Ozer Emily J
University of California, Berkeley, CA 94720-7360, USA.
J Prim Prev. 2006 May;27(3):315-40. doi: 10.1007/s10935-006-0036-x.
This paper reviews the theoretical and practical importance of studying contextual factors in school-based violence prevention programs and provides a framework for evaluating factors at the classroom, school, and community/district level. Sixty-two published papers describing 38 different programs were reviewed; of these 16 were identified that reported data on contextual effects or discussed possible contextual effects on the intervention. The small number of studies precludes definitive conclusions regarding contextual effects in school-based violence prevention programs, but suggests (a) some evidence for contextual effects on program outcomes, and (b) interdependence of context and implementation factors in influencing outcomes.Editors' Strategic Implications: This review suggests that contextual effects are important to school violence prevention, as context can influence outcomes directly and through interactions with implementation factors. Consequently, characteristics of the classroom, school, and community contexts should be considered by practitioners when implementing prevention programs and measured by researchers studying the processes and outcomes of these programs.
本文回顾了在校本暴力预防项目中研究背景因素的理论和实践重要性，并提供了一个在课堂、学校及社区/学区层面评估相关因素的框架。我们对62篇描述38个不同项目的已发表论文进行了回顾；其中16篇被确定报告了关于背景效应的数据或讨论了背景对干预可能产生的效应。研究数量较少，无法就校本暴力预防项目中的背景效应得出明确结论，但表明：(a) 有一些证据支持背景对项目结果产生效应；(b) 背景和实施因素在影响结果方面相互依存。编辑的战略启示：本综述表明，背景效应在校本暴力预防中很重要，因为背景可以直接以及通过与实施因素的相互作用来影响结果。因此，从业者在实施预防项目时应考虑课堂、学校和社区背景的特征，而研究这些项目过程和结果的研究人员则应加以衡量。
