Acceptability and Student Outcomes of a Violence Prevention Curriculum

Edwards, Diane; Hunt, Mary H.; Meyers, Jacquelyn L.; Grogg, Kathryn; Jarrett, Olga S.

doi:10.1007/s10935-005-0002-z

Cited by 43 publications

(32 citation statements)

References 24 publications

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“…Forty-eight percent of the studies used two types of outcome measures, 22.6% of the studies used three types of outcomes, and 29% of the studies used only one type of measure. All but one study (Edwards et al 2005) reported a behavioral measure of involvement in bullying/victimization as an outcome measure. Researchers used a wide variety of different surveys to measure involvement in bullying.…”

Section: Discussionmentioning

confidence: 99%

“…In the Heydenberk et al (2006) study, open-ended questions administered to teachers were used to gain additional data on program effectiveness and changes in student behavior. Edwards et al (2005) used open-ended, semi-structured interviews with students to collect data on the acceptability and impact of the Second Step program. Jennifer and Shaughnessy (2005) collected qualitative data using multiple sources and multiple methods, for example, semi-structured interviews with pupils, managers, and facilitators; observations of several aspects of school life; and facilitator diaries.…”

Section: Methodsmentioning

confidence: 99%

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Antibullying Programs in Schools: How Effective are Evaluation Practices?

Ryan

Smith

2009

Prev Sci

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Bullying is a problem for schools around the world, and is an important topic for research because it has been associated with negative outcomes on numerous social, psychological, and academic measures. Antibullying prevention and intervention programs have varied greatly in their outcomes, with some studies reporting positive results while others have reported little or no positive impacts. Prompted by accountability demands, many agencies have developed standards with which to assess whether social programs are effective. Antibullying program evaluations have not been systematically reviewed to determine whether these types of standards are being applied. The purpose of this study was to assess the rigor of recent peer-reviewed antibullying program evaluations. Thirty-one peer-reviewed evaluations of antibullying programs, published within the last 10 years, were identified and coded for study characteristics. Shortcomings were identified in many of these program evaluations. In order to improve evaluation practices, researchers should consider using more rigorous designs to identify cause-effect relationships, including control conditions and random assignment, using more appropriate pre-post intervals, using more advanced methods of analyses such as hierarchical linear modeling, and systematically verifying program integrity to obtain dosage data that can be used in the outcome analyses.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Antibullying Programs in Schools: How Effective are Evaluation Practices?

Ryan

Smith

2009

Prev Sci

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“…For example, Edwards, Hunt, Meyers, Grogg, and Jarrett (2005) interviewed fourth and fifth grade students in an urban school district where Second Step was implemented. Eleven percent of the students reported that they either did not learn or chose not to use the skills in real-life situations.…”

mentioning

confidence: 99%

“…They did not, however, indicate the effectiveness of the skills or discuss the extent to which they used other skills targeted by the intervention. Edwards et al (2005) conducted open-ended interviews in which they asked fourth and fifth grade students who participated in Second…”

mentioning

confidence: 99%

Participants’ Perceptions of a Violence Prevention Curriculum for Middle School Students: Was It Relevant and Useful?

et al. 2015

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School-based youth violence prevention programs, particularly those focused on middle school students, have generally had limited effects that are often not sustained over time. Although many interventions focus on teaching social-cognitive skills, few studies have explored the extent to which students master these skills, actually use them, and find them effective in dealing with problem situations. This study examined these issues based on interviews with 141 students attending one county and two urban middle schools in classrooms where the Second Step violence prevention program had been implemented. We coded interviews to assess participants' general reactions to the interventions, use of skills, and effectiveness of skills. We also asked participants to describe outcomes they experienced when they used specific skills taught in the intervention in response to problem situations. Participants had generally positive reactions to the intervention. Their suggestions for improving the intervention primarily concerned improving its relevance. Participants described changes they had made based on the intervention, particularly controlling anger and improving relations with others. Their responses indicated that they sometimes misunderstood or misused specific intervention skills, especially problem solving and empathy. Students' descriptions of the outcomes they experienced when using intervention skills were not uniformly positive. This was especially true for situations involving peers such as peer pressure and bullying. These results underscore the need for more intensive efforts to ensure that students master intervention skills and are able to use them correctly. In addition, interventions should address the broader social context (e.g., peers, school) to maximize the effectiveness of skills.

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“…(See www.cfchildren.org/programs/ssp/overview/ for a review of Second Step and related contemporary scholarship.) Contemporary research examining the efficacy of Second Step suggests that students' exhibit lowered levels of aggression (e.g., McMahon & Washburn, 2003) and increased levels of prosocial skills and behaviors (e.g., Edwards, Hunt, Meyers, Grogg, & Jarrett, 2005;Frey, Nolen, Edstrom, & Hirschstein, 2005;McMahon, Washburn, Felix, Yakin, & Childrey, 2000) after receiving instruction.…”

Section: Large-group Social Skills Instructionmentioning

confidence: 99%

Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school‐based professionals

Sansosti

2010

Psychology in the Schools

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The quintessential characteristic of autism spectrum disorders (ASD) is having difficulty with basic social interactions. Due to the pervasiveness of their social skills difficulties, it is necessary that supports for increasing social skills of children with ASD are included as part of the educational plan within schools. The purpose of this article is to provide educators with a framework for using multiple tiers of instruction to teach social skills to children with ASD. Specifically, a number of evidence-based strategies for teaching social skills are summarized within a systemic, multitiered approach. It is anticipated that such a model proves helpful as educators address issues related to service delivery provisions for students with ASD. C 2010 Wiley Periodicals, Inc.

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Acceptability and Student Outcomes of a Violence Prevention Curriculum

Cited by 43 publications

References 24 publications

Antibullying Programs in Schools: How Effective are Evaluation Practices?

Antibullying Programs in Schools: How Effective are Evaluation Practices?

Participants’ Perceptions of a Violence Prevention Curriculum for Middle School Students: Was It Relevant and Useful?

Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school‐based professionals

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