Citation

Hall BW, Bacon TP. J. School Violence 2005; 4(4): 63-83.

Affiliation

College of Education, University of South Florida, 4202 E Fowler Ave, EDU 357, Tampa, FL 33620

Copyright

(Copyright © 2005, Informa - Taylor and Francis Group)

DOI

10.1300/J202v04n04_05

PMID

unavailable

Abstract

This study examined the effectiveness of the Too Good for Violence Prevention Program (TGFV), a multifaceted interactive intervention. Grounded in Bandura's Social Learning Theory, the TGFV curricula focus on developing personal and interpersonal skills to solve conflict non-violently and resist social influences that lead to violence. Participants were 999 third grade students and 46 teachers in ten elementary schools. The schools were matched on student characteristics and academic performance and assigned to treatment or control conditions. Teachers and students completed checklists assessing students' behaviors prior to, following, and 20 weeks after program delivery. Results show that treatment students, as compared to control students, were perceived by teachers as evidencing more frequent use of personal and social skills and of prosocial behaviors after program delivery. Student survey data show that treatment students, as compared to control students, evidenced more positive scores in the areas of emotional competency skills, social and resistance skills, and communication skills after program delivery. The benefits of the TGFV program continued to be observed at the 20-week follow-up.