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A number of programs have been developed to aid in the prevention of aggression and conduct problems in at-risk children and families (e.g., Fast Track Conduct Problems Prevention Research Group, First Step, Incredible Years Teacher Training, Linking the Interests of Family and Teacher, Montreal Program, Seattle Social Development Project). Typically, prevention programs are implemented during preschool or early elementary school, continuously over 2–5 years, with the goals of increasing social competence, social problem solving, and resilience. Results point to long-term benefits in reducing antisocial behavior and aggression for many programs (e.g., Chicago Child Parent Center, High Scope Perry Preschool Project, Houston Parent Child Developmental Center, Syracuse University Family Development Project, Yale Child Welfare Research Program). Characteristics of successful programs include: 1) multimodal intervention for children and parents, parent support, teacher involvement, and early childhood education; 2) delivery of interventions consistently on a daily to weekly basis; 3) duration of 2 years or longer; 4) specific interventions to remediate coercive family processes and harsh and inconsistent parenting techniques through skill building and development of problem-solving and coping skills; 5) interventions that begin in early childhood; 6) application of individual management techniques; and 7) collaboration among community, school, family, and mental health professionals.

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