Eight matched schools (4,000 students in Grades K-5) were randomly assigned to either immediate post-baseline intervention (PBI) or to a delayed intervention 1 year later (PBD). Hierarchical linear modeling was used to analyze results from assessments in the fall and spring of 2 consecutive school years. In Year 1, there were significant gains for PBI participants in teacher-rated social competence for students in grades K-2, in child self-reported peace-building behavior in grades K-5, and in reductions in aggressive behavior in grades 3-5; however, these changes did not occur in PBD schools. Most effects for PBI participants were maintained in Year 2, including increases in child prosocial behavior in grades K-2. Implications for early universal school-based prevention and challenges related to evaluating large-scale prevention trials are discussed. (publisher abstract modified)
Initial Behavior Outcomes for the PeaceBuilders Universal School-Based Violence Prevention Program
NCJ Number
253629
Journal
Developmental Psychology Volume: 39 Issue: 2 Dated: March 2003 Pages: 292-308
Date Published
March 2003
Length
17 pages
Annotation
This article reports on a study that evaluated initial behavioral outcomes for elementary-school students who participated in PeaceBuilders, a universal elementary-school-based violence-prevention program that attempts to alter the climate of a school by teaching students and staff simple rules and activities aimed at improving child social competence and reducing aggressive behavior.
Abstract