@article{ref1,
title="Initial behavior outcomes for the peacebuilders universal school-based violence prevention program",
journal="Developmental psychology",
year="2003",
author="Flannery, Daniel J. and Vazsonyi, Alexander T. and Liau, Albert K. and Guo, Shenyang and Powell, Kenneth E. and Atha, Henry and Vesterdal, Wendy and Embry, Dennis",
volume="39",
number="2",
pages="292-308",
abstract="PeaceBuilders is a universal, elementary-school-based violence prevention program that attempts to alter the climate of a school by teaching students and staff simple rules and activities aimed at improving child social competence and reducing aggressive behavior. Eight matched schools (N > 4,000 students in Grades K-5) were randomly assigned to either immediate postbaseline intervention (PBI) or to a delayed intervention 1 year later (PBD). Hierarchical linear modeling was used to analyze results from assessments in the fall and spring of 2 consecutive school years. In Year 1, significant gains in teacher-rated social competence for students in Grades K-2, in childself-reported peace-building behavior in Grades K-5, and reductions in aggressive behavior in Grades 3-5 were found for PBI but not PBD schools. Differential effects in Year 1 were also observed for aggression and prosocial behavior. Most effects were maintained in Year 2 for PBI schools, including increases in child prosocial behavior in Grades K-2. Implications for early universal school-based prevention and challenges related toevaluating large-scale prevention trials are discussed.<p /><p>Language: en</p>",
language="en",
issn="0012-1649",
doi="",
url="http://dx.doi.org/"
}