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AbstractThis chapter describes potential drawbacks of using intent‐to‐treat (ITT) analyses to examine intervention effects and presents several additional analytic methods as alternatives to ITT.

AbstractExamining children's perceptions of their social acceptance in conjunction with others' ratings of their peer social standing can enhance our understanding of the heterogeneity in children exhibiting disruptive behavior problems. Using a sample of 213 youth rated in the top 31 percent of their class on aggressive–disruptive behaviors, the current study examined the interaction between children's perceptions of their social acceptance and their peer‐rated social standing in predicting emotional and behavioral problems. Overall, lower peer‐rated social standing was associated with higher levels of antisocial behavior, academic problems, and hyperactivity/inattention. On the other hand, higher self‐perceived social acceptance was associated with increased levels of peer‐rated fighting at school. For children who were rated as having high social standing among their peers, poorer self‐perceived social acceptance was associated with increased oppositional behaviors and conduct problems at home. In addition, children who reported lower self‐perceived social acceptance exhibited increased levels of depressive symptoms, even when they were relatively well liked by their peers. The potential implications for working with subgroups of children with aggressive–disruptive behaviors are discussed.

This study examined childhood and adolescent risk factors for males' reports of getting someone pregnant during adolescence. These questions were examined in an urban sample of 335 African American males involved in a prospective, longitudinal study. Childhood aggression significantly predicted reported pregnancies during adolescence. Boys who were stably aggressive across 3rd through 5th grades were at particularly high risk for reporting getting a female pregnant. Adolescent substance use and deviant peer involvement incrementally added to the prediction of pregnancy reports over and above the effects of childhood aggression. Adolescent aggressive problems did not contribute to reports of pregnancy once childhood aggression was accounted for in the model. These results highlight that precursors for males' pregnancy reports can be identified by as early as age 8. Findings also emphasize the importance of an expanded developmental focus to understand risk factors for adolescent pregnancy. The implications of these results are discussed for preventive interventions to reduce adolescent pregnancy.

Cover -- Half Title Page -- Selected Works from the Authors -- Title Page -- Copyright -- About the Authors -- Acknowledgments -- Contents -- Introduction to the Friendship Group Manual -- 1. Overview -- The Importance of Positive Peer Relations -- Developmental Foundations of Friendship Group -- 2. Program Administration -- The Friendship Group Coaching Model -- Key Components of Effective Coaching -- Program Format and Group Organization -- Nuts and Bolts of Session Administration -- 3. Therapeutic Processes -- Positive Support Strategies -- Emotion Coaching -- Induction Strategies -- Social Problem-Solving Dialogue -- 4. Behavior Management -- Understanding Common Behavior Problems in the Friendship Group Setting -- Changing the Antecedent Conditions That Elicit Problem Behavior -- Using a Token Reward Behavior Support System -- Summary -- 5. Home-School Intervention: The Fast Track Model -- The Fast Track Project Design -- Fast Track Project Research Findings -- Implications for Practice -- Commonly Used Materials in Friendship Group -- Session Posters -- Agenda Pictures -- Award Pages -- Friendship Group Manual: Early Elementary Sessions -- UNIT I. Establishing Common Ground -- SESSION 1. Joining In and Getting Acquainted -- SESSION 2. Initiating Friendships: Tell about Yourself and Listen to Your Friend -- SESSION 3. Talking about Feelings -- SESSION 4. Talking More about Feelings -- SESSION 5. Good Teamwork Review -- UNIT II. Caring and Controlled Behavior -- SESSION 6. Caring for Your Friends: Help and Share -- SESSION 7. Think before You Act: Calming Down -- SESSION 8. Sharing Toys -- SESSION 9. Expressing Concerns: Say the Problem and How You Feel -- SESSION 10. Finding a Fair Solution -- UNIT III. Negotiating with Friends -- SESSION 11. Planning Together and Making a Deal -- SESSION 12. Making a Choice for Friendship

Recent health care legislation and shifting health care financing strategies are transforming health and behavioral health (a broad term referring to mental health, substance use, and health behavior) care in the United States. Advances in knowledge regarding effective treatment and services coupled with incentives for innovation in health and behavioral health care delivery systems make this a unique time for mobilizing our science to enhance the success of health and behavioral health care redesign. To optimize the potential of our current health care environment, a team was formed composed of leaders from the Societies of Clinical Child & Adolescent Psychology, Pediatric Psychology, and Child and Family Policy and Practice (Divisions 53, 54, and 37 of the American Psychological Association). This team was charged with reviewing the scientific and policy literature with a focus on five major issues: (a) improving access to care and reducing health disparities, (b) integrating behavioral health care within primary care, (c) preventive services, (d) enhancing quality and outcomes of care, and (e) training and workforce development. The products of that work are summarized here, including recommendations for future research, clinical, training, and policy directions. We conclude that the current emphasis on accountable care and evaluation of the outcomes of care offer numerous opportunities for psychologists to integrate science and practice for the benefit of our children, families, and nation. The dramatic changes that are occurring in psychological and behavioral health care services and payment systems also require evolution in our practice and training models.