The Effects of City-Wide Implementation of “Second Step” on Elementary School Students’ Prosocial and Aggressive Behaviors

Cooke, Michelle; Ford, Julián D.; Levine, Joel B.; Bourke, Cate; Newell, Lisa C.; Lapidus, Garry

doi:10.1007/s10935-007-0080-1

Cited by 58 publications

(32 citation statements)

References 30 publications

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“…The Helping Families Initiative (HFI), a joint program of the Mobile County Public School System and the Mobile County District Attorney's Office in Mobile, Alabama, is a prevention program that is in keeping with programs that have been identified as blue print programs for youth violence prevention or as promising intervention strategies for at-risk youth, such as Check and Connect (Alexander et al 1998;Sinclair et al 1995), Second Step (Cooke et al 2007;Ryan et al 2004), and Functional Family Therapy (Alexander and Parsons 1982). The program model focuses on improving family functioning and child functioning as a means to reduce problem behavior at school and potentially prevent future occurrences of problem behavior in the school and greater community.…”

Section: Helping Families Initiativementioning

confidence: 99%

Helping Families Initiative: Intervening with High-Risk Students through a Community, School, and District Attorney Partnership

Turner

Powell

Langhinrichsen‐Rohling

et al. 2009

Child Adolesc Soc Work J

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School-related violence and school infractions pose a significant problem for schools, families, and communities. This manuscript describes an effective community partnership and prevention effort operated by the District Attorney's office, in which high-risk students and their families were assessed, assigned case workers, and referred to community services. Findings indicated improved functioning across the duration of the program. Specifically, scores on the North Carolina Family Assessment Scale (NCFAS) improved significantly from pretest to posttest. Furthermore, posttest scores on the NCFAS were significantly correlated with measures of school performance. These findings demonstrate an effective collaboration of social service providers and the District Attorney.

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Section: Helping Families Initiativementioning

confidence: 99%

Helping Families Initiative: Intervening with High-Risk Students through a Community, School, and District Attorney Partnership

Turner

Powell

Langhinrichsen‐Rohling

et al. 2009

Child Adolesc Soc Work J

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“…Step as a ''best practice'' or ''model'' program, and it has been implemented in schools across the US (Cooke et al, 2007).…”

mentioning

confidence: 99%

Participants’ Perceptions of a Violence Prevention Curriculum for Middle School Students: Was It Relevant and Useful?

et al. 2015

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School-based youth violence prevention programs, particularly those focused on middle school students, have generally had limited effects that are often not sustained over time. Although many interventions focus on teaching social-cognitive skills, few studies have explored the extent to which students master these skills, actually use them, and find them effective in dealing with problem situations. This study examined these issues based on interviews with 141 students attending one county and two urban middle schools in classrooms where the Second Step violence prevention program had been implemented. We coded interviews to assess participants' general reactions to the interventions, use of skills, and effectiveness of skills. We also asked participants to describe outcomes they experienced when they used specific skills taught in the intervention in response to problem situations. Participants had generally positive reactions to the intervention. Their suggestions for improving the intervention primarily concerned improving its relevance. Participants described changes they had made based on the intervention, particularly controlling anger and improving relations with others. Their responses indicated that they sometimes misunderstood or misused specific intervention skills, especially problem solving and empathy. Students' descriptions of the outcomes they experienced when using intervention skills were not uniformly positive. This was especially true for situations involving peers such as peer pressure and bullying. These results underscore the need for more intensive efforts to ensure that students master intervention skills and are able to use them correctly. In addition, interventions should address the broader social context (e.g., peers, school) to maximize the effectiveness of skills.

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“…Interventions that promote the acquisition of cognitive empathy skills, consistent with many current practices (e.g., Youth Matters or socialemotional learning programs, like Second Step) may be especially useful. In fact, evidence points to the impact of Second Step on elementary school students' prosocial development, including caring and cooperative behavior (Cooke et al 2007), and notes specific gains for Latino students (Brown et al 2012). …”

Section: Discussionmentioning

confidence: 99%

The Effect of Bullying and Victimization on Cognitive Empathy Development During the Transition to Middle School

Williford

Boulton

Forrest-Bank

et al. 2015

Child Youth Care Forum

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The Effects of City-Wide Implementation of “Second Step” on Elementary School Students’ Prosocial and Aggressive Behaviors

Cited by 58 publications

References 30 publications

Helping Families Initiative: Intervening with High-Risk Students through a Community, School, and District Attorney Partnership

Helping Families Initiative: Intervening with High-Risk Students through a Community, School, and District Attorney Partnership

Participants’ Perceptions of a Violence Prevention Curriculum for Middle School Students: Was It Relevant and Useful?

The Effect of Bullying and Victimization on Cognitive Empathy Development During the Transition to Middle School

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