What can be done? Fortunately, some promising inroads have been made toward helping these children. Interventions with children in the early elementary grades have been very effective in reducing children 's negative social attributions and aggressive interactions with peers (see Asher, 1985; Asher et al., 1996; Bond and Compas, 1989; Eisenstadt et al., 1993; Forehand et al., 1982; Kazdin, 1993; Olweus, 1991, 1993). Work with preschoolers, such as that of Webster-Stratton and others (Kaiser and Hester, 1997; Odom et al., 1994), which is generally focused on parenting but is increasingly moving into child care environments, is also emerging (see Box 7-1) and should be a high priority for future intervention research. Interventions that focus on multiple early environments and multiple peer groups may be more promising than those that are directed at only one setting. Moreover, different manifestations of antisocial behavior in the early years (e.g., isolated conduct disorder, conduct disorder accompanied by hyperactivity) may require different approaches. Growing recognition that young children can engage in relatively sophisticated thinking about
Mental Health Research Initiative Within Head Start
In 1997, the Administration on Children, Youth and Families (ACYF) and the National Institute of Mental Health (NIMH) created a research consortium on the prevention, identification, and treatment of children 's mental health disorders in a Head Start context. The initial five studies are exploring:
SOURCE: ACYF/NIMH Collaborative Mental Health Research Initiative(2000).