Pushing the Boundaries of Education: Evaluating the "Impact of Second Step[R]--A Violence Prevention Curriculum" with Psychosocial and Non-Cognitive Measures

Autor/inn/en	Neace, William P.; Munoz, Marco A.
Titel	Pushing the Boundaries of Education: Evaluating the "Impact of Second Step[R]--A Violence Prevention Curriculum" with Psychosocial and Non-Cognitive Measures
Quelle	In: Child & Youth Services, 33 (2012) 1, S.46-69 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-935X
DOI	10.1080/0145935X.2012.665324
Schlagwörter	Urban Schools; Substance Abuse; Student Attitudes; Prevention; Violence; School Districts; At Risk Students; Intervention; Student Behavior; Prosocial Behavior; Curriculum; Program Evaluation; Program Effectiveness; Empathy; Interpersonal Competence; Peer Relationship; Elementary School Students + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Drug use; Drug consomption; Drogenkonsum; Schülerverhalten; Prävention; Vorbeugung; Gewalt; School district; Schulbezirk; Student behaviour; Curricula; Lehrplan; Rahmenplan; Programme evaluation; Programmevaluation; Empathie; Interpersonale Kompetenz; Peer-Beziehungen
Abstract	The "Second Step"[R] violence prevention curriculum was implemented in a large urban school district as part of a comprehensive three-year initiative to impact students at-risk for violence and substance abuse. An outcome evaluation was conducted to assess the intervention's effectiveness on students' attitudes and on behaviors important for accountability. Results indicated improvements in students' prosocial attitudes and behaviors that were consistent across two large cohorts of students. Implications for theory and future research are discussed. (Contains 5 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10