Building a Foundation Against Violence: Impact of a School-Based Prevention Program on Elementary Students

• NCJ Number: 213616
• Journal: Journal of School Violence Volume: 4 Issue: 4 Dated: 2005 Pages: 63-83
• Author(s): Bruce W. Hall; Tina P. Bacon
• Date Published: 2005
• Length: 21 pages
• Sponsoring Agency: C. E. Mendez Foundation
• Publication Format: Article
• Publication Type: Program/Project Evaluation
• Language: English
• Country: United States of America

Annotation

This study examined the effectiveness of the Too Good for Violence Prevention Program (TGFV), a multifaceted interactive intervention that is based in Bandura's social learning theory.

Abstract

Compared with students who did not participate in the program, the TGFV participants were perceived by their teachers as using personal and social skills as well as prosocial behaviors more often after program completion. Student survey data found that TGFV participants, compared to nonparticipants, had more positive scores on emotional competency skills, social and resistance skills, and communication skills after program delivery. Program benefits continued through the 20-week followup after program completion. These findings indicate the effectiveness of early intervention in promoting and reinforcing prosocial values and behaviors. The TGFV third-grade curriculum consisted of seven 45-minute lesson units taught by trained instructors to all third-grade students in selected schools in Florida. The curriculum is designed to develop conflict-resolution skills, anger-management skills, respect for self and others, and effective communication skills. Teaching methods emphasize cooperative learning activities; role-playing; and skills-building methods such as modeling, practicing, reinforcing, providing feedback, and promoting generalization of skills to other contexts. A total of 999 students and 46 teachers participated in the study. Elementary schools in a large school district in Florida were stratified on school ratings of academic performance, learning environment, and student characteristics. Two schools for each matched level were randomly assigned to either receive or not receive the program. Teachers in the treatment and control schools completed the Teacher Checklist of Student Behaviors for each of their students prior to, following, and 20 weeks after program completion. Students in the treatment and control schools also completed the Student Protective Factors Survey Questionnaire at these same time points. 6 tables and 37 references