Citation

Farrell AD, Mehari KR, Kramer-Kuhn AM, Mays SA, Sullivan TN. J. Sch. Psychol. 2015; 53(3): 179-194.

Affiliation

Virginia Commonwealth University, United States. Electronic address: tnsulliv@vcu.edu.

Copyright

(Copyright © 2015, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2015.03.001

PMID

26054813

Abstract

This study examined factors that influenced the use of skills taught in a school-based universal violence prevention program. Interviews were conducted with 91 students from two urban schools (83% were African American and 12% multiracial) and 50 students from a nearby county school (52% were White, 32% African American, and 12% multiracial). About half the sample (54%) was male. All had been in sixth grade classrooms where the Second Step (Committee for Children, 1997b) violence prevention curriculum had been implemented earlier in the school year or in the preceding school year. Qualitative analysis of interview transcripts suggested that participants' use of intervention skills was influenced by their beliefs and values, perceived relevance and effectiveness of the skill, issues related to enacting the behavior, and contextual factors. These findings highlight the need for a more intensive and comprehensive effort to address barriers and supports that influence the relevance and impact of school-based violence prevention programs.

Language: en