Skip to main content

Advertisement

SpringerLink
Log in

The Multisite Violence Prevention Project: Impact of a Universal School-Based Violence Prevention Program on Social-Cognitive Outcomes

  • Published:
Prevention Science Aims and scope Submit manuscript

Abstract

This study evaluated the impact of a universal school-based violence prevention program on social-cognitive factors associated with aggression and nonviolent behavior in early adolescence. The effects of the universal intervention were evaluated within the context of a design in which two cohorts of students at 37 schools from four sites (N = 5,581) were randomized to four conditions: (a) a universal intervention that involved implementing a student curriculum and teacher training with sixth grade students and teachers; (b) a selective intervention in which a family intervention was implemented with a subset of sixth grade students exhibiting high levels of aggression and social influence; (c) a combined intervention condition; and (d) a no-intervention control condition. Short-term and long-term (i.e., 2-year post-intervention) universal intervention effects on social-cognitive factors targeted by the intervention varied as a function of students’ pre-intervention level of risk. High-risk students benefited from the intervention in terms of decreases in beliefs and attitudes supporting aggression, and increases in self-efficacy, beliefs and attitudes supporting nonviolent behavior. Effects on low-risk students were in the opposite direction. The differential pattern of intervention effects for low- and high-risk students may account for the absence of main effects in many previous evaluations of universal interventions for middle school youth. These findings have important research and policy implications for efforts to develop effective violence prevention programs.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Notes

  1. Because nine schools were recruited at the Georgia site, random assignment resulted in two schools in three of the conditions and three schools assigned to the selective intervention condition.

  2. Responses were screened for patterns that were clearly implausible. Two reviewers examined the data from students who gave the same response to every item in a scale or patterned responses (e.g., 1,2,3,2,1) throughout a scale, across multiple scales. The reviewers independently considered the plausibility of the patterns, the number of scales with implausible patterns, and the time taken to complete each scale, thereby identifying cases that each deemed problematic. The two reviewers then discussed these cases and came to consensus regarding which cases should be excluded from analyses. This resulted in the screening out of 10 cases or less from each wave.

  3. This has an advantage over simpler models based on only the first two waves of data in that the inclusion of the additional waves of posttest data provides a more accurate estimate of each individual’s score at the end of the intervention year by making use of all available data.

  4. Random effects were specified for intercepts and slopes at the student level, and for intercepts at the school level. The quadratic and fall-to-spring indicator were treated as fixed effects to facilitate the interpretation of intervention effects on linear slopes.

  5. Degrees of freedom for main effects of the school-level variables (i.e., condition and site) were set at 30 (37 schools − 3 for condition − 3 for sites − 1 for intercept). Degrees of freedom for other effects were set at the number of individuals minus the number of individual-level terms and interactions in the model minus 1.

  6. Random effects were specified for intercepts and slopes at the student level, and for intercepts at the school level. The quadratic and fall-to-spring indicator were treated as fixed effects to facilitate the interpretation of intervention effects on linear slopes.

References

  • Aber, J. L., Jones, S. M., Brown, J. L., Chaudry, N., & Samples, F. (1998). Resolving conflict creatively: Evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context. Development and Psychopathology, 10, 187–213. doi:10.1017/S0954579498001576.

    Article  PubMed  CAS  Google Scholar 

  • Boxer, P., & Dubow, E. F. (2002). A social-cognitive information-processing model for school-based aggression reduction and prevention programs: Issues for research and practice. Applied & Preventive Psychology, 10, 177–192. doi:10.1016/S0962-1849(01)80013-5.

    Article  Google Scholar 

  • Boxer, P., Goldstein, S. E., Musher-Eizenmann, D., Dubow, E. F., & Heretick, D. (2005a). Developmental issues in school-based aggression prevention from a social-cognitive perspective. The Journal of Primary Prevention, 26, 383–400. doi:10.1007/s10935-005-0005-9.

    Article  PubMed  Google Scholar 

  • Boxer, P., Guerra, N. G., Huesmann, L. R., & Morales, J. (2005b). Proximal peer-level effects of a small-group selected prevention on aggression in elementary school children: An investigation of the peer contagion hypothesis. Journal of Abnormal Child Psychology, 33, 325–338. doi:10.1007/s10802-005-3568-2.

    Article  PubMed  Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Conduct Problems Prevention Research Group (1999). Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648–657. doi:10.1037/0022-006X.67.5.648.

    Article  Google Scholar 

  • Conduct Problems Prevention Research Group (2007). The Fast Track randomized controlled trial to prevent externalizing psychiatric disorders: Findings from grades 3 to 9. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 1250–1262. doi:10.1097/chi.0b013e31813e5d39.

    Article  Google Scholar 

  • Cook, P. J., & Ludwig, J. (2006). Assigning youths to minimize total harm. In K. A. Dodge, T. J. Dishion, & J. E. Lansford (Eds.), Deviant peer influences in programs for youth (pp. 67–89). New York: Guilford.

    Google Scholar 

  • Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101. doi:10.1037/0033-2909.115.1.74.

    Article  Google Scholar 

  • Crockett, L., & Petersen, A. (1993). Adolescent development: Health risks and opportunities for health promotion. In S. Millstein, A. Petersen, & E. Nightengale (Eds.), Promoting the health of adolescents (pp. 13–37). New York: Simon & Schuster.

    Google Scholar 

  • Dahlberg, L. L., & Potter, L. B. (2001). Youth violence: Developmental pathways and prevention challenges. American Journal of Preventive Medicine, 20(Suppl. 1), 3–30. doi:10.1016/S0749-3797(00)00268-3.

    Article  PubMed  CAS  Google Scholar 

  • Dodge, K. A., Lansford, J. E., & Dishion, T. J. (2006). The problem of deviant peer influences in intervention programs. In K. A. Dodge, T. J. Dishion, & J. E. Lansford (Eds.), Deviant peer influences in programs for youth: Problems and solutions (pp. 3–13). New York: Guilford.

    Google Scholar 

  • Farrell, A. D., & Camou, S. (2006). School-based interventions for youth violence prevention. In J. Lutzker (Ed.), Preventing violence: Research and evidence-based intervention strategies (pp. 125–145). Washington DC: American Psychological Association.

    Chapter  Google Scholar 

  • Farrell, A. D., Meyer, A. L., Kung, E. M., & Sullivan, T. N. (2001a). Development and evaluation of school-based violence prevention programs. Journal of Clinical Child Psychology, 30, 207–220. doi:10.1207/S15374424JCCP3002_8.

    Article  PubMed  CAS  Google Scholar 

  • Farrell, A. D., Meyer, A. L., Sullivan, T. N., & Kung, E. M. (2003a). Evaluation of the Responding in Peaceful and Positive Ways (RIPP) seventh grade violence prevention curriculum. Journal of Child and Family Studies, 12, 101–120. doi:10.1023/A:1021314327308.

    Article  Google Scholar 

  • Farrell, A. D., Meyer, A. L., & White, K. S. (2001b). Evaluation of Responding in Peaceful and Positive Ways (RIPP): A school-based prevention program for reducing violence among urban adolescents. Journal of Clinical Child Psychology, 30, 451–463. doi:10.1207/S15374424JCCP3004_02.

    Article  PubMed  CAS  Google Scholar 

  • Farrell, A. D., Valois, R., & Meyer, A. L. (2002). Evaluation of the RIPP-6 violence prevention program at a rural middle school. American Journal of Health Education, 33, 167–172.

    Google Scholar 

  • Farrell, A. D., Valois, R. F., Meyer, A. L., & Tidwell, R. (2003b). Impact of the RIPP violence prevention program on rural middle school students. The Journal of Primary Prevention, 24, 143–167. doi:10.1023/A:1025992328395.

    Article  Google Scholar 

  • Farrell, A. D., & Vulin-Reynolds, M. (2007). Violent behavior and the science of prevention. In D. Flannery, A. Vazonsyi, & I. Waldman (Eds.), Cambridge handbook of violent behavior (pp. 766–786). New York: Cambridge University Press.

    Google Scholar 

  • Hahn, R., Fuqua-Whitley, D., Wethington, H., Lowy, J., Liberman, A., Crosby, A., et al. (2007). The effectiveness of universal school-based programs for the prevention of violent and aggressive behavior. Morbidity and Mortality Weekly Report, 56(No. RR-7), 1–11.

    Google Scholar 

  • Henry, D. B., Cartland, J., Ruchross, H., & Monahan, K. (2004a). A return potential measure of setting norms for aggression. American Journal of Community Psychology, 33, 131–149. doi:10.1023/B:AJCP.0000027001.71205.dd.

    Article  PubMed  Google Scholar 

  • Henry, D. B., Farrell, A. D., & The Multisite Violence Prevention Project (2004b). The study designed by a committee: Design of the Multisite Violence Prevention Project. American Journal of Preventive Medicine, 26(1S), 12–19. doi:10.1016/j.amepre.2003.09.027.

    Article  PubMed  Google Scholar 

  • Henry, D. B., Guerra, N. G., Huesmann, L. R., Tolan, P. H., VanAcker, R., & Eron, L. D. (2000). Normative influences on aggression in urban elementary school classrooms. American Journal of Community Psychology, 28, 59–81. doi:10.1023/A:1005142429725.

    Article  PubMed  CAS  Google Scholar 

  • Hopmeyer, A., & Asher, S. R. (1997). Children’s responses to two types of peer conflict situations. Symposium presented at the biennial meeting of the Society for Research in Child Development, Washington, DC.

  • Huesmann, L. R. (1988). An information-processing model for the development of aggression. Aggressive Behavior, 14, 13–24. doi:10.1002/1098-2337(1988)14:1<13::AID-AB2480140104>3.0.CO;2-J.

    Article  Google Scholar 

  • Huesmann, L. R., & Guerra, N. G. (1997). Children’s normative beliefs about aggression and aggressive behavior. Journal of Personality and Social Psychology, 72, 408–419. doi:10.1037/0022-3514.72.2.408.

    Article  PubMed  CAS  Google Scholar 

  • Ialongo, N. S., Werthamer, L., Kellam, S. G., Brown, C. H., Wang, S., & Lin, Y. (1999). Proximal impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression, and antisocial behavior. American Journal of Community Psychology, 27, 599–641. doi:10.1023/A:1022137920532.

    Article  PubMed  CAS  Google Scholar 

  • MacKinnon, D. P., & Lockwood, C. M. (2003). Advances in statistical methods for substance abuse prevention research. Prevention Science, 4, 155–171. doi:10.1023/A:1024649822872.

    Article  PubMed  Google Scholar 

  • Metropolitan Area Child Study Research Group (2002). A cognitive-ecological approach to preventing aggression in urban settings: Initial outcomes for high risk children. Journal of Consulting and Clinical Psychology, 70, 179–194. doi:10.1037/0022-006X.70.1.179.

    Article  Google Scholar 

  • Metropolitan Area Child Study Research Group (2007). Changing the way children “think” about aggression: Social-cognitive effects of a preventive intervention. Journal of Consulting and Clinical Psychology, 75, 160–167. doi:10.1037/0022-006X.75.1.160.

    Article  Google Scholar 

  • Meyer, A. L., Allison, K. W., Reese, L. E., Gay, F. N., & Multisite Violence Prevention Project (2004). Choosing to be violence free in middle school: The student component of the GREAT Schools and Families universal program. American Journal of Preventive Medicine, 26(1S), 20–28. doi:10.1016/j.amepre.2003.09.014.

    Article  PubMed  Google Scholar 

  • Meyer, A. L., Farrell, A. D., Northup, W. B., Kung, E. M., & Plybon, L. (2000). Promoting nonviolence in early adolescence: Responding in Peaceful and Positive Ways. Dordrecht, The Netherlands: Academic.

    Google Scholar 

  • Miller-Johnson, S., Sullivan, T. N., Simon, T. R., & The Multi-Site Violence Prevention Project (2004). Evaluating the impact of interventions in the Multi-Site Violence Prevention Project: Samples procedures, and measures. American Journal of Preventive Medicine, 26(1S), 48–61.

    Article  PubMed  Google Scholar 

  • Multisite Violence Prevention Project (2004). The Multisite Violence Prevention Project: Background and overview. American Journal of Preventive Medicine, 26(1S), 3–11. doi:10.1016/j.amepre.2003.09.017.

    Google Scholar 

  • Ngwe, J. E., Liu, L. C., Flay, B. R., Segawa, E., & Aban Aya Coinvestigators (2004). Violence prevention among African American adolescent males. American Journal of Health Behavior, 28(Suppl 1), S24–S37.

    PubMed  Google Scholar 

  • Orpinas, P., Horne, A. M., & Multisite Violence Prevention Program (2004). A teacher-focused approached to prevent and reduce students’ aggressive behavior: The GREAT Teacher Program. American Journal of Preventive Medicine, 26(1S), 29–38. doi:10.1016/j.amepre.2003.09.016.

    Article  PubMed  Google Scholar 

  • Orpinas, P., Parcel, G. S., McAlister, A., & Frankowski, R. (1995). Violence prevention in middle schools: A pilot evaluation. The Journal of Adolescent Health, 17, 360–371. doi:10.1016/1054-139X(95)00194-W.

    Article  PubMed  CAS  Google Scholar 

  • Reynolds, C. R., & Kamphaus, R. W. (1992). Behavior assessment system for children. Circle Pines MN: American Guidance Service.

    Google Scholar 

  • Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. S. Masten, D. Cicchetti, K. H. Nuechterlein, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology (pp. 181–214). New York: Cambridge University Press.

    Google Scholar 

  • SAS Institute Inc. (2004). What’s new in SAS 9.0, 9.1, 9.1.2, and 9.1.3. Cary, NC: Author.

    Google Scholar 

  • Segawa, E., Ngwe, J. E., Li, Y., Flay, B. R., & Aban Aya Coinvestigators (2005). Evaluation of the effects of the Aban Aya Youth Project in reducing violence among African American adolescent males using latent class growth mixture modeling techniques. Evaluation Review, 29, 128–148. doi:10.1177/0193841X04271095.

    Article  PubMed  Google Scholar 

  • Silver, R. B., & Eddy, J. M. (2006). Research-based prevention programs and practices for delivery in schools that decrease the risk of deviant peer influence. In K. A. Dodge, T. J. Dishion, & J. E. Lansford (Eds.), Deviant peer influences in programs for youth: Problems and solutions (pp. 253–277). New York: Guilford.

    Google Scholar 

  • Skroban, S. B., Gottfredson, D. C., & Gottfredson, G. D. (1999). A school-based social competency promotion demonstration. Evaluation Review, 23, 3–27.

    Article  PubMed  CAS  Google Scholar 

  • Smith, E. P., Gorman-Smith, D., Quinn, W., Rabiner, D., Tolan, P., Winn, D.-M., & The Multisite Violence Prevention Project (2004). Community-based multiple family groups to prevent and reduce violent and aggressive behavior: The GREAT families program. American Journal of Preventive Medicine, 26(1S), 39–47. doi:10.1016/j.amepre.2003.09.018.

    PubMed  Google Scholar 

  • Tolan, P. H., Guerra, N. G., & Kendall, P. (1995). A developmental-ecological perspective on antisocial behavior in children and adolescents: Toward a unified risk and intervention framework. Journal of Consulting and Clinical Psychology, 63, 579–584. doi:10.1037/0022-006X.63.4.579.

    Article  PubMed  CAS  Google Scholar 

  • Tolan, P. H., & Henry, D. (1996). Patterns of psychopathology among urban poor children: Comorbidity and aggression effects. Journal of Consulting and Clinical Psychology, 64, 1094–1099. doi:10.1037/0022-006X.64.5.1094.

    Article  PubMed  CAS  Google Scholar 

  • US Department of Health and Human Services (2001). Youth violence: A report of the surgeon general. Washington, DC: United States Department of Justice.

    Google Scholar 

  • Wilson, S. J., Lipsey, M. W., & Derzon, J. H. (2003). The effects of school-based intervention programs on aggressive behavior: A meta-analysis. Journal of Consulting and Clinical Psychology, 71, 136–149. doi:10.1037/0022-006X.71.1.136.

    Article  PubMed  Google Scholar 

Download references

Acknowledgements

This study was funded by the National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, CDC Cooperative Agreements U81/CCU417759 (Duke University), U81/CCU517816 (University of Chicago, Illinois), U81/CCU417778 (The University of Georgia), and U81/CCU317633 (Virginia Commonwealth University). The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention.

Author information

Consortia

The Multisite Violence Prevention Project

Additional information

The MVPP corporate author group includes the following individuals listed by sites (sites arranged in alphabetical order) with their current affiliation noted in parentheses: Centers for Disease Control and Prevention, Atlanta GA: Thomas R. Simon, Robin M. Ikeda, Emilie Phillips Smith (Penn State University); Le’Roy E. Reese (Morehouse School of Medicine); Duke University, Durham NC: David L. Rabiner, Shari Miller-Johnson, Donna-Marie Winn (University of North Carolina – Chapel Hill), Kenneth A. Dodge, Steven R. Asher; University of Georgia, Athens GA: Arthur M. Horne, Pamela Orpinas, Roy Martin, William H. Quinn (Clemson University); University of Illinois at Chicago, Chicago IL: Patrick H. Tolan, Deborah Gorman-Smith, David B. Henry, Franklin N. Gay, Michael Schoeny, Virginia Commonwealth University, Richmond VA: Albert D. Farrell, Aleta L. Meyer (National Institute on Drug Abuse); Terri N. Sullivan, Kevin W. Allison.

Correspondence concerning this article should be addressed to Albert D. Farrell, Department of Psychology, Virginia Commonwealth University, P.O. Box 842018, Richmond, VA 23284-2018. E-mail: afarrell@vcu.edu.

Rights and permissions

Reprints and permissions

About this article

Cite this article

The Multisite Violence Prevention Project. The Multisite Violence Prevention Project: Impact of a Universal School-Based Violence Prevention Program on Social-Cognitive Outcomes. Prev Sci 9, 231–244 (2008). https://doi.org/10.1007/s11121-008-0101-1

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11121-008-0101-1

Keywords

Search

Navigation