Effectiveness of universal school-based programs for prevention of violence in adolescents.

Abstract

Objective Violence is a leading cause of morbidity and mortality amongst young people.Primary preventive programs aimed at reducing the involvement of young people in violence are often implemented in a school setting. This systematic review evaluated the effectiveness of universal school-based programs aimed at the primary prevention of violence in 11-18 year olds. Method A pre-defined search strategy was used to search various sources (i.e. databases, gray literature, previous reviews, and reference lists of included studies) for randomised design trials and quasi-experimental design trials published between 2002 and March 2014. After screening 8051 abstracts, 21 studies were identified that satisfied the inclusion/exclusion criteria. These studies evaluated 16 different programs based mainly in the US. Results Due to the heterogeneity meta-analysis was not possible; thus a narrative synthesis was reported. The most effective interventions utilised social development and social norms components. Attitudes towards violence was the most frequently measured outcome with six studies reporting a beneficial effect and two reporting no effect; three of the six studies examining violent behaviour demonstrated a small beneficial effect; and four of the seven studies examining physical aggression demonstrated a small beneficial effect.Conclusions In general, this review found limited evidence of the effectiveness of universal school-based programs in the primary prevention of violence in 11-18 year olds; however, those that combined social development and social norms approaches appeared to be the most effective. Additional qualitative research/process evaluation is required to establish the processes that underpin the success/failure of such programs in order to inform their refinement, and the future development of effective programs.

The moderating role of sportsmanship and violent attitudes on social and personal responsibility in adolescents. A clustering-classification approach

“…In this sense, among other proposals, the Personal and Social Responsibility Model (TPSR) became one of the most commonly program using school-based physical-sports activity as a pedagogical instrument for encouraging students’ integral development [3,4]. Interventions using this model reported benefits in personal and social responsibility aspects and sportsmanship behaviours [30,46], and decrements in aggressiveness and violence [8,47].…”

The School Violence in the Coexistence Programs of the Spanish Educational System

“…The planned activities are only planted at the classroom level and not at the center, there is no timing calendar and it is not known who are responsible for these activities; all this suggests that in reality these programs are not developed and are not met in schools. Schools have the potential to reduce the occurrence of problems of these behaviors, which is why a serious, coordinated, planned and effective educational action is necessary [38].…”

What Works in Violence Prevention Among Young People?: A Systematic Review of Reviews

“…Antisocial behavior. Reviews have shown that effective multicomponent programs combined several approaches including social norms (Gavine et al, 2016), risk (e.g., substance abuse, school dropout- Fields & McNamara, 2003), and protective factors (Fagan & Catalano, 2013) with skill development Comprehensive long-lasting programs incorporating multiple sessions (Anderson & Whiston, 2005;DeGue et al, 2014;Jouriles et al, 2018;Katz & Moore, 2013).…”

“…Multi-component initiatives that combine several approaches, including social norms (Gavine et al, 2016), risk (e.g., substance abuse, school dropout- Fields & McNamara, 2003) and protective factors (Fagan & Catalano, 2013) were effective. Effective programs involved individual counseling, meeting with parents, and improvement of the physical environment at school (Atienzo et al, 2017) Curricula employing change strategies derived from evidence-based theories Bullying perpetration and victimization (Baldry & Farrington, 2007); Social norms and social identity approach: Bullying behaviors should be regarded as a group process where each participant has their role and social status and treated accordingly (Polanin et al, 2012).…”

“…Playground supervision component, "hot spots" (Ttofi & Farrington, 2011). Skill development components (e.g., negotiation skills, conflict resolution, and peer support- Cox et al, 2016) Effective programs included problemsolving and peaceful conflict management training (Gavine et al, 2016) (continued) In addition to self-reports, observer/ teacher reports, and systematic observation should be employed to strengthen evidence (Baldry & Farrington, 2007). Focus on physical and psychological perpetration, emotional and verbal abuse, victimization, prevalence rates, and bystander helping behaviors as the target outcome measure (Leen et al, 2013;Malhotra et al, 2015;Whitaker et al, 2006).…”