A Community-Academic Partnership for School-Based Nonviolence Education: The Healthy Power Program

Autor/inn/en	Dunn, Melissa; Drew, Christa; O'Brien, Joseph; Wood, Michael; Mora, Eriberto; Diener, Sam; Perry, Donna J.
Titel	A Community-Academic Partnership for School-Based Nonviolence Education: The Healthy Power Program
Quelle	In: Journal of School Health, 90 (2020) 1, S.65-69 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dunn, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12850
Schlagwörter	School Community Relationship; Violence; Pretests Posttests; Prevention; Urban Schools; Middle Schools; Nonprofit Organizations; Graduate Study; Nursing Education; Public Health; Program Descriptions; Conflict Resolution; Peace; Program Evaluation + Suchen Sie Ihr Suchwort? Gewalt; Prävention; Vorbeugung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Mittelschule; Mittelstufenschule; Nonprofit-Organisation; Aufbaustudium; Graduiertenstudium; Hauptstudium; Pflegepädagogik; Gesundheitswesen; Conflict solving; Konfliktlösung; Konfliktregelung; Frieden; Programme evaluation; Programmevaluation
Abstract	Background: Youth violence is a significant problem affecting community health. Community-academic partnerships can advance youth nonviolence education by synergizing the strengths of collaborators while working toward a common goal. We describe a collaboration between an urban public middle school, community nonprofit, and university-based graduate school of nursing in implementing and evaluating the Healthy Power program, a school-based youth nonviolence program for middle-school boys. Methods: A participatory program evaluation approach was used to plan and implement evaluation of the "Healthy Power" program with a cohort of 8 students. Collaborative planning allowed for the selection of measures that reflected program objectives and were of value to community partners while also scientifically sound. A mixed-methods approach included a focus group and a pretest-posttest with quantitative items and open-ended questions. Results: While the quantitative pre-posttest did not show any significant change, the open-ended questions and focus group suggested that students had advanced their understanding and application of conflict resolution skills. Conclusions: The findings support the usefulness of community-academic partnerships for peace/conflict resolution education and program evaluation. Such programs may benefit from mixed methods of evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01