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Rachel V. Thakore Jordan C. Apfeld Ronald K. Johnson Vasanth Sathiyakumar A. Alex Jahangir Manish Kumar Sethi

Abstract

BACKGROUND: Violence has recently been reported among a primarily young, minority
 population in Nashville, Tennessee. School-based programs have been proven as effective
 methods of reducing violent behavior, beliefs, and actions that lead to violence among adolescents. METHODS: Investigators implemented a rigorous search for an appropriate school-based violence prevention program for Metropolitan Nashville middle school students utilizing a systematic review and discussion group with victims of violence.  27 programs nation-wide were reviewed and 2 discussion groups with African American males under the age of 25 admitted to a level 1 trauma center for assault-related injuries were conducted. Our findings led to a single, evidence-based conflict resolution program. In conjunction with educators, we evaluated the program’s effectiveness in a pilot study in a Nashville middle school with high rates of violence. RESULTS: 122 students completed the conflict resolution program and described their behavior and experiences with violence in a pre-test/post-test self-rate questionnaire. Results showed a significant decrease in violent behavior and an increase in students’ competencies to deal with violence (p less than 0.05). CONCLUSIONS: This study shows that a reduction in violent behavior and beliefs among middle school students can be achieved through the implementation of a targeted violence intervention program. A larger-scale intervention is needed to develop more conclusive evidence of effectiveness. © 2014 KUMS, All rights reserved

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How to Cite
THAKORE, Rachel V. et al. School-based violence prevention strategy: a pilot evaluation. Journal of Injury and Violence Research, [S.l.], v. 7, n. 2, p. 45-53, mar. 2014. ISSN 2008-4072. Available at: <http://jivresearch.org/jivr/index.php/jivr/article/view/565>. Date accessed: 15 dec. 2017.
Keywords
violence; adolescent; schools; prevention and control
Section
Original Research Article

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