Violence on school campuses is a multifaceted phenomenon which impacts the daily activities of students, peers, teachers, parents, and other family members. According to CDC, aggression observed in early childhood can lead to violence, social and cognitive deficits. Furthermore, students who associate with peers who engage in high-risk, asocial behaviors exhibit a low commitment to education, may manifest learning disabilities, and lack academic attainment. These students are at increased risk of absences, tardiness, truancy, low self-esteem, poor hygiene, and acting out in the classroom and/or playground. The Conflict Resolution Training Program is an elementary violence prevention curriculum that is based on Bandura's Social Learning Theory,self-efficacy construct, and Bloom' Taxonomy. The purpose of this study was to investigate the effectiveness of the Conflict Resolution Training Program among rural multicultural elementary students. One hundred fourth and fifth students participated in the program, with 24.5% Native American, 1% Asian, 4.1% Hispanic, and 68.4% White. A pre-post test quasi-experimental design was utilized to determine the effectivenss of the program. Pearson Chi-square with Yates correction factor was used to determine statistically significances between the pre- and post-test measures. Preliminary findings indicated that there was a statistically significant increase in academic attainment, hygiene, and positive classroom/playground behavior.
Learning Objectives: 1. Analyze the key components of an effective violence prevention program. 2. Apply the strategies of conflict resolution training to reduce violence in a school-based prevention program
Keywords: Violence Prevention, School-Based Programs
Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: None
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.