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Effects of Child Skills Training in Preventing Antisocial Behavior: A Systematic Review of Randomized Evaluations

Author

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  • Friedrich Lösel

    (Institute of Psychology and of the Social Science Research Center at the University of Erlangen-Nuremberg, Germany)

  • Andreas Beelmann

    (Institute of Psychology at the University of Erlangen-Nuremberg, Germany)

Abstract

This article reports a meta-analysis on social skills training as a measure for preventing antisocial behavior in children and youth. From 851 documents, 84 reports containing 135 comparisons between treated and untreated youngsters ( N = 16,723) fulfilled stepwise eligibility criteria (e.g., randomized control-group design, focus on prevention). Despite a wide range of positive and negative effect sizes, the majority confirmed the benefits of treatment. The best estimated mean effects were d = .38 (postintervention) and .28 (follow-up). Effects were smaller on antisocial behavior than on related social and cognitive measures. Studies with large samples produced lower effect sizes than those with smaller samples. Programs targeting at-risk groups had better effects than universal programs. Modes of treatment did not differ significantly; however, cognitive-behavioral programs had the strongest impact on antisocial behavior. More well-controlled studies with large samples, hard outcome criteria, and long follow-up periods are needed, particularly outside the United States.

Suggested Citation

  • Friedrich Lösel & Andreas Beelmann, 2003. "Effects of Child Skills Training in Preventing Antisocial Behavior: A Systematic Review of Randomized Evaluations," The ANNALS of the American Academy of Political and Social Science, , vol. 587(1), pages 84-109, May.
    • Handle: RePEc:sae:anname:v:587:y:2003:i:1:p:84-109
    DOI: 10.1177/0002716202250793
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    References listed on IDEAS

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    1. David Weisburd & Cynthia M. Lum & Anthony Petrosino, 2001. "Does Research Design Affect Study Outcomes in Criminal Justice?," The ANNALS of the American Academy of Political and Social Science, , vol. 578(1), pages 50-70, November.
    2. David Weisburd & Cynthia M. Lum & Sue-Ming Yang, 2003. "When can we Conclude that Treatments or Programs “Don’t Work†?," The ANNALS of the American Academy of Political and Social Science, , vol. 587(1), pages 31-48, May.
    3. Mark W. Lipsey, 2003. "Those Confounded Moderators in Meta-Analysis: Good, Bad, and Ugly," The ANNALS of the American Academy of Political and Social Science, , vol. 587(1), pages 69-81, May.
    4. Joan McCord, 2003. "Cures That Harm: Unanticipated Outcomes of Crime Prevention Programs," The ANNALS of the American Academy of Political and Social Science, , vol. 587(1), pages 16-30, May.
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    Cited by:

    1. Gibson, Matthew & Chesterman, Mark, 2022. "Collaborative skills development: Theory and practice," Children and Youth Services Review, Elsevier, vol. 142(C).

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