School-Based Education and Prevention Programs (From Sourcebook on Violence Against Women, P 387-415, 2001, Claire M. Renzetti, Jeffrey L. Edleson, and Raquel K. Bergen, eds. -- See NCJ-201429)

• NCJ Number: 201449
• Author(s): Mary K. O'Brien
• Date Published: 2001
• Length: 29 pages
• Sale Source: Sage Publications, Inc
• Publication Format: Book (Softbound)
• Publication Type: Program/Project Description
• Language: English
• Country: United States of America

Annotation

This chapter reviews school-based programs designed to prevent violence against women.

Abstract

Because of the increasing number and diversity of programs now available, only primary prevention programs are reviewed. Primary prevention programs are those that combat risk factors for problems before the problem ever has a chance to develop. Most primary prevention programs involve an educational component designed to increase knowledge and improve attitudes, such that behavior will be influenced. All of the programs described are school-based and include evaluation plans. The chapter begins with a review of the evolution of school-based violence prevention programs. Topics addressed are single-audience and single-component programs to multi-audience and multi-component programs and the recognition of developmental stages of target audiences. This is followed by a discussion of the importance of evaluating school-based violence prevention programs. The chapter then turns to descriptions of various types of elementary school programs. The overall approach of violence-prevention programs in elementary schools is to target general interpersonal violence prevention rather than dating or domestic violence prevention. This is followed by descriptions of middle school programs. Unlike elementary school-based programs, middle school programs more directly target dating behaviors. Various types of high school programs are then profiled. The prevention of violence in dating relationships is particularly important among high-school students, because based on their experiences and their social milieu, they will develop beliefs and values about relationships they will carry into adult intimate relationships. General observations pertinent to all types of school-based programs address curriculum diversity, community and academic collaborations, and program evaluation. The author advises that school-based programs designed to reduce violence should continue to develop, because they have proven to have a short-term impact. None to date have reported long-term results, however. Longitudinal studies will be necessary to determine such results. A table of programs and 27 references