Journal of Child and Family Studies

, Volume 12, Issue 1, pp 101-120

First online:

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

  • Albert D. FarrellAffiliated withDepartment of Psychology, Virginia Commonwealth University
  • , Aleta L. MeyerAffiliated withDepartment of Psychology, Virginia Commonwealth University
  • , Terri N. SullivanAffiliated withDepartment of Psychology, Virginia Commonwealth University
  • , Eva M. KungAffiliated withUnited Way

Rent the article at a discount

Rent now

* Final gross prices may vary according to local VAT.

Get Access


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.

violence prevention early adolescence urban youth friendship anxiety