The School-Based Violence Prevention Planning Program

Abstract

Despite a growing research literature identifying evidence-based prevention strategies, schools often adopt programs lacking evidentiary support (Gottfredson and Gottfredson, 2002; Ringwalt et al., 2002). Further, when evidence-based programs are adopted they often suffer from poor implementation (Gottfredson and Gottfredson, 2002). This gap between research and practice defines a need for efforts to further the dissemination and effective implementation of evidence-based prevention strategies. The School-Based Violence Prevention Planning Program (SBV3P) is designed to improve the dissemination of evidence-based prevention strategies by building the capacity of school personnel to identify and effectively implement violence prevention strategies that have substantial empirical support. In this program, prevention planning teams from schools create violence prevention plans by progressing through a structured planning framework emphasizing data-driven decision making and the use of empirically validated violence prevention strategies. To build capacity, participating teams are provided with training, technical assistance, and online resources. Here we present the SBV3P and review a pilot test of this program.     

Normalizing Services for Children with Special Needs

Dissatisfaction with residential programs and the influence of the normalization principle have led to the development of many community-based programs for mentally retarded, emotionally disturbed and delinquent youths. Unfortunately, these programs have not generally been much more effective than their residential counterparts in preparing their children for worthwile and productive lives in the community. In this paper, six areas are discussed as important for successful community programs and proposed as targets for future prevention, education and treatment efforts. These include the family, sexuality, leisure activities, social and interpersonal skills, specific suggestions for both prevention and remediation efforts are discussed.     

Successful Program Development Using Implementation Evaluation

SUMMARY

Four methods used to enhance implementation of a resiliency-based early childhood substance abuse and violence prevention initiative are described. Project staff drew up formal agreements with participating programs to ensure administrative support for the intervention, provided high quality training for program implemcnt-ers, used a participatory evaluation approach, and monitored implementation both directly and through practitioners' self-report. The contribution of each of these methods to fidelity of implementation is discussed, and implementation challenges are identified. The growth and success of the project demonstrates the utility of implementation evaluation data for ongoing program development and improvement.     

An Assessment of the Relationship Between the Quality of School-Based Tobacco Prevention Programs and Youth Tobacco Use

SUMMARY

This study presents data from an assessment of substance use prevention programs in 23 elementary and middle schools in northern and central Illinois. The quality of prevention programming was assessed based on program intensity, focus on tobacco, staff resources designated for prevention programs, and implementation of the Centers for Disease Control and Prevention recommendations for tobacco prevention. Data from these four dimensions were used to calculate a Quality Index Score. Multilevel logistic regression analysis was used to assess the relationship between individual level variables, school level variables and the outcomes of reported current tobacco use, intent to use tobacco in the coming year, and perceived efficacy of substance use prevention programs. No significant effects were found, indicating that exclusive use of even high quality school-based prevention programs may not be sufficient in changing youth behavior. However, school-based prevention programs may be an important component of a broader ecological approach that uses multiple, community-wide strategies to promote normative change.     

Design and Implementation of Parent Programs for a Community-Wide Adolescent Alcohol Use Prevention Program

SUMMARY

Project Northland is a comprehensive community trial designed to evaluate programs for the primary prevention of alcohol-related problems during adolescence. It uses a community-wide model, that includes both demand and supply reduction techniques. The first phase of Project Northland (grades 6-8) was completed with the effective implementation of multiple, complementary programs including a multi-year social behavioral curriculum, intensive parental involvement components, peer leadership opportunities, and community-level changes through the formation of local task forces. This article describes the process used for developing and implementing the comprehensive parent interventions used during the first phase of the research, highlighting the elements that led to the successful implementation of the programs with very high participation rates by parents, their young adolescents, teachers, and community members.     

Identifying Potential Drinking-Driving Recidivists

Abstract

Family resource programs are a set of principles and a compendium of program characteristics that respond to today's urgent need to reorient policies and services for families. Premises underlying program development and the origins from which program concepts are defined are discussed, as are applications of family resource principles and programs at the state level, in child-focused programs, and in conjunction with medical and mental health services. Current challenges faced by program developers and policymakers are presented, with a perpective that those issues will be pivotal in shaping the future of both the family resource movement and the field of human services at large.     

Gender issues in the measurement of physical and psychological safety

Traditional methods of analyzing the physical and psychological demands of the job have been criticized as potentially biased against female sex‐typed jobs. This poses a potential problem when information about the job is used to develop safety training programs or injury prevention programs. In this paper, the problem of measuring safety‐related aspects of jobs is explored from a perspective which incorporates attention to gender issues. Potential problems are identified in the measurement of characteristics such as physical safety, responsibility for the physical safety of others, and psychological safety. A shortcoming in the literature deserving of further research is also identified in terms of the relative paucity of measures of responsibility for psychological safety. The failure to pay attention to gender issues may lead to problems in safety training, due to deficiencies in assessment, evaluation, and design.     

Identifying Common Practices in Community-Based Rape Prevention Programs

Community-based rape prevention programs have received little attention in the research literature. In this study qualitative methods were used to describe such programs and to assess the degree of homogeneity in their practices. In-depth interviews were conducted with representatives of 10 community-based prevention programs in a single state. Findings suggest that two typologies exist: short programs and extended programs. Homogeneity across programs was common as most programs emphasized secondary and tertiary prevention and relied on short curricula that are implemented with mixed-gender groups of students. A comparison to practices found in the research literature indicate that they are mostly using the same practices and these practices have not been demonstrated to have sustained behavioral effects that would reduce the incidence of sexual violence. Implications for future practice are discussed.     

School Violence Prevention

Abstract

School violence has many faces and many casualties. In varying degrees it touches students, parents, educators and communities of every school world wide. At the local level, communities are seen as playing a significant role in violence prevention. Generally, community-based violence prevention approaches involve the assessment of local problems, identification of target issues, selection of a range of interventions, and the encouragement of collaboration among civic groups, the juvenile justice system, local leaders, and young people themselves. These programs are generally judged as successful if they are able to address risk factors effectively for individual youths, strengthen those factors that provide protection and enhance resiliency, provide sufficient support and effective supervision, and increase pro-social attitudes by providing youth with a sense of having an increased stake in their local communities. Although too few educators are aware of its impact, the women's community has been involved in this work for decades. In this paper I discuss the results of interviews with members of the women's community in Atlantic Canada who have developed proactive violence prevention initiatives. I will concentrate on their efforts to bring those programs into the schools and their experiences of the successes and challenges they encounter.     

Proposed modification of a school-wide bully prevention program to support all children

Bullying prevention programs in the United States are being implemented in schools from kindergarten through high school to reduce rates of bullying behaviors. The bully prevention in positive behavior support (PBIS) model is an evidence-based, whole school intervention program. The PBIS model trains teachers, school staff, and administrators to model and provide positive reinforcement for children to decrease bullying amongst peers. This article addresses gaps in the current bullying prevention research by exploring challenges and potential modifications to the PBIS model based on staff perspectives of specific student needs. Utilizing focus group methodology, administrators, teachers, and support staff in a northeastern urban elementary school identified challenges experienced by students who were English language learners, impulsive, shy or sensitive, and female. The findings highlight the critical nature of school–parent relationships in addressing student, family, and cultural factors that influence the successful implementation of bullying prevention programs.     

Welcome baby programs

SUMMARY

Several successful prevention programs are recognized as exemplars of implementation. Complicated multidimensional interventions with different goals and directed at different target populations have been conducted with a high degree of fidelity using a common set of strategies. Future research priorities involve identifying the specific factors that promote implementation and determining what levels of implementation are necessary to achieve maximum program impact.     

Development and implementation of a quality assurance infrastructure in a multisite home visitation program in Ohio and Kentucky

As home visitation programs go to scale, numerous challenges are faced in implementation and quality assurance. This article describes the origins and implementation of Every Child Succeeds, a multisite home visitation program in southwestern Ohio and Northern Kentucky. In order to optimize quality assurance and generate new learning for the field, a Web-based system (eECS) was designed to systematically collect and use data. Continuous quality assurance procedures derived from business and industry have been established. Findings from data collection have documented outcomes, and have identified clinical needs that potentially undermine the impact of home visitation. An augmented module approach has been used to address these needs, and a program to treat maternal depression is described as an example of this approach. Challenges encountered are also discussed.     

Community Responsibility for Preventing Sexual Violence: A Pilot Study with Campus Greeks and Intercollegiate Athletes

Previous research has noted higher incidences of sexual violence on campus among members of campus Greeks and athletes and the need to do prevention programs with them. This article presents the results of an exploratory pilot study of a sexual violence prevention program with members of one fraternity, sorority, men's and women's intercollegiate athletic team. The program, experimentally evaluated and found to be effective with a general sample of undergraduates, was used to determine its efficacy specifically with Greeks and athletes. The model on which the program is based calls for prevention efforts that take a wider community approach rather than simply targeting individuals as potential perpetrators or victims. Results from repeated-measures analysis of variance indicate that the program worked overall. Future directions are discussed.     

Primary Prevention for Children:

This paper discusses the role of needs assessment procedures in the development of effective primary prevention strategies for children and youth. A number of techniques which may be employed in the assessment of need for such services are presented and their strengths and limitations for such application are discussed. Particular problems for needs assessment planning and implementation stemming from differences in the goals and objectives of preventive, as opposed to more traditional mental health services for children, are elaborated and possible strategies for their resolution suggested.     

Intensive Family Preservation Services

Family-based services have evolved over the past twenty years as a means of helping families in crisis avoid the removal of a child from the home. As a result of the Family Preservation Act of 1992, a number of preplacement prevention programs, designated as Intensive Family Preservation Services (IFPS) have been developed. The overall effectiveness of IFPS programs is now under scrutiny by various interested organizations. Few of the published studies were designed to employ rigorous, empirical research methods, and even fewer dircctly addressed families with adolescents. The purpose of the current paper is to identify problems associated with family preservation, to examine theoretical issues and assessment issues, summarize the available research, and explore implications that focus on prevention.     

浅论中国驰名商标的认定和保护

驰名商标是知识产权领域保护的重要对象，随着中国加入WTO后市场经济改革的进一步深化和与世界经济体系的关联性进一步加强，驰名商标的认定和保护对于保障中国商事安全和促进商事繁荣的重要性勿庸置疑。中国在驰名商标方面的立法比较完善，但在对其认定和保护的实践方面还有不少需要探讨和厘清之处，该文从分析驰名商标的概念入手，对驰名商标的认定和保护相关问题进行了探讨。     

Rapid assessment of existing HIV prevention programming in a community mental health center

In preparation for implementation of a comprehensive HIV prevention program in a Community Mental Health Center for persons with mental illness who are also abusing substances, a rapid assessment procedure (RAP) of existing prevention services that may have developed in the setting over time was undertaken at baseline. In addition to an ecological assessment of the availability of HIV-related information that was available on-site, in-depth interviews and focus groups were conducted with Center administrators, direct-care staff, and mental health consumers. Results indicated that responses regarding available services differed depending upon type of respondent, with administration reporting greater availability of preventive programs and educational materials than did direct-care staff or mental health consumers themselves. But overall, formalized training on HIV prevention by case managers is extremely rare. Case managers felt that other providers, such as doctors or nurses, were more appropriate to deliver an HIV prevention intervention.     

卧底侦查法制化问题再探

卧底侦查是侦破有组织犯罪、团伙犯罪等案件的有效手段,但其衍生的相关法律问题很少有人关注。文章对卧底侦查的相关概念,卧底侦查存在的社会基础、法律基础作了较为深入的分析,并就卧底侦查的授权机关、实施主体、实施对象、实施程序、卧底人员之责任与保障等应注意的问题进行了探讨,以期对司法实践与理论建设有所帮助。     

Exploring Work as an Arena for Prevention Research

Abstract

This article offers a rationale and reviews the research evidence for a focus on work transitions in prevention research. The organization and current research of the Michigan Prevention Research Center are then described. Current research and dissemination activities are presented in the context of a prevention research cycle that moves through four domains: problem analysis, intervention design, evaluation, and knowledge dissemination.     

E-Sites For Safe Schools

ABSTRACT

A substantial body of research indicates that positive school culture benchmarks are integrally tied to the success of school reform and change in general. Additionally, an emerging body of research suggests a similar role for school culture in effective implementation of school violence prevention and intervention efforts. However, little research is available that specifically focuses on the elements of school culture that promote the successful implementation of bullying intervention programs aimed at reducing the most prevalent form of school violence. Therefore, this case study attempted to identify the school culture characteristics that supported or interfered with implementation of the Olweus Bullying Prevention Program from the viewpoint of school staff key informants in a junior high school in its second year of program implementation. Data were collected primarily from open-ended, semi-structured interviews along with informal observations and analysis of school documents. Themes emerging from the interviews were examined in relation to the findings from the observations and documents. School culture characteristics that supported implementation included a sense of family, warmth, collaboration, and connections among staff and between staff and students, combined with a central focus on learning as the primary mission of the school. Identified barriers to implementation included the local community served by the district that was slow to change and accept differences. Outcomes suggest that, beyond ensuring fidelity of implementing the core components of the Olweus Bullying Prevention Program, examining the characteristics of a school's culture that promote or impede implementation efforts might further ensure its success and integration.