An Elementary School Violence Prevention Program

Autor/inn/en	Scheckner, Stacey B.; Rollin, Stephen A.
Titel	An Elementary School Violence Prevention Program
Quelle	In: Journal of School Violence, 2 (2003) 4, S.3-42 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
Schlagwörter	Elementary Schools; Educational Environment; Computer Uses in Education; Program Effectiveness; Behavior Modification; Student Behavior; Behavior Problems; Intervention; Violence; Aggression; Prevention; Conflict Resolution; Grade 5; At Risk Students; African American Students; White Students + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Computernutzung; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Gewalt; Prävention; Vorbeugung; Conflict solving; Konfliktlösung; Konfliktregelung; School year 05; 5. Schuljahr; Schuljahr 05; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	This article details the implementation and empirical evaluation of an elementary school violence program. The problem of school violence and the significance and focus of the study are discussed. The general research question in this study was to examine the potential for a computer-mediated anger management program to enhance or improve the conflict resolution skills of youth with aggressive behavior problems in an elementary school setting. This study employed an 8-week computer-mediated anger management program, called SMART Talk (Students Managing Anger Resolution Together), for teaching conflict resolutions skills. This program was derived from a meta-analysis (Scheckner et al., 2002) due to its large effect size, statistical significance, and computer-mediated execution in order to verify past results with a more specifically defined population of at-risk (i.e., aggressive) students. Overall, the results suggest that participants in the intervention group significantly reported more intentions to use nonviolent strategies in a future conflict than students in the control group. Further research is recommended in order to assess the replicability of this study to other populations. Recommendations include longer intervention duration, larger sample size, multiple school settings, and multi-systemic implementation (i.e., teacher and parent workshops) as well as longitudinal studies. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10