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NCJ Number: 192133 Find in a Library
Title: Effectiveness of School-Based Interventions for Preventing and Reducing Violence, 1999 Final Report
Author(s): James H. Derzon Ph.D.; Sandra J. Wilson M.S.; Carole A. Cunningham M.A.
Corporate Author: Vanderbilt Institute for Public Policy Studies
United States of America
Date Published: 1999
Page Count: 182
Sponsoring Agency: Hamilton Fish National Institute on School and Community Violence
Washington, DC
Vanderbilt Institute for Public Policy Studies
Nashville, TN 37235
Sale Source: Vanderbilt Institute for Public Policy Studies
Vanderbilt University
2201 West End Avenue
Nashville, TN 37235
United States of America
Type: Program/Project Description
Format: Document
Language: English
Country: United States of America
Annotation: This is a report on a review of research that has evaluated the effectiveness of school-based interventions for preventing and reducing violence.
Abstract: Of the 584 studies identified, 174 contained data and were eligible to be included at some level in the current investigation. All of these studies are summarized in an appendix. The types of interventions addressed in the research were administrative techniques (classroom management, building school capacity, etc.); peer mentoring programs; personal growth; self-control; social skills training; peer mediation; educational and academic programs; multimodal programs; and social skills and peer mediation programs. Based on the findings of this review, school-based programs are effective in preventing and reducing violence and other antisocial behaviors. This is done by reducing the mediating conditions and behaviors they seek to alter. All interventions, with the exception of incapacitation, work by altering the presence or trajectory of proximal outcomes that are believed to influence the occasion of the distal outcome that intervention planners aim to avoid. Various method, subject, and implementation variables influenced estimates of program effectiveness. Some of these influences, such as sample similarity, may potentially be controlled by the researcher. Antisocial behavior is a relatively rare phenomena, so ceiling effects probably attenuate many of the estimates of program effectiveness. Programs that experienced fewer implementation problems and lasted longer showed stronger effects than programs with significant implementation problems and shorter duration. 23 references and a full bibliography of 3,411 studies
Main Term(s): Juvenile delinquency prevention programs
Index Term(s): Effectiveness of crime prevention programs; School delinquency programs; School security; Schools; Violence causes; Violence prevention
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