use , violence and other risk behaviours .
Conclusions Eroding ‘ boundaries ’ between health and academic education , teachers and students , classrooms and the wider school and schools and families were seen to be the most critical to establishing new frameworks of family , classroom or school organisation that are conducive to promoting both academic and social-emotional outcomes .