Citation

Farrell AD, Meyer AL, Kung EM, Sullivan TN. J. Clin. Child Psychol. 2001; 30(2): 207-220.

Affiliation

Department of Psychology, P.O. Box 842018, Virginia Commonwealth University, Richmond, VA 23284-2018, USA. afarrell@vcu.edu

Copyright

(Copyright © 2001, Informa - Taylor and Francis Group)

DOI

unavailable

PMID

11393921

Abstract

Discusses key issues in developing and evaluating school-based violence prevention interventions. Schools provide a natural setting for implementing programs directed at teaching youth attitudes, knowledge, and skills to reduce their involvement in violence. Although multitudes of these programs exist, few have been rigorously evaluated. Developers of violence prevention programs need to pay particular attention to the type of violence being addressed, the target population, relevant risk and protective factors, and the target of the intervention. Conducting sound evaluations of such programs requires careful attention to the unit of randomization, treatment conditions, outcome measures, timing of data collection, and potential moderator variables. Efforts to develop effective prevention programs can be greatly facilitated by adopting an action-research strategy in which evaluation findings provide a basis for continual program refinement.

Language: en