Evaluating the Effectiveness of School‐Based Violence Prevention: Developmental Approaches

Henrich, Christopher C.; Brown, Joshua L.; Aber, J. Lawrence

doi:10.1002/j.2379-3988.1999.tb00038.x

Cited by 14 publications

(14 citation statements)

References 24 publications

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“…It may be that parents and school personnel can effectively intervene to prevent the development of less severe violent behaviors (e.g., bullying, getting into fights), but that violence with weapons represents an extreme case of violent behavior that is more resistant to intervention once children have become involved in it. Thus, early intervention may be imperative to break the cycle of violence before it escalates to the use of weapons [23].…”

Section: Discussionmentioning

confidence: 99%

Weapon violence in adolescence: Parent and school connectedness as protective factors

Henrich

Brookmeyer

Shahar

2005

Journal of Adolescent Health

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Section: Discussionmentioning

confidence: 99%

Weapon violence in adolescence: Parent and school connectedness as protective factors

Henrich

Brookmeyer

Shahar

2005

Journal of Adolescent Health

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“…When adolescent females use prosocial cognitions as a way of interpreting social interactions, they may be less likely to respond in a violent manner, even when living in communities with high rates of violence. The potential protective effect of prosocial cognitions for females could have important implications for intervention efforts because prosocial cognitions can be taught in school (e.g., Aber et al, 2003;Greenberg & Kusche, 1998) for relatively little cost (Henrich, Brown, & Aber, 1999).…”

Section: Discussionmentioning

confidence: 99%

Adolescents Who Witness Community Violence: Can Parent Support and Prosocial Cognitions Protect Them From Committing Violence?

2005

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This longitudinal study investigated the effects of witnessing violence on committing violence among diverse urban middle school students (11-15 years old) over a 1-year period (N = 1,599). It examined parent support and prosocial cognitions as moderators that might interact with one another in buffering adolescents from the effects of witnessing violence. The study also explored gender and ethnicity differences across these protective processes. According to the results, both average and high levels of parent support may offer male adolescents who witness violence protection against committing subsequent acts of violence. Adolescent females who witness violence appear to be uniquely protected from committing acts of violence if they have highly prosocial cognitions. Applications to resilience and competency models are discussed.

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“…There are a variety of specific programs that are intended to prevent school violence. Many of them have been the subject of one or more comprehensive reviews (e.g., Altman 1996;Brewer et al 1995;Gottfredson 1997;Henrich, Brown & Aber 1999;Larson 1994;Larson 1998;Samples & Aber 1998;Thornton et al 2000;Tolan & Guerra 1994;Wasserman & Miller 1998). Given the number of such programs, it is impossible to identify them all here, but several of the most strongly supported are discussed below.…”

Section: A Recommendation 1: Use Collaborative Planningmentioning

confidence: 99%

School Violence Prevention: Current Status and Policy Recommendations

2001

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The purpose of this article is to identify an array of strategies that are available to schools to address concerns school violence and to identify some of the potential school or school district policy options related to those choices. We illustrate that many promising options are available to schools to address violence and other inappropriate behavior of students. The very breadth and diversity of these options may pose a problem in attempting to develop a comprehensive local policy on this topic. While many schools have chosen increasingly punitive zero‐tolerance policies as their primary strategy of violence prevention, there is little or no research evidence documenting that such an approach can contribute to school safety. Rather, effective school violence prevention requires comprehensive planning involving documented best‐practice programs, preventive strategies, and effective responses to any violence that may occur. Since research documenting the effects of violence prevention strategies is inconsistent, it is incumbent upon schools to consider carefully which programs best meet the needs of their local situation, and to monitor the effectiveness of new programs in improving school safety and reducing disruption and incivility.

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Evaluating the Effectiveness of School‐Based Violence Prevention: Developmental Approaches

Cited by 14 publications

References 24 publications

Weapon violence in adolescence: Parent and school connectedness as protective factors

Weapon violence in adolescence: Parent and school connectedness as protective factors

Adolescents Who Witness Community Violence: Can Parent Support and Prosocial Cognitions Protect Them From Committing Violence?

School Violence Prevention: Current Status and Policy Recommendations

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