On this page: Books, by Author
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Flannery, D.J. and Huff, C.R. (Editors). Youth violence :
prevention, intervention, and social policy. Washington, DC : American Psychiatric Press,
1999. 322 p.
Powell, K.E. and Hawkins, D.F. (Editors). Youth violence prevention: descriptions and baseline data from 13 evaluation projects. American Journal of Preventive Medicine, supplement to volume 12, number 5, September/October 1996. 134 p. Website of journal- http://www-east.elsevier.com/ajpm/
Wiehe, V.R. Understanding family violence : treating and preventing partner, child, sibling, and elder abuse. Thousand Oaks, CA: Sage Publications, c1998. 278 p.
Journal Articles by Author:
Aber, J. L., Jones, S. M., Brown, J. L., Chaudry, N., & Samples, F. (1998). Resolving conflict creatively: evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context. Development & Psychopathology, 10(2), 187-213. Abstract: This study evaluated the short-term impact of a school-based violence prevention initiative on developmental processes thought to place children at risk for future aggression and violence and examined the influence of classroom and neighborhood contexts on the effectiveness of the violence prevention initiative. Two waves of developmental data (fall and spring) were analyzed from the 1st year of the evaluation of the Resolving Conflict Creatively Program (RCCP), which includes 5053 children from grades two to six from 11 elementary schools in New York City.
Carlson, B. E. (1997). Mental retardation and domestic violence: an ecological approach to intervention. [Review] [30 refs]. Social Work, 42(1), 79-89. Abstract : The public and health and law enforcement professionals have finally become aware of the problem of domestic violence among community-dwelling women with developmental disabilities such as mental retardation. This article presents an ecological approach to analyzing factors that contribute to and maintain such abuse. Service needs of women with developmental disabilities who experience domestic violence as well as assumptions that should underlie treatment are addressed within an ecological framework. Assessment and individual and group intervention are discussed, including the development of a personal safety plan. A case example is provided. [References: 30].
Dusenbury, L., Falco, M., Lake, A., Brannigan, R., & Bosworth, K. (1997). Nine critical elements of promising violence prevention programs. [Review] [15 refs]. Journal of School Health, 67(10),
409-414. Abstract : To identify approaches to school-based violence prevention that are most promising and those that may not be effective, a review of the literature was conducted. In addition, telephone interviews were conducted with 15 experts on topics related to school-based violence prevention. Nine critical ingredients of promising approaches to violence prevention were identified. Specifically, the approaches are comprehensive and multifaceted; begin in the primary grades and are reinforced across grade level; are developmentally tailored: and cover appropriate content area. Appropriate content areas include information; anger management; social perspective taking; decision making and social problem solving; peer negotiation and conflict management; social resistance skills; active listening and effective communication; and material on prejudice, sexism, racism and male-female relationship. In addition, promising programs use interactive teaching techniques, are culturally sensitive, and provide teacher training. They promote a positive school climate and foster norms against violence. Six violence prevention activities that appear not to be effective are also discussed. The authors conclude with a
discussion of the need for more rigorous evaluation of violence prevention programs. [References: 15].
Foshee, V. A., Bauman, K. E., Arriaga, X. B., Helms, R. W., Koch, G. G., & Linder, G. F. (1998). An evaluation of Safe Dates, an adolescent dating violence prevention program. American Journal of Public Health, 88(1), 45-50. Abstract : OBJECTIVES: This study assessed the effects of the Safe Dates program on the primary and secondary prevention of adolescent dating violence. METHODS: Fourteen schools were randomly allocated to treatment conditions. Eighty percent (n=1886) of the eighth and ninth graders in a rural county completed baseline questionnaires, and 1700 (90%) completed follow-up questionnaires. RESULTS: Treatment and control groups were comparable at baseline. In the full sample at follow-up, less psychological abuse, sexual violence, and violence perpetrated against the current dating partner were reported in treatment than in control schools. In a subsample of adolescents reporting no dating violence at baseline (a primary prevention subsample), there was less initiation of psychological abuse in treatment than in control schools.
Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P. Y., Asher, K. N.,
Beland, K., Frey, K., & Rivara, F. P. (1997). Effectiveness of a violence
prevention curriculum among children in elementary school. A randomized controlled
trial [see comments]. JAMA, 277(20), 1605-1611. Abstract : OBJECTIVE: To determine
if a commonly used violence prevention curriculum, Second Step: A Violence Prevention
Curriculum, leads to a reduction in aggressive behavior and an increase in
prosocial behavior among elementary school students. DESIGN: Randomized controlled trial. SETTING: Urban and suburban elementary schools in the state of Washington. PARTICIPANTS: Six matched pairs of schools with 790 second and third-grade students. The students were 53% male and 79% white. INTERVENTION: The curriculum uses 30 specific lessons to teach social skills related to anger management, impulse control, and empathy. MAIN OUTCOME MEASURES: Aggressive and prosocial
behavior changes were measured 2 weeks and 6 months after participation in the curriculum by parent and teacher reports (Achenbach Child Behavior Checklist and Teacher Report Form, the School Social Behavior Scale, and the Parent-Child Rating Scale) and by observation of a random subsample of 588 students in the classroom and playground/cafeteria settings.
Kellermann, A. L., Fuqua-Whitley, D. S., Rivara, F. P., & Mercy, J. (1998). Preventing youth violence: what works?. [Review] [106 refs]. Annual Review of Public Health, 19, 271-292. Abstract : Between 1985 and 1992, serious youth violence in the United States surged to unprecedented levels. The growing use of firearms to settle disputes has contributed to this phenomenon. Youth are most
often victimized by one of their peers. In response to this problem, a wide variety of programs have been implemented in an attempt to prevent youth violence or reduce its severity. Few have been adequately evaluated. In general, interventions applied between the prenatal period and age 6 appear to be more effective than interventions initiated in later childhood or adolescence.
Lumley, V. A., & Miltenberger, R. G. (1997). Sexual abuse prevention for persons with mental retardation. [Review] [51 refs]. American Journal of Mental Retardation, 101(5), 459-472. Abstract : The problem of sexual abuse among persons with mental retardation, skills for preventing sexual abuse, and methods for assessing prevention skills were discussed. Because very little research on teaching sexual abuse prevention skills exists, research on abduction prevention programs for persons with mental retardation as well as on sexual abuse prevention programs for children, was reviewed. Suggestions for future research in the area of sexual abuse prevention for persons with mental retardation were discussed. [References: 51].
Mulroy, E. A., & Shay, S. (1997). Nonprofit organizations and innovation: a model of neighborhood-based collaboration to prevent child maltreatment. [Review] [42 refs]. Social Work, 42(5), 515-524. Abstract : This article develops a theoretical and conceptual framework for neighborhood-based collaboration by NPOs; analyzes the main concepts of innovation in the design and implementation of a collaboration to prevent child maltreatment in an undervalued neighborhood; and draws implications for social policy, social work practice, and social work research. [References: 42].
Family violence in Canada: a statistical profile. 1998: Statistics Canada. Catologue no. 85-224-XIE Also available at http://www.statcan/english/services/ Click on downloadable publications, then click on free.
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