Journal of Child and Family Studies

, Volume 12, Issue 1, pp 101–120

Evaluation of the Responding in Peaceful and Positive Ways (RIPP) Seventh Grade Violence Prevention Curriculum


  • Albert D. Farrell
    • Department of PsychologyVirginia Commonwealth University
  • Aleta L. Meyer
    • Department of PsychologyVirginia Commonwealth University
  • Terri N. Sullivan
    • Department of PsychologyVirginia Commonwealth University
  • Eva M. Kung
    • United Way

DOI: 10.1023/A:1021314327308

Cite this article as:
Farrell, A.D., Meyer, A.L., Sullivan, T.N. et al. Journal of Child and Family Studies (2003) 12: 101. doi:10.1023/A:1021314327308


We evaluated the impact of RIPP-7, a seventh grade violence prevention curriculum designed to strengthen and extend the effects of the sixth grade RIPP-6 curriculum. Classes of seventh graders at two urban middle schools serving predominantly African-American youth where RIPP-6 had been implemented the preceding school year were randomized to intervention (N = 239) and control groups (N = 237). Compared to students in the control group, students who participated in RIPP-7 had fewer disciplinary code violations for violent offenses during the following school year. A limited number of main effects were found on self-report outcome measures and measures of attitudes. Although significant main effects were not found on self-report measures of physical aggression, drug use, or anxiety, analyses of interactions with pretest scores indicated that intervention effects were significantly moderated by pretest scores for several outcome measures. Students most likely to benefit from the intervention were those who reported higher pretest rates of problem behaviors including violent behavior, nonphysical aggression, and delinquent behavior.

violencepreventionearly adolescenceurban youthfriendshipanxiety

Copyright information

© Human Sciences Press, Inc. 2003