An evaluation of Kornblum's body-based violence prevention curriculum for children

Hervey, Lenore; Kornblum, Rena

doi:10.1016/j.aip.2005.08.001

Cited by 18 publications

(8 citation statements)

References 4 publications

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“…Their program evaluation was thorough, producing a clear picture of the impact of the program, as well as offering empowering results for the field of dance/movement therapy. Hervey and Kornblum (2006) described an evaluation of the effectiveness of Kornblum's own body-based violence prevention program conducted with second grade students in the Madison, Wisconsin public school system. For the evaluation of Disarming the Playground, Hervey and Kornblum used a mixed method approach, comprised of quantitative assessment of all students participating in the sample, while also collecting interviews and creative expressive data from a smaller subset of students.…”

Section: Program Evaluation In Dance/movement Therapy and Yogamentioning

confidence: 99%

Movement and Mindfulness: A Formative Evaluation of a Dance/Movement and Yoga Therapy Program with Participants Experiencing Severe Mental Illness

Barton

2011

Am J Dance Ther

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This article provides a process/formative evaluation of the program Movement and Mindfulness, a body-based program designed and implemented for use with an outpatient psychosocial rehabilitation facility. The Movement and Mindfulness program offered stress-reduction, coping skills, and pro-social behavior for people experiencing severe mental illness using dance/movement therapy and yoga therapy-based techniques, as well as traditional group counseling and the Eastern concept of mindfulness. A formative evaluation was carried out during a 20-week period, involving an experiential curriculum focused on self-regulation and self-awareness. This study used qualitative methods including interviews, surveys, and verbal group feedback for data collection and analysis. The results provide examples of psychological and physical shifts that had occurred for the participants during the course of the program. Participants' clinical observations revealed amelioration in pro-social behaviors, stress management, and communication skills.Numerous hypotheses emerged to be tested in future studies at the interface of Movement and Mindfulness programs.

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Section: Program Evaluation In Dance/movement Therapy and Yogamentioning

confidence: 99%

Movement and Mindfulness: A Formative Evaluation of a Dance/Movement and Yoga Therapy Program with Participants Experiencing Severe Mental Illness

Barton

2011

Am J Dance Ther

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“…Few studies identified in our review of the current literature assessed whether students used the skills targeted by violence prevention interventions, and we could not find any that examined the extent to which students found the skills effective. In a qualitative study of a universal prevention program implemented in an elementary school conducted by Hervey and Kornblum (2006), students were able to describe how they used an intervention skill in a real-life situation. They did not, however, indicate the effectiveness of the skills or discuss the extent to which they used other skills targeted by the intervention.…”

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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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“…In the context of psychiatry and psychosomatics, therapy therefore has adapted creative elements of body movement such as dance or rhythm. Beyond clinical contexts, creative therapies are also used in schools (Hervey & Kornblum, 2006;Karkou, 2010), with refugees (Harris, 2007;Koch & Weidinger-von der Recke, 2009;Reka, 2011), or in the penal system (Smeijsters & Cleven, 2006), which is the target context of the present study. * Corresponding author at: SRH Hochschule Heidelberg, Department of Therapeutic Sciences, Maria-Probst-Str.…”

Section: Introductionmentioning

confidence: 99%

Breaking barriers: Evaluating an arts-based emotion regulation training in prison

Koch

Ostermann

Steinhage

et al. 2015

The Arts in Psychotherapy

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An evaluation of Kornblum's body-based violence prevention curriculum for children

Cited by 18 publications

References 4 publications

Movement and Mindfulness: A Formative Evaluation of a Dance/Movement and Yoga Therapy Program with Participants Experiencing Severe Mental Illness

Movement and Mindfulness: A Formative Evaluation of a Dance/Movement and Yoga Therapy Program with Participants Experiencing Severe Mental Illness

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

Breaking barriers: Evaluating an arts-based emotion regulation training in prison

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