Citation

Desbiens N, Bowen F, Janosz M, Lévesque J, Pascal S. Int. J. Violence School 2011; 2011(12): 59-89.

Affiliation

GRES, Université de Montréal

Copyright

(Copyright © 2011, United Nations Educational, Scientific, and Cultural Organization)

DOI

unavailable

PMID

unavailable

Abstract

This article presents the impacts results of the Ally program, aimed at 8-12 year old children who present with behavioral difficulties in school. The short term goal of the program is to improve upon, or to avoid worsening of individual behavioral difficulties, while the long term goal is to prevent violence within the school setting. The program consists of two complementary components: 1- a child component designed to reinforce the learning of appropriate social behaviors, as well as appropriate means for conflict resolution; 2- a parent component designed to strengthen parenting and educational practices. The program was implemented in 6 schools in the Montreal region, with 184 children presenting behavioral disorders participating (124 boys and 60 girls). The program was evaluated using a quasi-experimental design including a control group. The impact assessment was conducted by teachers, professional staff within the school, and peers in the same class as the participating students, as well as by parents of students participating in the program. Following one year of program implementation, the results support the hypothesis that students who participate in the Ally program will be successful in attaining gains in their socio-cognitive and behavioral skill set.