NCJ Number
185573
Date Published
1998
Length
36 pages
Annotation
This chapter discusses literature on violence prevention programs in schools, a developmental and contextual framework for understanding current school-based violence prevention efforts, and ways to move from violence prevention programs to violence prevention policies and to develop a prevention science to guide policy.
Abstract
The central facets of the developmental-contextual framework are the linked concepts of development as a series of stage-related tasks to be mastered and the concept that the features of a child’s environment crucial to developmental success change with the crucial tasks to be mastered at each stage of development. Well-designed evaluations of several early childhood education programs clearly revealed these programs’ potential to function as primary prevention initiatives for later delinquent and antisocial behavior. This research suggested that the coping strategies used by parents or caregivers shape young children’s experiences. Additional evaluations of programs for older children and adolescents have generally suggested positive impacts on aggression and antisocial behavior. However, the paucity of rigorously evaluated programs makes it difficult to assess the broader effects of such programs on child behavior problems. Nevertheless, findings indicate that school-based violence prevention efforts offer the most hope for long-term effectiveness when integrated with other services that cater to the needs of schools on a comprehensive scale. Particular findings from programs could generate changes in policies and practice. Possible areas include early childhood education, teacher training in cognitive and behavioral skills development, and redefining schools to include families and communities. Documenting costs and benefits and targeting prevention efforts are also important. Research recommendations, note, and 66 references