nach oben

Journal of Prevention

Erschienen in:

01.03.2007

The Effects of City-Wide Implementation of “Second Step” on Elementary School Students’ Prosocial and Aggressive Behaviors

verfasst von: Michelle Beaulieu Cooke, Julian Ford, Joan Levine, Cate Bourke, Lisa Newell, Garry Lapidus

Erschienen in: Journal of Prevention | Ausgabe 2/2007

Einloggen, um Zugang zu erhalten

Abstract

This study examined the impact of implementing Second Step, a violence prevention program, using a comprehensive, city-wide approach. The evaluation included 741 3rd–5th graders in six schools. Student surveys, behavioral observations, and discipline referrals were used to assess aggressive-antisocial and prosocial behaviors. We found significant improvements in positive approach-coping, caring-cooperative behavior, suppression of aggression, and consideration of others, but no changes in aggressive-antisocial behaviors. Behavioral observations and disciplinary referrals showed no significant changes. The program was implemented with high fidelity and engaged a wide range of participants from the community.

Editors’ Strategic Implications: Key implementation issues are presented for a cross-site, city-wide evaluation on “Second Step.” School and community officials will benefit from these lessons, as well as the authors’ recommendations for further longitudinal study with appropriate comparison groups.

August, G. J., Lee, S. S., Bloomquist, M. L., Realmuto, G. M., & Hektner, J. M. (2003). Dissemination of an evidence-based prevention innovation for aggressive children living in culturally diverse, urban neighborhoods: The early risers effectiveness study. Prevention Science, 4, 271–286.PubMedCrossRef

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Bosworth, K., Espelage, D., & Simon, T. (1999). Factors associated with bullying behavior in middle school students. Journal of Early Adolescence, 19, 341–362.CrossRef

Botzer, E. A. (2003). An evaluation of the effectiveness of the Second Step violence prevention curriculum for third grade students. Dissertation Abstracts: International Section A: Humanities and Social Sciences, 64, 1171.

Brener, N., Kann, L., McManus, T., Kincher, S., Sundberg, E., & Ross, J. (2003). Reliability of the 1999 youth risk behavior survey questionnaire. Journal of Adolescent Health, 31, 336–342.CrossRef

Committee for Children (2002). Second Step: A violence prevention curriculum. Preschool/kindergarten-grade 9 trainer’s manual (3rd edn.). Seattle, WA: Committee for Children.

Connecticut Department of Economic and Community Development (1999). Connecticut town profiles, 1998–1999: Meriden. Retrieved September 30, 2006, from http://www.state.ct.us/ecd/research/townprof98/index/html.

Connecticut Department of Education (2004). Strategic school profiles, 2002–2003: Meriden School District. Retrieved September 30, 2006, from http://www.csde.state.ct.us.

Developmental Research and Programs, Inc. (2000). Communities that Care prevention strategies: A research guide to what works. Seattle, WA: Developmental Research and Programs, Inc.

Division of Adolescent and School Health (DASH), Center for Chronic Disease Prevention and Health Promotion (1993). Youth Risk Behavior Survey. Atlanta, GA: Centers for Disease Control and Prevention.

Domitrovich, C. E., & Greenberg, M. T. (2000). The study of implementation: Current findings from effective programs that prevent mental disorders in school-aged children. Journal of Educational and Psychological Consultation, 11, 193–221.CrossRef

Durlak, J. A., & Ferrari, J. A. (1998). Some exemplars of implementation. Journal of Prevention and Intervention in the Community, 17, 81–89.CrossRef

Farrington, D. P. (1991). Childhood aggression and adult violence: Early precursors and life outcomes. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 5–30). Hillsdale, NJ: Lawrence Erlbaum.

Frey, K. S., Hirschstein, M. K., & Guzzo, B. A. (2000). Second Step: Preventing aggression by promoting social competence. Journal of Emotional and Behavioral Disorders, 8, 102–112.

Gendreau, P., Goggin, C., & Smith, P. (1999). The forgotten issue in effective correctional treatment: Program implementation. International Journal of Offender Therapy and Comparative Criminology, 43, 180–187.CrossRef

Gottfredson, G. D., Gottfredson, D. C., Czech, E. R., Cantor, D., Crosse, S. B., & Hantman, I. (2000). National study of delinquency prevention in schools. Ellicot City, MD: Gottfredson Associates.

Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P. Y., Asher, K. N., Beland, K. et al. (1997). Effectiveness of a violence prevention curriculum among children in elementary school. Journal of the American Medical Association, 277, 1605–1611.PubMedCrossRef

Hamilton Fish National Institute on School and Community Violence (1999). Effective programs and strategies to create safe schools. Rosslyn, VA: The Hamilton Fish Institute on School and Community Violence.

Huesmann, L. R., Eron, L. D., Lefkowitz, M. M., & Walder, L. O. (1984). Stability of aggression over time and generations. Developmental Psychology, 20, 1120–1134.CrossRef

Kam, C., Greenbert, M. T., & Walls, C. T. (2003). Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Prevention Science, 4, 55–63.PubMedCrossRef

La Greca, A. M., Silverman, W. K., Vernberg, E. M., & Prinstein, M. J. (1996). Symptoms of posttraumatic stress in children after Hurricane Andrew: a prospective study. Journal of Consulting and Clinical Psychology, 64, 712–723.PubMedCrossRef

Lillenstein, J. (2002). Efficacy of a social skills training curriculum with early elementary students in four parochial schools. Dissertation Abstracts International Section A: Humanities & Social Sciences, 62, 2971.

Maguire, K., & Pastore, A. L. (1999). Sourcebook of criminal justice statistics, 1998 [US Department of Justice Publication No. NCJ 176356]. Washington, DC: U.S. Government Printing Office.

Mayer, G. (1995). Preventing antisocial behavior in the schools. Journal of Applied Behavior Analysis, 28, 467–478.PubMedCrossRef

McCabe, L. A. (2000). Violence prevention in early childhood: Implementing the Second Step curriculum in child care and head start classrooms. Dissertation Abstracts International: Section B: The Sciences and Engineering, 60, 4274.

McMahon, S. D., & Washburn, J. J. (2003). Violence prevention: An evaluation of program effects with urban African American students. The Journal of Primary Prevention, 24, 43–62.CrossRef

Mercy, J. A., & O’Carroll, P. W. (1988). New directions in violence prevention: The public health arena. Violence and Victimization, 3, 285–301.

Mihalic, S., Irwin, K., Elliott, D., Fagan, A., & Hansen, D. (2001). Blueprints for violence prevention. OJJDP Juvenile Justice Bulletin, July 2001. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention.

Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E. et al. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist, 58, 449–456.PubMedCrossRef

Olweus, D. (1979). Stability of aggressive reaction patterns in males: A review. Psychological Bulletin, 86, 852–875.PubMedCrossRef

Orpinas, P., Parcel, G. S., McAlister, A., & Frankowski, R. (1995). Violence prevention in middle schools: A pilot evaluation. Journal of Adolescent Health, 17, 360–371.PubMedCrossRef

Petersilia, J. (1990). Conditions that permit intensive supervision programs to survive. Crime and Delinquency, 36, 126–145.CrossRef

Prinstein, M., La Greca, A., Vernberg, E., & Silverman, W. (1996). Children’s coping assistance. Journal of Clinical Child Psychology, 25, 463–475.CrossRef

Reid, J. B., & Eddy, J. M. (1997). The prevention of antisocial behavior. In D. M. Stoff, J. Breiling, & J. D. Maser (Eds.), The handbook of antisocial behavior (pp. 343–356). New York: John Wiley and Sons.

Rivara, F. P., & Farrington, D. P. (1995). Prevention of violence: Role of the pediatrician. Archives of Pediatric and Adolescent Medicine, 149, 421–429.

Ryan, S. A., Aten, M., Auinger, P., & Miller, T. (2004). Preventing violence and aggression among youth: An evaluation of the “Second Step” program in a community-based sample of adolescents. Journal of Adolescent Health, 34, 136–137.

Sherman, L. W., Gottfredson, D. C., MacKenzie, D. L., Eck, J., Reuter, P., & Bushway, S. D. (1997). Preventing crime: What works, what doesn’t, what’s promising. A report to the United States Congress [NCH 171676]. Washington, DC: US Department of Justice, Office of Justice Programs.

Taub, J. (2002). Evaluation of the Second Step violence prevention program at a rural elementary school. School Psychology Review, 31, 186–200.

Thornton, T. N., Craft, C. A., Dahlberg, L. L., Lynch, B. S., & Baer, K. (2000). Best practices of youth violence prevention: A sourcebook for community action. Atlanta, Georgia: Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.

Tremblay, R. E., Masse, B., Perron, D., Leblanc, M., Schwartzman, A. E., & Ledingham, J. E. (1992). Early disruptive behavior, poor school achievement, delinquent behavior, and delinquent personality: Longitudinal analyses. Journal of Consulting and Clinical Psychology, 60, 64–72.PubMedCrossRef

U.S. Department of Education (2001). Safe, disciplined, and drug-free schools expert panel: Exemplary programs (2001). Retrieved September 30, 2006, from http://www.ed.gov/offices/OERI/ORAD/KAD/expert_panel/2001exemplary_sddfs.html.

U.S. Department of Health and Human Services (2001). Youth violence: A report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Injury Prevention and Control; Substance Abuse and Mental Health Services Administration, Center for Mental Health Services; and National Institutes of Health, National Institute of Mental Health.

Walker, H. M., Horner, R. H., Sugai, C., Bullis, M., Sprague, J. R., Bricker, D. et al. (1996). Integrated approaches to preventing anti-social behavior patterns among schoolage children and youth. Journal of Emotional and Behavioral Disorders, 4, 194–209.CrossRef

Washburn, J. (2002). Evaluation of a violence prevention program with low-income, urban African American youth. Dissertation Abstracts International Section A: Humanities & Social Sciences, 62, 4242.

Weinberger, D. A. (1996). Distorted self-perceptions: Divergent self-reports as statistical outliers in the multimethod assessment of children’s social-emotional adjustment. Journal of Personality Assessment, 66, 126–143.PubMedCrossRef

Weinberger, D. A., & Schwartz, G. E. (1990). Distress and restraint as superordinate dimensions of adjustment: A typological perspective. Journal of Personality, 58, 381–417.PubMedCrossRef

Titel: The Effects of City-Wide Implementation of “Second Step” on Elementary School Students’ Prosocial and Aggressive Behaviors
verfasst von: Michelle Beaulieu Cooke
Julian Ford
Joan Levine
Cate Bourke
Lisa Newell
Garry Lapidus
Publikationsdatum: 01.03.2007
Verlag: Kluwer Academic Publishers-Plenum Publishers
Erschienen in: Journal of Prevention / Ausgabe 2/2007
Print ISSN: 2731-5533
Elektronische ISSN: 2731-5541
DOI: https://doi.org/10.1007/s10935-007-0080-1

Springer Medizin

Abstract

Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten

Weitere Artikel der Ausgabe 2/2007

Effect of Workplace Laughter Groups on Personal Efficacy Beliefs

Altering Key Characteristics of a Disseminated Effective Behavioral Intervention for HIV Positive Adults: The “Healthy Relationships” Experience

Addressing the Challenges and Opportunities for Today's Youth: Toward an Integrative Model and its Implications for Research and Intervention

Call for Papers: The Journal of Primary Prevention

Remembrance of Things Past

Editorial—I Believe in Prevention