Assessing the Impact of a Prejudice Prevention Project

Abstract

This article reports on the effectiveness of a prejudice prevention intervention that was used among a culturally diverse group of students in Hawaii. Implications of the results of this primary prevention effort for counseling practice and interculturally adaptive social development are discussed.

Self-report on the social skills rating system: Analysis of reliability and validity for an elementary sample

“…The findings of Salzman and D'Andrea (2001) and Malecki and Elliott (2002) indicated differences between student self-ratings of social skills and ratings of their social skills by teachers, which is consistent with the low observed correlations between these raters in the SSRS standardization data. Crowley and Merrell's (2000) findings also are consistent with previous studies in that observed relationships with measures of internalizing problems were negative and ranged from small to moderate.…”

“…Simultaneous collection of such data would provide insight as to the accuracy of student self-ratings in detecting developmental changes (or lack thereof ) in social skills over time. This type of study would have particular relevance for intervention research (e.g., Salzman & D'Andrea, 2001) employing student self-reported social skills as a dependent variable.…”

“…Salzman and D'Andrea (2001) evaluated the effectiveness of a primary prevention program intended to promote the development of social skills and prosocial attitudes in elementary students. The researchers assigned a sample of 50 fourth-grade students to either a treatment or a control condition and then collected pre-post data on a variety of measures including the Teacher and Student versions of the SSRS.…”

The Application of Diversity‐Based Interventions to Policy and Practice

“…Transformative interventions tend to be more intensive and structured, and use a number of media and activities such as art, games, and drama to tackle different aspects of prejudice (e.g. Salzman & D'Andrea, 2001;see Bigler, 1999 for review). Others have recommended that multicultural education should follow a 'whole school' approach, whereby the entire school adopts a multicultural ethos, and multiculturalism is evident in all aspects of school life, for instance in wall displays, games, and all lessons including geography and social studies as well as other subjects such as maths and domestic science (Knowles & Ridley, 2006).…”

The International Children's Digital Library: Description and analysis of first use

“…Books published in other countries can provide authentic accounts of the people, history, and traditions of other lands and help to counteract stereotypes and the often more sensation-prone information provided through television or other media [17]. And yet, most libraries in the United States have inadequate foreign language collections.…”