Classes of seventh graders at two urban middle schools serving predominantly African-American youth where RIPP-6 had been implemented the preceding school year were randomized to intervention (N = 239) and control groups (N = 237). Compared to students in the control group, students who participated in RIPP-7 had fewer disciplinary code violations for violent offenses during the following school year. A limited number of main effects were found on self-report outcome measures and measures of attitudes. Although significant main effects were not found on self-report measures of physical aggression, drug use, or anxiety, analyses of interactions with pretest scores indicated that intervention effects were significantly moderated by pre-test scores for several outcome measures. Students most likely to benefit from the intervention were those who reported higher pre-test rates of problem behaviors, including violent behavior, nonphysical aggression, and delinquent behavior. 31 references (publisher abstract modified)
Evaluation of the Responding in Peaceful and Positive Ways (RIPP) Seventh Grade Violence Prevention Curriculum
NCJ Number
253624
Journal
Journal of Child and Family Studies Volume: 12 Issue: 1 Dated: 2003 Pages: 101-120
Date Published
2003
Length
20 pages
Annotation
This study evaluated the impact of the curriculum Responding in Peaceful and Positive Ways for seventh grade violence prevention (RIPP-7), which is designed to strengthen and extend the effects of the sixth grade RIPP-6 curriculum.
Abstract