BOX16-3 Focus on Clinical Applications: The JOBS ProgramLoss of employment can lead to a number of problems,
including depression, substance abuse, health prob-
lems, family conflict, suicide, and financial strain
(Caplan, Vinokur, & Price, 1997). Programs that help
individuals manage this difficult transition and assist
them in obtaining new employment would clearly be
beneficial. Caplan et al. (1997) provide an overview
and evaluation of such an intervention: the JOBS
program.
The JOBS program is administered in a group
format and involves multiple 3.5-hour sessions over
the course of 1 or 2 weeks. The program focuses on
(a) training participants to seek reemployment effec-
tively (e.g., training in behavioral skills such as inter-
viewing effectively); (b) increasing the self-confidence
of job seekers; and (c) stress inoculation training for
coping with barriers to reemployment and setbacks.Studies have shown that JOBS program participants
who were still unemployed at follow-up demon-
stratedhigherlevelsofself-confidenceabouttheir
job-seeking ability and a greater sense of self-efficacy
than did those who did not participate and remained
unemployed. Further, among those at greater risk for
depression, JOBS participants demonstrated lower
levels of depressive symptoms at follow-up.
Additional outcomes are also noteworthy. JOBS
participants found reemployment sooner and were
more likely to obtain better (i.e., in their field of
interest) and more stable jobs than those who did not
participate. Finally, the JOBS program appears to be
cost-effective. Economic projections suggest that the
program’s costs are offset by participants’lifetime
earning payouts to federal and state governments
(through taxes).BOX16-2 Focus on Clinical Applications: The High/Scope Perry Preschool ProgramThe High/Scope Perry Preschool Program (HSPPP) was
initiated in 1962 to help children who were deemed at
risk for school failure, and its curriculum is used today by
thousands of early childhood instructors (Schweinhart &
Weikart, 1988). Based on the rationale that childhood
poverty often leads to school failure, which in turn
results in adult poverty and social problems (e.g., crime),
the HSPPP targeted 3- and 4-year-olds from families of
low socioeconomic status (SES) for intervention. These
interventions were characterized by- A developmentally appropriate curriculum, based
on Piaget’s views of children as active and self-
initiating learners - Classroom enrollment limits with adequate adult
supervision (at least two adults who had training
in early childhood development) - Supervisory support of staff and frequent in-
service training opportunities - Emphasis on parental involvement in each child’s
education - Sensitivity to the needs of children and their fam-
ilies (Schweinhart & Weikart, 1988)
The 58 children, ages 3 to 4, in the Perry Preschool
study intervention group attended the program for
2 years, which included classroom instruction 5 morn-
ings a week for 7 months a year and home visits by the
teacher once a week. Outcome data were also col-
lected from a control group of 65 children matched
on IQ, sex, and SES. The major findings from this
study can be summarized as follows (Schweinhart &
Weikart, 1988):- Program participantsdemonstrated better
academic achievement throughout elementary
and secondary school, were rated by teachers
as more socially and emotionally mature, and
endorsed more favorable attitudes toward high
school. - Program participants as a group obtained more
and better jobs and received higher wages by age
19. Further, they were more likely to be self-
supporting, less likely to have dropped out of high
school, less likely to be arrested, and more likely
to have enrolled in college or vocational school. - A cost–benefit analysis of the program indicated
significant benefits to society and to the taxpayer.
For every dollar invested in the 2-year program, $3
in savings were returned. For example, the program
resulted in a reduction of costs for special classes,
welfare, and crime.
470 CHAPTER 16