Aggression and fighting behavior among African-American adolescents: individual and family factors.

Cotten, Niki U.; Resnick, Jerome H.; Browne, Dorothy C.; Martin, Sandra L.; McCarraher, Donna R.; Woods, James H.

doi:10.2105/ajph.84.4.618

Cited by 109 publications

(59 citation statements)

References 5 publications

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“…These results suggested stronger program effects on some outcome variables for boys compared to girls, and for middle school students compared to elementary school students. Because males and older youth tend to engage in more serious aggression than girls and younger children (e.g., Cotton et al, 1994;Federal Bureau of Investigation, 1991;Shapiro, Dorman, Welker, & Clough, 1998), these results suggest stronger program effects for students needing these benefits the most.…”

Section: Discussionmentioning

confidence: 93%

Evaluation of the peacemakers program: School‐based violence prevention for students in grades four through eight

Shapiro

Burgoon

Welker

et al. 2001

Psychology in the Schools

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This study evaluated the violence prevention effects of The Peacemakers Program, a schoolbased intervention for students in grades four through eight. The program includes a primary prevention component delivered by teachers and a remedial component implemented by school psychologists and counselors with referred students. The teacher-delivered component consists of a psychoeducational curriculum and procedures for infusing program content into the school environment. The study included almost 2,000 students in an urban public school system, with pre-and post-program assessment and comparison to a control group. There were significant, positive program effects on six of the seven variables assessed, including knowledge of psychosocial skills, self-reported aggression, and teacher-reported aggression, with a 41% decrease in aggression-related disciplinary incidents and a 67% reduction in suspensions for violent behavior. On some outcome variables, intervention effects were stronger for boys than girls and for middle school compared to upper elementary school students. © 2002 John Wiley & Sons, Inc.During the past decade, major efforts have been made to prevent youth violence by means of school-based interventions (Powell, Muir-McClain, & Halasyamani, 1995;Price & Everett, 1997). A number of primary prevention programs have been developed, and several have become widely implemented. However, implementation has proceeded faster and more extensively than has accumulation of empirical support for the effectiveness of these interventions (Butler, Adams, Tsunokai, & Neiman, 1998;Flannery & Williams, 1999;Howard, Flora, & Griffin, 1999; Kellerman, FuquaWhitley, Rivara, & Mercy, 1998;Larson, 1994;1998). While some interventions for young children have demonstrated effectiveness, universal prevention programs for adolescents have generally not been able to produce positive evaluation results (Farrel & Meyer, 1997, Orpinas et al., 2000. The purpose of the present study was to evaluate the effects of a preventive intervention for upper elementary and middle school students called The Peacemakers Program (Shapiro, in press-a, in press-b).The above reviews identified only a few school-based, universal violence prevention programs with published studies reporting clear, positive intervention effects. There is more evidence supporting targeted interventions than universal programs, and there are many more general prevention and psychosocial skill-building programs than interventions focusing specifically on violence, but the below review examines only our area of interest, namely, school-based, universal, violence prevention programs.The Second Step program (Committee for Children, 1992) is a curriculum-based, teacherdelivered intervention that teaches psychosocial skills including anger management, empathy, impulse control, and problem solving. In a study with 2nd-and 3rd-grade students, Grossman et al. (1997) found that this intervention resulted in decreased aggression as measured by behavioral observers, although parent-repo...

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Section: Discussionmentioning

confidence: 93%

Evaluation of the peacemakers program: School‐based violence prevention for students in grades four through eight

Shapiro

Burgoon

Welker

et al. 2001

Psychology in the Schools

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“…[1][2][3][4][5][6][7][8][9][10][11][12] We expect schools to provide a safe environment so that effective learning can take place; however, the prevalence of violence in schools is increasing. 7,[13][14][15][16][17][18][19] The Centers for Disease Control and Prevention reported that in 1993, 11.8% of high school students had recently carried a weapon to school and 16.2% had been in a fight at school. 20 DuRant et al 7 found that 15% of male students and 5% of female students in grades 9 through 12 in Massachusetts had carried a weapon, including guns, knives, or clubs, to school in the 30 days prior to the survey.…”

Section: ])mentioning

confidence: 99%

Weapon Carrying on School Property Among Middle School Students

DuRant

Krowchuk²,

Kreiter³

et al. 1999

Arch Pediatr Adolesc Med

106

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Objective: To examine the association between carrying a weapon at school and the age of onset of substance use, other indicators of violence, and other health risk behaviors among middle school students.Design: In 1995, a modified version of the Centers for Disease Control and Prevention Youth Risk Behavior Survey was administered to 2227 students (49% were female) attending 53 (of 463) randomly selected middle schools in North Carolina. Weapon carrying on school property during school hours was measured with 2 questions assessing carrying a gun and carrying other weapons such as knives or clubs. The Youth Risk Behavior Survey also assessed other indicators of violence, drug use, suicide plans and attempts, and being threatened with a weapon at school. Variables significantly (PՅ.001) associated with gun and other weapon carrying by 2 tests were analyzed with stepwise logistic regression using the likelihood ratio approach. Odds ratios (ORs) were adjusted for all other variables in the model and 95% confidence intervals (CIs) were computed.Results: Our study showed that 3% of students had carried a gun and 14.1% had carried a knife or club to school. Gun carrying was associated with increased age (OR, 1.57 [95% CI, 1.15-2.14]); male sex (OR, 5.62 [95% CI, 2.42-13.03]); minority ethnicity (OR, 3.30 [95% CI,05]); and earlier age of onset of cigarette (OR, 0.85 [95% CI, 0.74-0.97]), alcohol (OR, 0.81 [95% CI, 0.71-0.94]), marijuana (OR, 0.81 [95% CI, 0.71-0.92]), and cocaine use (OR, 0.73 [95% CI, 0.62-0.86]). Knife or club Editor's Note: I think school-based prevention programs targeting substance abuse and violence prevention should begin in nursery school and sooner, in the home.

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“…Researchers concerned with violence in U.S. inner-cities have recommended preventative efforts such as the teaching of skills to resolve conflicts non-violently in the schools [111]. DuRant et al [100] recommend that for violence prevention, information alone will not be sufficient, as it has not in the battle against AIDS.…”

Section: Stage 4 Researchmentioning

confidence: 99%

Child development: Vulnerability and resilience

Engle

Castle

Menon

1996

Social Science & Medicine

130

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Alrstraet--Many of the challenges facing children now are a function of changing times, including increase in urbanization, political violence, changing family forms, and in some areas decreased supplies of adequate food. This review focuses particularly on those changes in which children are the victims and which induce new threats for them, rather than on problems such as child disability or mental illness. The outcome variables of interest in this paper are dimensions of children's psychosocial development, including cognitive development, psychological adjustment and aggression, whereas the companion paper in this issue (Caldwell P., Child survival: vulnerability and resilience in adversity in the European past and the contemporary Third World, Soc. Sci. Med.) [1] focuses on physical aspects of children's development. The risks that are hurdles in the process of development of a young child begin from conception and carry on into later life. To address them all would be impossible; thus, in order to do justice to the issues at hand, we have chosen those risks that, in our view, are important in a child's psychosocial development in developing countries. This paper will thus provide a discussion of the concepts of risk and resilience, then apply these concepts to the analysis of three examples of risk faced by children today: nutritional threats (e.g. malnutrition due to decline in breastfeeding); family dynamics and types of family forms (e.g. child fostering and non-traditional families); and experiences of violence (domestic or political). In each case, the same four questions will be addressed: what are the consequences of the risk factor for children, what are the etiologies and conditions of risk, are there any children who seem to cope with the risk factor successfully and what are some of the protective factors, and what interventions or programs would help support these children?

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Aggression and fighting behavior among African-American adolescents: individual and family factors.

Cited by 109 publications

References 5 publications

Evaluation of the peacemakers program: School‐based violence prevention for students in grades four through eight

Evaluation of the peacemakers program: School‐based violence prevention for students in grades four through eight

Weapon Carrying on School Property Among Middle School Students

Child development: Vulnerability and resilience

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