Citation

Miller TW, Kraus RF, Veltkamp LJ. J. Prim. Prev. 2005; 26(5): 455-466.

Affiliation

University of Connecticut, Storrs, CT, USA.

Copyright

(Copyright © 2005, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s10935-005-0004-x

PMID

16220234

Abstract

Prevention education is seen as a key component in addressing school violence. Three hundred and three fourth grade students in 9 elementary schools in a predominantly rural community were provided a specialized program of character education as a prevention tool to reduce the potential for deviant behavior. Students in 3 schools were in the no treatment control condition. Students in the remaining 6 schools received a school-based and curriculum driven character education program; two of the schools were in the curriculum only condition while in four of the schools students were randomly selected to receive a protocol-driven summer academic (6 weeks) and experiential education/program. The intervention results suggest that the students who received the academic/camp intervention had the greatest increases in social competence, the largest gains in reading achievement, and the largest increase in parental interaction. Recommendations for prevention education are discussed at the primary, secondary and tertiary levels.