Linking the Interests of Families and Teachers

Based on Research Conducted at OSLC

Follow-up During Young Adulthood of Participants in a School-Based Randomized Preventive Intervention Trial.

Project Overview

Linking the Interests of Families and Teachers (LIFT) is a research intervention program designed to prevent the development of aggressive and antisocial behavior. Since the program began in 1990, classes from 12 schools located in neighborhoods with a higher-than-average rate of juvenile crime from the Eugene/Springfield area have participated.

Schools were selected at random to participate as either a prevention or enrichment school and to include either the 1st or 5th grade classes. All families in the selected grade level were asked to participate.

The enrichment school participants participated in the assessment-only phase of the program. The assessment included observations on the playground, peer ratings, teacher ratings, family interviews, parent and child questionnaires, family interaction tasks, and school and court record queries.

In addition to the assessment described, the prevention school participants received an intervention designed to prevent problem behaviors from developing or progressing by simultaneously influencing parents, teachers, and children to

  1. enhance family interactions,
  2. increase prosocial and reduce negative peer interactions, and
  3. improve the coordination between home and school.

The effectiveness of the intervention is being evaluated through a research design that includes pre-intervention, post-intervention, and yearly follow-up assessments of all participants. In addition, these assessments provide an opportunity to comprehensively examine the factors that support or impede the success of important transitions children and families make as their youngster begins elementary school and moves into middle school, high school, and young adulthood.

Year Project Began: 2004
Funder: National Institute of Mental Health

Principal Investigator

J. Mark Eddy, Ph.D.

Senior Fellow Scientist
Oregon Social Learning Center

Primary Research and Clinical Interests

Dr. J. Mark Eddy is a Senior Fellow Scientist and Licensed Psychologist. He is a Senior Research Scientist with the Family Translational Research Group at New York University, where he is involved in a wide variety of basic research and preventive intervention projects. During his over 25 year career at OSLC, he served as the principal investigator on multiple randomized prevention trials of programs delivered within systems of care relevant to children and families. These include the Child Study, a multi-site longitudinal randomized controlled trial of the Friends of the Children professional youth mentoring program; the Relief Nursery Study, a randomized controlled trial of a multimodal therapeutic preschool program for at risk children and families; the Parent Child Study, a randomized trial of Parenting Inside Out, a parent management training with incarcerated parents within adult corrections; the Paths Project, a study of the transition into young adulthood for youth who were heavily involved with the juvenile justice system and who participated in a randomized trial of Multidimensional Treatment Foster Care (MTFC, now known as Treatment Foster Care Oregon); and the Linking the Interests of Families and Teachers (LIFT) Project, a study of the transitions into young adulthood for participants in a randomized multi-modal school-based prevention intervention program that began during elementary school. He also served as co-investigator with OSLC scientist Dr. Charles R. Martinez, Jr. (now director of the Center for Equity Promotion in the College of Education at the University of Oregon) on a variety of projects through the Oregon Social Learning Center Latino Research Team, including the Latino Youth and Family Empowerment Project I and II, which developed and tested a culturally specific parent training intervention for Latino families with youngsters at risk for substance use and related problems; the Adolescent Latino Acculturation Study, which was designed to learn more about how Latino families and their middle school youth who have immigrated to the U.S. adapt to life in this country; and PREVENIR, which developed and refined a culturally specific parent and teacher training program in four countries in Central America. Following his work at OSLC, he worked for five years as a Research Professor and Director of Research at Partners for Our Children in the School of Social Work at the University of Washington, where he was engaged in a variety of projects focused on children and families involved in the child welfare system, including the development and testing of the STRIVE program.

Dr. Eddy has a strong commitment to finding ways to link the research community with practitioners and policy makers to improve outcomes for children, adolescents, adults and families. He is actively involved in work in this regard in projects around the U.S. and internationally, including with the U.S. Armed Forces. His book for clinicians, Aggressive and Defiant Behavior: The Latest Assessment and Treatment Strategies for the Conduct Disorders, reviews the most effective treatments for the conduct disorders. He co-edited the book Children of Incarcerated Parents: A Handbook for Researchers and Practitioners (Urban Institute Press) and has worked for over 20 years with incarcerated men and women, including current projects with the Washington Department of Corrections and with Sponsors, Inc., a transitional housing program in Eugene. His primary research interests include the development and prevention of child antisocial behavior and related problem behaviors, such as substance use and abuse, academic failure, and high risking sexual behavior; Coercion Theory; the development of preventive interventions for incarcerated parents, their children, and the caregivers of their children; early childhood education and intervention; youth mentoring; preventive interventions for physical health problems; and the development and prevention of adjustment problems during adulthood, including substance abuse, intimate partner violence, and suicidality. His primary clinical interests are parent education, parent management training, and individual and marriage and family therapy, with a specific focus on empirically based cognitive-behavioral interventions. He is also interested in the interface between science and policy; culture/ethnicity and prevention; observational research methods; quantitative and qualitative methodologies; and the history of science and psychology.