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Related Experiment Videos

A youth violence prevention program. Description and preliminary evaluation

P S Gainer1, D W Webster, H R Champion

  • 1Washington Community Violence Prevention Program, Washington Hospital Center, Washington, DC 20010.

Archives of Surgery (Chicago, Ill. : 1960)
|March 1, 1993
PubMed
Summary
This summary is machine-generated.

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This violence prevention program for students improved social problem-solving skills and reduced adversarial thinking. It increased knowledge of violence risk factors but did not enhance nonviolent solution identification.

Area of Science:

  • Child Psychology
  • Public Health
  • Educational Interventions

Background:

  • Growing societal violence necessitates effective primary prevention strategies.
  • Existing violence prevention programs often lack robust scientific rationale and evaluation.
  • Inner-city school environments present unique challenges for violence prevention.

Purpose of the Study:

  • To evaluate the effectiveness of a social problem-solving skills program for violence prevention in inner-city youth.
  • To assess the program's impact on students' attitudes towards violence and knowledge of risk factors.
  • To determine if the program influences the identification of violent versus nonviolent solutions.

Main Methods:

  • A quasi-experimental design involving 135 fifth and seventh graders in a violence prevention program.

Related Experiment Videos

  • A control group of 115 students from the same schools and grades in the subsequent year.
  • Multivariate analyses of posttest data, controlling for baseline differences in social problem-solving and violence attitudes.

    • Main Results:

    • Program participants demonstrated reduced adversarial problem definitions and violent solution generation.
    • Students showed increased awareness of negative consequences associated with violence and decreased legitimation of violence.
    • Significant increases in knowledge of violence risk factors were observed, though nonviolent solution identification did not improve.

    Conclusions:

    • The violence prevention program yielded immediate positive effects on student knowledge and attitudes related to aggression.
    • The intervention successfully influenced social skills and cognitive factors linked to aggressive behavior.
    • Further research is needed to enhance the program's ability to foster nonviolent conflict resolution skills.