VIOLENCE PREVENTION IN MIDDLE SCHOOLS - A PILOT EVALUATION

Purpose: To evaluate the effect of a violence prevention curriculum an d of trained peer leaders on self-reported aggressive behaviors, knowl edge about violence and conflict-resolution skills, self-efficacy, and attitudes among 223 6th graders. Methods: The effect of two intervent ion groups (violence prevention curriculum taught by the teacher with or without the assistance of trained peer leaders) and one control gro up were compared. Ten 6th grade classes (four control and six interven tion classes) of four middle schools participated in the study. Studen ts were evaluated before and shortly after the implementation of the c urriculum, as well as 3 months later. Results: The intervention reduce d self-reported aggressive behaviors among boys, but this reduction wa s significant only in two of the six intervention classes. Both interv entions had an overall significant effect on increasing knowledge abou t violence and skills to reduce violence. After the intervention, stud ents also developed a more negative attitude toward responding violent ly when provoked. Attitude change was stronger among students from the teacher plus peer leader group. No intervention effect was observed o n self-efficacy nor on attitudes toward skills to reduce violence. Cha nges were not maintained over time. Conclusions: Results emphasize the need for continuous and comprehensive interventions, follow-up evalua tions, and careful selection of peer leaders. Aggressive behaviors, no t knowledge alone, should be used as the main dependent variable.